Weeks 1-9 • Focus: Classification, Forces, and Multiplication
The first quarter establishes the foundational skills and routines for the year. The learning is anchored in concrete and engaging topics: the scientific classification of animals, the tangible physics of forces and motion, and the foundational mathematical concept of multiplication. In ELA, the focus is on mastering the structure of a well-organized paragraph. In Math, the goal is to build a solid conceptual understanding of multiplication and division while securing fluency with addition and subtraction.
Academic Skills:
Content Knowledge:
Launching the year with systematic classification of the animal kingdom
CKLA Reader: Classification of Animals
Core Knowledge Foundation
What Is a Scientist?
by Barbara Lehn
Actual Size
by Steve Jenkins
Read "Introduction to Classification" from the CKLA Reader. Discuss the concept of classification and why scientists classify living things. Introduce a KWL chart (Know, Want to know, Learned) about animal classification. 3R1
Begin Math with Confidence (MWC), starting with a review of addition and subtraction within 1000. Use base-ten blocks to model regrouping. NY-3.NBT.2
Read about vertebrates in the CKLA Reader. Ask specific questions that require returning to the text for answers: "What are the five groups of vertebrates?" "What characteristics do all vertebrates share?" 3R1
Create a vertebrate classification chart with five columns (mammals, birds, reptiles, amphibians, fish). Begin collecting pictures or drawing examples for each group.
Introduce the concept of multiplication as equal groups. Use manipulatives to show examples: "If there are 4 fish tanks with 3 fish in each tank, how many fish are there altogether?" (4 groups of 3 = 12) NY-3.OA.1
Continue classification work by focusing on mammals. Create a characteristics chart listing key features (warm-blooded, fur/hair, live birth, produce milk).
Read about invertebrates in the CKLA Reader. Work on determining the main idea of each section and identifying supporting details. 3R2
Practice mental math strategies for addition within 1000. Play "Round to the Nearest Hundred," where students estimate sums by rounding. NY-3.NBT.2
Begin an invertebrate chart similar to the vertebrate chart. Discuss how invertebrates (animals without backbones) make up about 97% of all animal species.
Start a paragraph about vertebrates. Model writing a clear topic sentence: "Vertebrates are animals that have backbones." Add one supporting detail from this week's reading. 3W2
Read What Is a Scientist? Discuss how scientists observe, ask questions, and classify information. Connect to the classification work we're doing.
Continue developing multiplication concepts with arrays. Show how a 4×3 array represents 4 rows with 3 objects in each row. Connect to our animal classification by organizing pictures in arrays. NY-3.OA.1
Focus on arthropods (largest group of invertebrates). Create a sub-classification chart for arthropods (insects, arachnids, crustaceans). Use field guides or online resources to find examples.
Continue the vertebrate paragraph by adding 2-3 supporting details. Discuss how each detail connects to the main idea. 3W2
Use subtraction within 1000 to solve word problems. Apply regrouping strategies with numbers related to animals: "There are 524 fish in an aquarium. If 278 are moved to another tank, how many remain?" NY-3.NBT.2
Read Actual Size by Steve Jenkins. Discuss how the author uses size comparisons to help us understand animals better. Practice asking and answering questions about the text. 3R1
Finish the vertebrate paragraph by adding a concluding sentence that restates the main idea in a different way. 3W2
Conduct a "Backyard Biodiversity" investigation. Go outside with a magnifying glass and notebook to observe and classify animals found in your yard or a local park. Focus on identifying vertebrates vs. invertebrates.
Practice creating and interpreting multiplication situations. Use the backyard animals as context: "We saw 5 anthills with about 6 ants each. About how many ants did we see?" NY-3.OA.1
Read about cold-blooded vs. warm-blooded animals in the CKLA Reader. Create a Venn diagram comparing these two groups. 3R2
Practice subtraction with regrouping across zeros (e.g., 900-354). Use base-ten blocks to model the process. NY-3.NBT.2
Focus on animal adaptations. Choose one animal and research 3-4 adaptations that help it survive in its environment. Create a labeled diagram.
Begin a new informative paragraph about invertebrates. Apply the structure learned last week: topic sentence, supporting details, concluding sentence. 3W2
Introduce multiplication with arrays on a grid. Create a 6×4 array and discuss how to count the total efficiently (count by rows, count by columns, or use multiplication). NY-3.OA.1
Read pages about endangered species from the CKLA Reader. Practice determining the main idea and supporting details. Discuss why some animals become endangered. 3R2
Create a food chain diagram showing how energy flows from plants to herbivores to carnivores. Connect this to our classification work.
Practice solving multistep addition and subtraction problems: "There are 325 fish, 128 amphibians, and 247 reptiles in a zoo. How many vertebrates are there altogether?" NY-3.NBT.2
Review the animal classification unit by completing the "Learned" section of the KWL chart. Share both informative paragraphs (vertebrates and invertebrates).
Create a simple animal classification game: provide pictures or names of animals and have the child sort them into the correct groups (vertebrate/invertebrate, and then into smaller groups).
