Grade 3 Quarter 2

I can define a fraction as partitioning one whole into equal parts based on the denominator of the fraction.

I can explain how a fraction is composed by adding unit fractions (the sum of the unit fractions) (ex: ¾ = ¼ + ¼ + ¼).

I can partition a number line into equal parts based on the denominator of the fraction and identify/label a point on the number line by counting unit fractions.

I can place fractions on a number line that is divided into intervals.

I can partition a number line beyond one, labeling every fraction on the number line, including renaming the whole numbers.

I can locate equivalent fractions on a number line.

I can use models to show and explain whole numbers as fractions.

I can plot two or more equivalent fractions on a number line to prove equivalency.

I can use same size models to show and explain why two fractions are equivalent.

I can draw/use manipulatives to translate numeric equivalent fractions to visual representations (vice versa).

I can write whole numbers as fractions and recognize that they are equivalent (equal) based on their location on a number line.

I can construct a horizontal line plot of gathered measurement data marked with appropriate units (whole numbers or halves).

I can measure and record lengths using a ruler to the nearest whole or halves of an inch.

I can analyze data on a line plot and justify whether or not it is correct.

I can answer & solve problems using data from a line plot.

I can write an equation that includes an unknown variable when solving a multiplication story problem.

I can compose a story which represents a multiplication expression.

I can solve real world problems (including area) using a variety of multiplication strategies.

I can write an addition and a multiplication equation to represent area of a plane figure.

I can multiply one digit whole numbers by multiples of 10 to solve real world problems.

I can identify the inverse operation of multiplication as division.

I can use properties of multiplication to identify, describe, and explain patterns on the Multiplication Chart.

I can use the Multiplication Table to multiply factors and find products.

I can identify relationships between multiplication and division by using a Multiplication Table.

I can create a manipulative or visual model to represent a division and/or multiplication equation.

I can identify related multiplication and division number sentences.

I can use strategies (array, equal groups/partitions, measurement) to solve real-world multiplication and division story problems.

I can use properties of multiplication to make a problem easier to solve.

• I know that the order of the factors doesn’t change the product. (Commutative Property)

• I know that when I have three or more factors I can multiply them in any order. (Associative Property)

• I know that I can break apart a factor, multiply the parts, and then add them back together to get a product. (Distributive Property)

• I can read and comprehend two step story situations in order to determine operations needed to solve.

I can develop a plan to solve steps of the problem with accuracy and efficiency.

I can write an addition, subtraction, and/or multiplication equations to represent two-step problems.

I can find the unknown variable in addition, subtraction, and/or multiplication equations using a variety of strategies.

I can solve two-step problems accurately and efficiently with the help of the multiplication properties.

I can determine if my answer to a two-step problem is reasonable by using rounding, reasoning, and estimation strategies.

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

I can explain the rounding rule and rationale for a given number to nearest 10 or 100.

I can use my knowledge of rounding to determine the best way to estimate for an addition and subtraction equation.

I can estimate sums/differences, and use estimation to determine if my answer is reasonable.

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

I can explain a given numeric pattern shown in a table or chart.

I can use addition, subtraction, and multiplication to solve two-step word problems.

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

I can write equations to represent addition, subtraction, and/or multiplication word problems with a symbol for the unknown.

I can analyze and make sense of a problem to decide which strategy would be best to successfully solve the equation.

I can read and write time to the nearest minute on an analog and digital clock.

I can recognize the difference between the hour hand and the minute hand.

I can identify the relationship and placement between the hour and the minute hand as time moves to the next hour.

I can deconstruct word problems to determine appropriate operations to solve.

I can solve word problems requiring the addition or subtraction of time intervals in minutes.

I can estimate the mass or volume of example solids or liquids, using appropriate units of measurement based on real-world applications.

I can solve one-step mass or volume word problems using the appropriate operation.

I can determine perimeter by counting and by using addition.

I can solve real-world problems by finding the perimeter of polygons.

I can solve real-world problems by finding a missing side of a polygon when given the perimeter.

I can draw a diagram to represent a perimeter problem.

I can construct a picture graph or bar graph with several categories to display data.

I can construct a scale in which each picture represents more than one object or a bar graph that has increments of 2 or more.

I can solve one-step word problems where information is represented in a scaled picture graph or bar graph.

I can identify the important features of a graph and know the role these features play in displaying the information.

• Picture Graph- title, category labels, a key, symbols to show data.

• Bar Graph- title, labeled axes (including the categories and the scale), and the bars to show the data.