Number Sense and Operations
Students engage in problem solving, communicating, reasoning,
connecting, and representing as they:
3.N.1 Exhibit an understanding of the base ten
number system by reading, modeling, writing, and interpreting whole
numbers through 9,999.
3.N.2 Represent, order, and compare large numbers
through 9,999. Represent numbers using expanded notation (853 = 8
x 100 + 5 x
10 + 3), and written out in words (eight hundred fifty three).
3.N.3 Identify and represent fractions (between 0
and 1 with denominators through 10) as parts of unit wholes and parts
of groups.
Model and represent a
mixed number (with denominator 2, 3, or 4) as a whole number and a
fraction, e.g., 1 2/3.
3.N.4 Locate on the number line and compare
fractions (between 0 and 1 with denominators 2, 3, or 4)
3.N.5 Recognize classes to which a number may belong (odd
numbers, even numbers, and multiples of numbers through 10).
Identify
the numbers in those classes, e.g., the class of multiples of 7 between
1 and 29 consists of 7, 14, 21, 28.
3.N.6 Select, use, and explain various meanings
and models of multiplication (through 10X10). Relate
multiplication problems to
corresponding division
problems.
3.N.7 Use the commutative (order) and identity
properties of addition and multiplication on whole numbers in
computations and
problem
situations, e.g., 3 + 4 +7=3 + 7 +4 = 10 + 4
3.N.8 Select and use appropriate operations (addition,
subtraction, multiplication, and division) to solve problems, including
those
involving
money.
3.N.9 Know multiplication facts through 10X10 and related
division facts. Use these facts to solve related multiplication
problems and
compute related problems.
3.N.10 Add and subtract (up to four-digit numbers) and
multiply (up to two digits by one digit) accurately and efficiently.
3.N.11 Round whole numbers through 1,000 to the nearest 10, 100,
1,000.
3.N.12 Understand and use the strategies of rounding and
regrouping to estimate quantities, measures, and the results of
whole-number
computations up to two-digit whole numbers and amounts of money
to $100.00, and to judge the reasonableness of an answer.
3.N.13 Use concrete objects and viaul models to add and
subtract (only when the answer is greater than or equal to zero) common
fractions with like
denominators.
Patterns, Relations, and Algebra
Students engage in problem solving, communicating, reasoning,
connecting, and representing as they:
3.P.1 Create, describe, extend, and explain symbolic
(geometric) patterns and addition and subtraction patterns.
3.P.2 Determine which symbol (<, >,=) is
appropriate for a given number sentence.
3.P.3 Determine the value of a variable in simple
equations involving addition, subtraction, or multiplication.
4.P.4 Write number sentences using +, -, X, division sign,
<, = to represent mathematical relationships in everyday situations.
Geometry
Students engage in problem solving, communicating, reasoning,
connecting, and representing as they:
3.G.1 Compare and analyze attributes and other
features (e.g., number of sides, corners, diagonals, and lines of
symmetry) of
two-dimensional
geometric shapes.
3.G.2 Describe, model, draw, compare, and classify
two-dimensional shapes, e.g., circles, triangles, and
quadrilaterals. Identify
simple
three-dimensional shapes such as cubes, spheres,
and pyramids.
3.G.3 Identify angles as right angles, greater than
right angle, or less than right angles.
3.G.4 Identify and draw intersecting, parallel,
and perpendicular lines.
3.G.5 Using ordered pairs of whole numbers and/or
letters, locate and identify points on a grid.
3.G.6 Identify and describe line symmetry in
two-dimensional shapes.
3.G.7 Predict and explain the results of taking
apart, and combining two-dimensional shapes.
Measurement
Students engage in problem solving, communicating, reasoning,
connecting, and representing as they:
3.M.1 Demonstrate an understanding of such
attributes as length, area, and weight and select the appropriate type
of unit for
measuring each attribute using both the
U.S. Customary Units and metric systems.
3.M.2 Carry out simple unit conversions within a
system of measurement, e.g., hours to minutes, cents to dollars, yards
to
feet or
inches, etc.
3.M.3 Identify time to the minute on analog and
digital clocks using a.m. and p.m. Compute elapsed time, using a clock
for times less
than one hour, and using a calendar.
3.M.4 Estimate and find area and perimeter of a
rectangle using diagrams and grids
or by measuring.
3.M.5 Identify and use appropriate metric and
English units and tools (e.g., ruler, scale, thermometer, clock) to
estimate, measure, and
solve problems involving length, area,
weight, time, and temperature.
Data Analysis, Statistics, and
Probability
Students engage in problem solving, communicating, reasoning,
connecting, and representing as they:
3.D.1 Collect and organize data using
observations, measurements, surveys, or experiments, and identify
appropriate ways to display
the data.
3.D.2 Match representations of a data set in the
forms
as lists, tables, or graphs with the actual set of data.
3.D.3 Construct and draw conclusions from
representations of data sets in the forms of tables, bar graphs,
pictographs, line plots, and
tallies.
3.D.4 List and count the number of possible combinations of
objects from two sets, e.g., how many different outfits can be made
from a set of
two sweaters and a set of three skirts?
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Last Modified on June 14, 2004
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