3.N.2: Represent and describe numbers to 1000, concretely, pictorially, and symbolically.
3.N.3: Compare and order numbers to 1000.
3.N.5: Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
3.N.7: Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as
3.N.7.b: thinking of addition
3.N.8: Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.
3.N.9: Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by
3.N.9.a: using personal strategies for adding and subtracting with and without the support of manipulatives
3.N.11: Demonstrate an understanding of multiplication to 5 × 5 by
3.N.11.a: representing and explaining multiplication using equal grouping and arrays
3.N.11.d: relating multiplication to repeated addition
3.N.12: Demonstrate an understanding of division by
3.N.12.a: representing and explaining division using equal sharing and equal grouping
3.N.12.c: modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically
3.N.12.d: relating division to repeated subtraction
3.N.13: Demonstrate an understanding of fractions by
3.N.13.a: explaining that a fraction represents a portion of a whole divided into equal parts
3.N.13.b: describing situations in which fractions are used
3.N.13.c: comparing fractions of the same whole with like denominators
3.SS.3: Demonstrate an understanding of measuring length (cm, m) by
3.SS.3.a: selecting and justifying referents for the units cm and m
3.SS.3.b: modelling and describing the relationship between the units cm and m
3.SS.3.c: estimating length using referents
3.SS.3.d: measuring and recording length, width, and height
3.SP.1: Collect first-hand data and organize it using
3.SP.1.a: tally marks
3.SP.2: Construct, label, and interpret bar graphs to solve problems.
Correlation last revised: 9/24/2019