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Common Core State Standards - Mathematics: 3rd Grade
- Common Core State Standards Adopted: 2011
This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below to go to the Gizmo Details page.
3.OA: Operations and Algebraic Thinking
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.
Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)
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.
Critter Count (Modeling Multiplication)
Toy Factory (Set Models of Fractions)
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 = ?
Factor Trees (Factoring 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
Using Algebraic Equations
Using Algebraic Expressions
3.NBT: Numbers & Operations in Base Ten
3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
Rounding Whole Numbers (Number Line)
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.
Number Line Frog Hop (Addition and Subtraction)
Target Sum Card Game (Multi-digit Addition)
3.NF: Numbers & Operations---Fractions
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.
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Modeling Fractions (Area Models)
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.
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)
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.
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)
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.
Equivalent Fractions (Fraction Tiles)
Fraction Garden (Comparing 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.
Equivalent Fractions (Fraction Tiles)
Fraction Garden (Comparing 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.
Equivalent Fractions (Fraction Tiles)
Fraction Garden (Comparing Fractions)
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.
Equivalent Fractions (Fraction Tiles)
Fraction Garden (Comparing Fractions)
3.MD: Measurement and Data
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.
3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 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.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.
Forest Ecosystem
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Prairie Ecosystem
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.
Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)
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.
Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)
3.MD.6: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)
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.
Chocomatic (Multiplication, Arrays, and Area)
Rectangle: Perimeter and Area
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.
Chocomatic (Multiplication, Arrays, and Area)
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.
Chocomatic (Multiplication, Arrays, and Area)
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.
Fido's Flower Bed (Perimeter and Area)
Rectangle: Perimeter and Area
3.G: Geometry
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.
Classifying Quadrilaterals - Activity A
Special Quadrilaterals
Content correlation last revised: 12/10/2010