Academic Standards

MA 3.1.1: Students will represent and show relationships among positive rational numbers within the base-ten number system.

MA 3.1.1.e: Demonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens)

Equivalent Fractions (Fraction Tiles)

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Fractions (Area Models)

MA 3.1.1.f: Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 + .4)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

MA 3.1.1.g: Compare and order whole numbers through the thousands

Modeling Whole Numbers and Decimals (Base-10 Blocks)

MA 3.1.1.h: Find parts of whole and parts of a set for ½, ⅓, or ¼

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Decimals (Area and Grid Models)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

MA 3.1.2: Students demonstrate the meaning of multiplication with whole numbers.

MA 3.1.2.a: Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)

Chocomatic (Multiplication, Arrays, and Area)

MA 3.1.2.b: Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4.)

Factor Trees (Factoring Numbers)

MA 3.1.2.c: Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)

Chocomatic (Multiplication, Arrays, and Area)

Factor Trees (Factoring Numbers)

MA 3.1.2.d: Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)

Chocomatic (Multiplication, Arrays, and Area)

MA 3.1.3: Students will compute fluently and accurately using appropriate strategies and tools.

MA 3.1.3.a: Compute whole number multiplication facts 0 - 10 fluently

Critter Count (Modeling Multiplication)

MA 3.1.3.b: Add and subtract through four-digit whole numbers with regrouping

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

MA 3.1.3.c: Select and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil)

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

MA 3.1.4: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

MA 3.1.4.a: Estimate the two-digit product of whole number multiplication and check the reasonableness

Multiplying Decimals (Area Model)

MA 3.2.1: Students will identify characteristics and describe properties of two-dimensional shapes and three-dimensional objects.

MA 3.2.1.b: Identify congruent two-dimensional figures given multiple two-dimensional shapes

MA 3.2.1.c: Identify lines, line segments, rays, and angles

Elevator Operator (Line Graphs)

MA 3.2.3: Students will draw all lines of symmetry.

MA 3.2.3.a: Draw all possible lines of symmetry in two-dimensional shapes

MA 3.2.5: Students will apply appropriate procedures and tools to determine measurements using customary and metric units.

MA 3.2.5.e: Identify the appropriate customary unit for measuring length, weight, and capacity/volume

Cannonball Clowns (Number Line Estimation)

MA 3.2.5.f: Measure length to the nearest ½ inch and centimeter (e.g., requires rounding)

MA 3.3.1: Students will represent relationships.

MA 3.3.1.a: Identify, describe, and extend numeric and non-numeric patterns

Function Machines 1 (Functions and Tables)

Function Machines 2 (Functions, Tables, and Graphs)

Pattern Finder

Pattern Flip (Patterns)

MA 3.3.1.b: Identify patterns using words, tables, and graphs

Function Machines 2 (Functions, Tables, and Graphs)

Pattern Flip (Patterns)

MA 3.3.2: Students will create and use models to represent mathematical situations.

MA 3.3.2.a: Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols

Number Line Frog Hop (Addition and Subtraction)

MA 3.4.1: Students will organize, display, compare, and interpret data.

MA 3.4.1.a: Represent data using horizontal and vertical bar graphs

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

MA 3.4.1.b: Use comparative language to describe the data (e.g., increasing, decreasing)

Mascot Election (Pictographs and Bar Graphs)

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

MA 3.4.1.c: Interpret data using horizontal and vertical bar graphs

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

MA 3.4.3: Students will find and describe experimental probability.

MA 3.4.3.a: Perform simple experiments (e.g., flip a coin, toss a number cube, spin a spinner) and describe outcomes as possible, impossible, or certain

Spin the Big Wheel! (Probability)

Correlation last revised: 4/4/2018

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