Grade 3 Quarter 1

I can recognize and explain number patterns in the Addition Table and Hundred Chart.

I can solve for a missing number in a number pattern by identifying the rule for the pattern.

I can round whole numbers to the nearest 10 and 100.

I can create a number line, including benchmarks and a midpoint, to reasonably plot a number and visualize rounding rules.

I can generate and identify numbers which round to a given tens and/or hundreds place.

I can identify real-world situations in which I could use rounding skills as a way to solve problems. (“About how many?”)

I can estimate sums and differences.

I can explain and define 100 as 10 tens and 1,000 as 10 hundreds.

I can add and subtract multi-digit numbers using Base Ten, Pictures, Number Lines, and Expanded Form.

I can use close reading in order to comprehend a story problem, model a strategy to find a solution and communicate my answer.

I can use addition and/or subtraction to solve two-step story problems.

I can represent story problems using equations with a letter standing for the unknown quantity.

I can use mental math, estimation, and rounding strategies to decide if my answer is reasonable and makes sense.

I can define the word “area” as a key attribute of plane figures.

I can define a “square unit” as a square with sides equaling one.

I can cover a plane figure without gaps or overlaps by n squares.

I can measure area by counting square units.

I can model area using an array with rows and columns.

I can recognize that figures may look differently, but have the same area.

I can understand multiplication situations and draw a model to represent a given product.

I can describe “actions” associated with multiplication.

I can describe whole number products in terms of factors.

I can create an equation to fit a multiplication situation and create a multiplication situation to fit an equation.

I can read the expression 3 x 5 as “3 groups of 5”.

I can explain and give a numeric example of commutative and associative properties of multiplication.

I can use the commutative and associative properties of multiplication to solve problems.

I can use the identity and zero properties of multiplication to solve problems.

I can solve multiplication word problems within 100 using a visual representation such as equal groups, arrays, or area models.

I can write an equation to represent a multiplication word problem with a symbol for the unknown (variable).

I can choose the appropriate operation based on context clues in the text.

I can use concrete models, number lines, or skip counting to multiply a one-digit number times 10 and times a multiple of 10.

I can multiply one-digit whole numbers by multiples of 10 using place value strategies.

I can describe the relationship between counting the number of unit squares and multiplying side lengths to find the area of a rectangle.

I can solve real-world area problems by tiling, using repeated addition, or by multiplying sides (length and width).

I can partition shapes into equal areas based on the denominator of a fraction (e.g., using pattern blocks, color tiles, geoboards, or paper/pencil).

I can identify shapes that are partitioned correctly.

I can define each part of the whole as a unit fraction using a numerator and denominator . Examples are: (½, ⅓, ¼, ⅙, ⅛).

I can explain and show that a fraction is an equal part of a whole using the definition of numerator and denominator.

I can draw or use manipulatives to create a model representing the number of parts in the whole (denominator), and number of equal pieces that are counted (numerator).

I can explain and show the meaning of the numerator and denominator.

I can define a fraction as partitioning one whole into equal parts.

I can draw or use manipulatives to create a model representing the number of parts in the whole (denominator), and number of equal pieces that are counted (numerator).

I can partition a number line diagram/bar model between 0 and 1 into equal parts based on the denominator of the fraction and label a unit fraction.