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)
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)
MA 3.1.1.g: Compare and order whole numbers through the thousands
MA 3.1.1.h: Find parts of whole and parts of a set for ½, ⅓, or ¼
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)
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.)
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.)
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)
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
MA 3.1.3.b: Add and subtract through four-digit whole numbers with regrouping
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)
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
MA 3.2.1: Students will identify characteristics and describe properties of two-dimensional shapes and three-dimensional objects.
MA 3.2.1.a: Identify the number of sides, angles, and vertices of two-dimensional shapes
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
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
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
MA 3.3.1.b: Identify patterns using words, tables, and graphs
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
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
MA 3.4.1.b: Use comparative language to describe the data (e.g., increasing, decreasing)
MA 3.4.1.c: Interpret data using horizontal and vertical bar graphs
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
Correlation last revised: 1/20/2017