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3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by creating a line plot G, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by creating a line plot G, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b
3.NF.2a Understand a fraction as a number on the number line; represent fractions on a number line diagram G.
3.NF.2a Understand a fraction as a number on the number line; represent fractions on a number line diagram G.
3.NF.2b Understand a fraction as a number on the number line; represent fractions on a number line diagramG.
3.NF.2b Understand a fraction as a number on the number line; represent fractions on a number line diagramG.
3.NF.3b Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.3b Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.3d Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.3d Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Geometry
Geometry
3.G.1 Draw and describe triangles, quadrilaterals (rhombuses, rectangles, and squares), and polygons (up to 8 sides) based on the number of sides and the presence or absence of square corners (right angles).
3.G.1 Draw and describe triangles, quadrilaterals (rhombuses, rectangles, and squares), and polygons (up to 8 sides) based on the number of sides and the presence or absence of square corners (right angles).
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
3.MD.5a Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5a Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5b Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5b Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7b Relate area to the operations of multiplication and addition
3.MD.7b Relate area to the operations of multiplication and addition
3.MD.8 Solve real -world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.MD.8 Solve real -world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Multiplication and Division
Multiplication and Division
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90, e.g., 9 × 80, 5 × 60 using strategies based on place value and properties of operations
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90, e.g., 9 × 80, 5 × 60 using strategies based on place value and properties of operations
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each
3.OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
3.OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
3.OA.5 Apply properties of operations as strategies to multiply and divi
3.OA.5 Apply properties of operations as strategies to multiply and divi
3.OA.6 Understand division as an unknown-factor problem
3.OA.6 Understand division as an unknown-factor problem
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8, or properties of operations. Limit to division without remainders. By the end of Grade 3, know from memory all products of two one- digit numbers.
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8, or properties of operations. Limit to division without remainders. By the end of Grade 3, know from memory all products of two one- digit numbers.
3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter or a symbol, which stands for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole number answers. Students may use parentheses for clarification since algebraic order of operations is not expecte
3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter or a symbol, which stands for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole number answers. Students may use parentheses for clarification since algebraic order of operations is not expecte
Numbers and Operations
Numbers and Operations
3.MD.1 Work with time and money.
3.MD.1 Work with time and money.
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply, or divide whole numbers to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply, or divide whole numbers to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
3.MD.3 Create scaled picture graphs to represent a data set with several categories. Create scaled bar graphs to represent a data set with several categories. Solve two-step “how many more” and “how many less” problems using information presented in the scaled graphs.
3.MD.3 Create scaled picture graphs to represent a data set with several categories. Create scaled bar graphs to represent a data set with several categories. Solve two-step “how many more” and “how many less” problems using information presented in the scaled graphs.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
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