Academic Standards

3.NS.2: Compare two whole numbers up to 10,000 using >, =, and < symbols.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

3.NS.3: 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.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

3.NS.4: Represent a fraction, 1/b, on a number line 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)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

3.NS.5: Represent a fraction, a/b, on a number line by marking off 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)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

3.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line.

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Factor Trees (Factoring Numbers)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

3.NS.7: 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).

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Factor Trees (Factoring Numbers)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

3.NS.8: Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

3.C.1: Add and subtract whole numbers fluently within 1000.

Adding Fractions (Fraction Tiles)

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Equivalent Fractions (Fraction Tiles)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal “jumps” on a number line. Understand the properties of 0 and 1 in multiplication.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Number Line Frog Hop (Addition and Subtraction)

3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division.

No Alien Left Behind (Division with Remainders)

3.C.4: 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).

No Alien Left Behind (Division with Remainders)

3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations.

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.

Critter Count (Modeling Multiplication)

3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 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).

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

Cargo Captain (Multi-digit Subtraction)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

3.AT.5: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

Factor Trees (Factoring Numbers)

3.G.3: Identify, describe and draw points, lines and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes.

City Tour (Coordinates)

Elevator Operator (Line Graphs)

3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit.

Cannonball Clowns (Number Line Estimation)

3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters.

Balancing Blocks (Volume)

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

3.M.7: Find perimeters of polygons given the side lengths or by finding an unknown side length.

Fido's Flower Bed (Perimeter and Area)

3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data.

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

Real-Time Histogram

3.DA.2: Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters.

Reaction Time 2 (Graphs and Statistics)

Correlation last revised: 9/10/2018

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.