Science Materials:
Math Materials:
Hands-on physics investigations with pushes, pulls, and magnetism
CKSci Reader: Investigating Forces
Core Knowledge Foundation
Notable Notebooks: Scientists and Their Writings
by Jessica Fries-Gaither
Motion: Push and Pull, Fast and Slow
by Darlene Stille
Begin the Forces unit by reading the introduction in the CKSci Reader. Discuss the concept of "force" as a push or pull. Create a Forces Science Journal to record observations and experiments. 3-PS2-1
Continue developing multiplication concepts by looking at arrays in everyday objects (egg cartons, muffin tins, window panes). Discuss how to write multiplication equations for each array. NY-3.OA.1
Conduct a "Balanced vs. Unbalanced Forces" investigation. Use a simple seesaw model with weights to demonstrate balanced forces. Then show unbalanced forces by adding more weight to one side. 3-PS2-1
Read about balanced and unbalanced forces in the CKSci Reader. Focus on sequencing and cause/effect language (first, then, because, as a result). 3R3
Introduce the concept of division as an unknown factor in multiplication. Use the example: "If 4 × ? = 12, then 12 ÷ 4 = ?". Practice with simple division facts. NY-3.OA.6
Design and conduct a "Ramp Height" experiment to demonstrate unbalanced forces. Create ramps of different heights and measure how far a toy car rolls from each one. 3-PS2-1
Write an explanatory paragraph about the ramp experiment. Use sequence words (first, next, then, finally) and cause/effect language (because, therefore, as a result). 3W2
Use multiplication and division within 100 to solve word problems related to forces: "If a force of 12 newtons is applied equally by 3 people, how many newtons of force does each person apply?" NY-3.OA.6
Read selections from Notable Notebooks. Discuss how scientists record their observations and experiments. Focus on how they use clear, sequential language to describe their processes. 3R3
Review the week's experiments. Create a T-chart comparing balanced and unbalanced forces with examples from the investigations.
Read about friction in the CKSci Reader. Conduct a "Friction Investigation" by pulling a small block across different surfaces (carpet, tile, sandpaper) with a spring scale to measure the force required. 3-PS2-1
Practice modeling division with equal groups. If there are 15 objects to be shared equally among 3 groups, how many objects will be in each group? NY-3.OA.6
Read Motion: Push and Pull, Fast and Slow. Create a cause-and-effect chart showing how different forces affect motion. 3R3
Continue the friction investigation by making a bar graph of the results. Discuss why certain surfaces create more friction than others.
Connect division to arrays. If there are 24 objects arranged in 4 equal rows, how many objects are in each row? Draw array models to solve division problems. NY-3.OA.6
Write a procedural text explaining how to conduct the friction experiment. Use sequence words (first, next, then) and precise language. 3W2
Introduce gravity as a force. Conduct a simple investigation dropping objects of different weights but similar size and shape to see if they fall at the same rate. 3-PS2-1
Practice multiplying with factors 0-5. Play "Multiplication War" with cards to build fluency. NY-3.OA.1
Create a mini-book about different types of forces (push, pull, friction, gravity). Include a definition, examples, and a simple diagram for each.
Review the week's experiments. Discuss real-world applications of friction (car brakes, sports shoes, sandpaper) and gravity (falling objects, satellites, orbits).
Introduce magnetism. Explore magnetic attraction with various objects. Create a classification system for magnetic vs. non-magnetic materials. 3-PS2-3
Practice division with factors 1-5. Use manipulatives to model equal sharing. NY-3.OA.6
Investigate magnetic poles. Use two bar magnets to demonstrate attraction and repulsion. Map magnetic field lines using iron filings on paper with a magnet underneath. 3-PS2-3
Read about magnetism in the CKSci Reader. Create a cause-and-effect chart showing what happens when like poles and unlike poles meet. 3R3
Apply multiplication and division to solve word problems: "A magnet can hold 4 papers. How many magnets are needed to hold 20 papers?" NY-3.OA.1, NY-3.OA.6
Design and build a simple magnetic toy or game (e.g., a magnetic fishing game or a maze where a paper clip is moved by a magnet under the paper). 3-PS2-3
Write instructions for playing with the magnetic toy/game created yesterday. Use clear, sequential language. 3W2
Discuss how forces and motion impact community safety (e.g., car brakes, playground equipment design, bridge construction). How do engineers use their knowledge of forces to keep us safe?
Create a Forces and Motion Museum. Display the experiments, charts, and toys created during this unit. Practice explaining each exhibit using proper scientific vocabulary and cause/effect language.
Review multiplication and division facts within 25. Play favorite math games to reinforce concepts.
