3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations

3.Int.1 Given a two-step problem situation with the four operations, round the values in the problem, then use the rounded values to produce an approximate solution. (Content Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3)

3.Int.2 Solve two-step word problems using the four operations requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. (Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.)

3.Int.3 Solve real world and mathematical problems involving perimeters of polygons requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. (Content Scope: 3.MD.8, 3.NBT.2, and 3.NBT.3)

3.Int.4 Use information presented in a scaled bar graph to solve a two-step “how many more” or “how many less” problem requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. (Content Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3)

3.Int.5 Add, subtract, or multiply to solve a one-step word problem involving masses or volumes that are given in the same units, where a substantial addition, subtraction, or multiplication step is required drawing on knowledge and skills articulated in 3.NBT, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3)

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.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

3.NF.3a-2 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

a. Understand two fractions as equivalent (equal) if they are the same point on a number line.

3.NF.3b-1 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. 3.NF.3c Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.3c Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

3.NF.3d Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

3.NF.A.Int.1 In a contextual situation involving a whole number and two fractions not equal to a whole number, represent all three numbers on a number line diagram, then choose the fraction closest in value to the whole number.

3.OA.3-2 Use multiplication within 100 (both factors less than or equal to 10) to solve word problems in situations involving measurement quantities other than area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

3.OA.3-3 Use division within 100 (quotients related to products having both factors less than or equal to 10) to solve word problems in situations involving equal groups, arrays, or area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

3.OA.3-4 Use division within 100 (quotients related to products having both factors less than or equal to 10) to solve word problems in situations involving measurement quantities other than area, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = � ÷ 3, 6 × 6 = ?.

3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

3.OA.7-1 Fluently multiply and divide within 25. By end of Grade 3, know from memory all products of two one-digit numbers.

3.OA.7-2 Fluently multiply and divide within 100. 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 standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

3.Int.1 Given a two-step problem situation with the four operations, round the values in the problem, then use the rounded values to produce an approximate solution. (Content Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3)

3.Int.2 Solve two-step word problems using the four operations requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. (Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.3)

3.MD.1-1 Tell and write time to the nearest minute and measure time intervals in minutes.

3.MD.1-2 Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

3.MD.2-1 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).

3.MD.2-2 Add, subtract, multiply, or divide 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.2-3 Measure or estimate liquid volumes or masses of objects using standard units of grams (g), kilograms (kg), and liters (l), then use the estimated value(s) to estimate the answer to a one-step word problem by using addition, subtraction, multiplication, or division. (Content Scope: 3.MD.2)

3.MD.3-1 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

3.MD.3-3 Solve a put-together problem using information presented in a scaled bar graph, then use the result to answer a “how many more” or “how many less” problem using information presented in the scaled bar graph. (Content Scope: 3.MD.3)

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

3.MD.7b-1 Relate area to the operations of multiplication and addition. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems.

3.MD.7d Relate area to the operations of multiplication and addition. d. Recognize area as additive. Find areas of rectilinear 3 figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

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.Int.3 Solve real world and mathematical problems involving perimeters of polygons requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. (Content Scope: 3.MD.8, 3.NBT.2, and 3.NBT.3)

3.Int.4 Use information presented in a scaled bar graph to solve a two-step “how many more” or “how many less” problem requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. (Content Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3)

3.Int.5 Add, subtract, or multiply to solve a one-step word problem involving masses or volumes that are given in the same units, where a substantial addition, subtraction, or multiplication step is required drawing on knowledge and skills articulated in 3.NBT, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3)

3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.