3.OA.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Samples: Groups of 2. Rows of 5. Groups of 10. Counting in Two's. Counting by fives - Faster. Counting by Tens. Arrays.
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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
Samples: Share 12 equally. Sharing equally. Share between two - 1. Understanding the division symbol. Dividing by 3.
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. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )
Samples: Groups of 2. Groups of 3. Groups of 4. Rows of 5. Groups of 10. Counting in Two's. Counting by fives - Faster.
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 = ?
Samples: 2x-10x Multiplication facts - Missing Number. Division Facts - missing number - activity 1.
3.OA.5 – Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
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.
Samples: Division Facts - missing number - activity 1. 2x-10x Multiplication facts - Missing Number.
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. By the end of Grade 3, know from memory all products of two one-digit numbers.
Samples: Learn the 2 times multiplication table. Learn the 3 times multiplication table.
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. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order.)
Samples: Two step problem solving: activity 1. Represent problems using algebraic equation.
3.OA.9 – Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Samples: Groups of 6. Groups of 7. Groups of 8. Groups of 9. Missing elements in number patterns.
3.NBT.1 – Use place value understanding to round whole numbers to the nearest 10 or 100.
Samples: Rounding numbers to the nearest 10. Round to the nearest 100 - round up or down?. Rounding numbers to ten.
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.
Samples: Place value - Adding three digit numbers (no regrouping). Mentally subtract 10 from a number between 100-900.
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.
Samples: Multiplying lots of 10 by a single digit number. Challenge Puzzle - Multiply multiple of 10 by a single digit.
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.
Samples: Halves and quarters. Halves - identifying an equal share. Representing fractions. Identifying Fractions.
3.NF.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.2.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.
Samples: Fractions on a number line: Activity 1. Fractions on a number line: Activity 2. Fractions on a Number Line.
3.NF.2.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.
Samples: Fractions on a number line: Activity 1. Fractions on a number line: Activity 2. Fractions on a Number Line.
3.NF.3 – Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.3.a – Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Samples: Equivalence. Matching equivalent fractions using fraction models. Matching equivalent fractions.
3.NF.3.b – Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Samples: Matching equivalent fractions using fraction models. Equivalence. Matching equivalent fractions.
3.NF.3.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.
Samples: Halves, Thirds and Quarters. Identifying Fractions. Dividing groups into halves and quarters.
3.NF.3.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.
Samples: ComparingFractionsAsQuantities. Compare fractions: using comparison symbols (<, =, >). Equivalence.
3.MD.1 – Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Samples: Estimate the duration of time: Activity 1. Time. Reading calendars: Activity 1. Timelines: Activity 1.
3.MD.2 – Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes multiplicative comparison problems (problems involving notions of “times as much”; see Glossary, Table 2 http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ ). 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. (Excludes compound units such as cm3 and finding the geometric volume of a container.)
Samples: Comparing Capacity. Measuring capacity using informal units tutorial. Measure volume using informal units.
3.MD.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Samples: Data in tables: Activity 1. Data - tally marks: Activity 1. Interpret data in lists.
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.
3.MD.5.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.
Samples: Partitioned rectangles. Area using square tiles.
3.MD.5.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.
Samples: Measuring area using informal units. Partitioned rectangles. Area using informal units.
3.MD.6 – Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Samples: Measure using square centimetres. Measure area using a grid tutorial. Comparing and measuring area using a grid.
3.MD.7 – Relate area to the operations of multiplication and addition.
3.MD.7.a – Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
Samples: Partitioned rectangles. Area using square tiles.
3.MD.7.b – Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
Samples: Calculating area using a grid. Calculating the area of squares and rectangles.
3.MD.7.c – Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
Samples: Area using square tiles. Measure using square centimetres. The 'square centimetre'.
3.MD.7.d – Recognize area as additive. Find areas of rectilinear 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.
Samples: Calculating the Area of Irregular Shapes. Area of irregular shapes. Area of irregular shapes.
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.
Samples: Calculating Perimeter Regular Shapes. Calculating perimeter - irregular shapes. Perimeter and Area.
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.
Samples: Identifying shapes based on attributes. Identifying types of lines. Constructing 2D shapes.
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.
Samples: Fractions of an area. Identifying Fractions. Matching equivalent fractions using fraction models.