Science Materials:
Math/ELA Materials:
Building fluency with multiplication facts while exploring world geography
CKLA Reader: Classic Tales
Core Knowledge Foundation
The Wind in the Willows
by Kenneth Grahame (selections)
Maps and Globes
by Jack Knowlton
Introduce the Commutative Property of multiplication (a×b=b×a). Use arrays to demonstrate that 3×4 gives the same answer as 4×3. Create a set of flashcards showing these equivalent facts. NY-3.OA.5
Begin exploring world geography. Use a globe to identify the seven continents and five oceans. Create a simple labeled world map. 3.1a
Introduce the Associative Property of multiplication [(a×b)×c=a×(b×c)]. Model with examples like (2×3)×5=2×(3×5). This helps with mental math strategies. NY-3.OA.5
Read Maps and Globes. Discuss the purpose of maps and globes. Identify features of maps mentioned in the book (title, legend, compass rose, scale). 3.1b
Practice using the properties to solve multiplication facts. For example, to find 6×7, use the Commutative Property to rewrite as 7×6, which might be easier to remember. Play "Multiplication Top-It" with cards. NY-3.OA.7
Focus on map legends (keys). Examine various maps and their legends. Create a legend for the world map started on Monday, using symbols for mountains, cities, rivers, etc. 3.1b
Introduce the Distributive Property [a×(b+c)=(a×b)+(a×c)]. Use arrays to demonstrate: 7×6 can be broken down into 7×5 + 7×1 = 35 + 7 = 42. This helps with harder multiplication facts. NY-3.OA.5
Begin reading selections from The Wind in the Willows. After reading, discuss the central message or lesson of the chapter. 3R2
Apply properties to solve multiplication word problems: "A world map shows 4 rows of countries with 6 countries in each row. How many countries are shown altogether?" NY-3.OA.3
Focus on the compass rose. Practice using cardinal directions (N, S, E, W) to describe locations on maps. Create a compass rose for the world map. 3.1b
Focus on multiplication facts with 2, 5, and 10 as factors. Practice skip counting by 2s, 5s, and 10s. Play "Around the World" to build fluency with these facts. NY-3.OA.7
Focus on map scale. Discuss how scales help us understand the actual size of places on maps. Examine different maps with various scales. 3.1b
Practice multiplication facts with 3 and 4 as factors. Use the Distributive Property to help: 3×7 can be thought of as 3×5 + 3×2 = 15 + 6 = 21. NY-3.OA.7
Continue reading The Wind in the Willows. Create a story map showing the characters, setting, problem, and solution in the chapter. 3R2
Create a continent research mini-project. Choose one continent to research: location, major countries, landforms, bodies of water, etc. 3.1a
Apply multiplication to solve word problems about the continents: "Asia has 7 regions with about 6 countries in each region. About how many countries are in Asia?" NY-3.OA.3
Practice multiplication facts with 6, 7, 8, and 9 as factors. Use the Distributive Property for larger facts: 7×8 can be thought of as 7×5 + 7×3 = 35 + 21 = 56. NY-3.OA.7
Work on the continent research project. Practice organizing information into paragraphs with topic sentences and supporting details.
Review all multiplication facts. Play favorite games to build fluency: Multiplication War, Around the World, or online practice with Zearn. NY-3.OA.7
Complete and share the continent research project. Add the information to the world map created earlier.
Review properties of multiplication and division. Create a chart showing examples of each property. Practice using these properties to solve facts efficiently. NY-3.OA.5
Finish reading selections from The Wind in the Willows. Write a short response identifying the central message or lesson of the story. 3R2
Review the forces unit by creating a concept map showing the relationships between different types of forces (pushes, pulls, friction, gravity, magnetism).
Review addition and subtraction within 1000. Practice solving word problems using both operations. NY-3.NBT.2
Review world geography by playing a continent and ocean identification game. Practice identifying the structural features of maps (title, legend, compass rose, scale). 3.1a, 3.1b
Practice multiplication and division word problems. Create a visual aid for solving these problems: read, draw, write equation, solve. NY-3.OA.3
Review informative/explanatory writing. Create a final piece about one of the topics studied this quarter (animal classification, forces, or world geography). Apply the paragraph structure practiced throughout the quarter. 3W2
Conduct informal assessments. Ask the child to solve a few multiplication problems, identify continents and oceans on a blank map, and explain one force studied this quarter. Select key work samples (animal classification chart, force experiment write-up, world map, informative paragraphs) for the portfolio. Use these observations and work samples to write your first quarterly report.
Celebrate the completion of Quarter 1! Review what was learned using a KWL chart for each major topic. Discuss what the child is looking forward to learning in Quarter 2.
Geography Materials:
Math Materials:
| Title | Author | Week(s) Used |
|---|---|---|
| Classification of Animals (CKLA Reader) | Core Knowledge Foundation | Weeks 1-3 |
| What Is a Scientist? | Barbara Lehn | Weeks 1-3 |
| Actual Size | Steve Jenkins | Weeks 1-3 |
| Investigating Forces (CKSci Reader) | Core Knowledge Foundation | Weeks 4-6 |
| Notable Notebooks: Scientists and Their Writings | Jessica Fries-Gaither | Weeks 4-6 |
| Motion: Push and Pull, Fast and Slow | Darlene Stille | Weeks 4-6 |
| Classic Tales (CKLA Reader) | Core Knowledge Foundation | Weeks 7-9 |
| The Wind in the Willows (selections) | Kenneth Grahame | Weeks 7-9 |
| Maps and Globes | Jack Knowlton | Weeks 7-9 |
Continue your homeschool journey with Quarter 2: Systems, where we'll explore the human body, ancient Roman civilization, and life cycles while mastering division and fractions.
Continue to Quarter 2