1dd: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; use place value to compare and order whole numbers through 9,999; and determine the value of a collection of coins and bills. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects.use fraction names and symbols to describe fractional parts of whole objects or sets of objects. The student adds and subtracts to solve meaningful problems involving whole numbers.model addition and subtraction using pictures, words, and numbers; and select addition or subtraction and use the operation to solve problems involving whole numbers through 999. The student recognizes and solves problems in multiplication and division situations.learn and apply multiplication facts through 12 by 12 using [concrete] models [and objects]; solve and record multiplication problems (up to two digits times one digit); and use models to solve division problems and use number sentences to record the solutions. The student estimates to determine reasonable results.round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

1.3.1dd: The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; use place value to compare and order whole numbers through 9,999; and determine the value of a collection of coins and bills.

1.3.1.Add: use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;

Cannonball Clowns (Number Line Estimation)
Modeling Decimals (Base-10 Blocks)

1.3.1.Bdd: use place value to compare and order whole numbers through 9,999; and

Cannonball Clowns (Number Line Estimation)

1.3.2dd: The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects.use fraction names and symbols to describe fractional parts of whole objects or sets of objects.

1.3.2.Cdd: use fraction names and symbols to describe fractional parts of whole objects or sets of objects.

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)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

1.3.3: The student adds and subtracts to solve meaningful problems involving whole numbers.model addition and subtraction using pictures, words, and numbers; and select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

1.3.3.A: model addition and subtraction using pictures, words, and numbers; and

Number Line Frog Hop (Addition and Subtraction)

1.3.3.B: select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

Cargo Captain (Multi-digit Subtraction)
Number Line Frog Hop (Addition and Subtraction)

1.3.4: The student recognizes and solves problems in multiplication and division situations.learn and apply multiplication facts through 12 by 12 using [concrete] models [and objects]; solve and record multiplication problems (up to two digits times one digit); and use models to solve division problems and use number sentences to record the solutions.

1.3.4.A: learn and apply multiplication facts through 12 by 12 using [concrete] models [and objects];

Factor Trees (Factoring Numbers)

1.3.4.C: use models to solve division problems and use number sentences to record the solutions.

No Alien Left Behind (Division with Remainders)

1.3.5: The student estimates to determine reasonable results.round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

1.3.5.A: round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and

Rounding Whole Numbers (Number Line)

1.3.5.B: use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

Target Sum Card Game (Multi-digit Addition)

2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.The student uses patterns to solve problems.identify and extend whole-number and geometric patterns to make predictions and solve problems; identify patterns in multiplication facts using [concrete objects,] pictorial models, [or technology]; and identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2. The student uses lists, tables, and charts to express patterns and relationships.generate a table of paired numbers based on a real-life situation such as insects and legs; and identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

2.3.6: The student uses patterns to solve problems.identify and extend whole-number and geometric patterns to make predictions and solve problems; identify patterns in multiplication facts using [concrete objects,] pictorial models, [or technology]; and identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.

2.3.6.A: identify and extend whole-number and geometric patterns to make predictions and solve problems;

Pattern Finder
Pattern Flip (Patterns)

2.3.6.B: identify patterns in multiplication facts using [concrete objects,] pictorial models, [or technology]; and

Factor Trees (Factoring Numbers)

2.3.6.C: identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.

Pattern Flip (Patterns)

2.3.7: The student uses lists, tables, and charts to express patterns and relationships.generate a table of paired numbers based on a real-life situation such as insects and legs; and identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

2.3.7.B: identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)
Pattern Flip (Patterns)

3: The student will demonstrate an understanding of geometry and spatial reasoning.The student uses formal geometric vocabulary.identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary. The student recognizes congruence and symmetry.identify congruent two-dimensional figures; and identify lines of symmetry in two-dimensional geometric figures. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships.locate and name points on a number line using whole numbers and fractions, including halves and fourths.

3.3.9: The student recognizes congruence and symmetry.identify congruent two-dimensional figures; and identify lines of symmetry in two-dimensional geometric figures.

3.3.9.C: identify lines of symmetry in two-dimensional geometric figures.

Quilting Bee (Symmetry)

3.3.10: The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships.locate and name points on a number line using whole numbers and fractions, including halves and fourths.

3.3.10.A: locate and name points on a number line using whole numbers and fractions, including halves and fourths.

Cannonball Clowns (Number Line Estimation)
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)

4: The student will demonstrate an understanding of the concepts and uses of measurement.The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass.use linear measurement tools to estimate and measure lengths using standard units; use standard units to find the perimeter of a shape; and use [concrete and] pictorial models of square units to determine the area of two-dimensional surfaces. The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems.use a thermometer to measure temperature; and tell and write time shown on analog and digital clocks.

4.3.11: The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass.use linear measurement tools to estimate and measure lengths using standard units; use standard units to find the perimeter of a shape; and use [concrete and] pictorial models of square units to determine the area of two-dimensional surfaces.

4.3.11.A: use linear measurement tools to estimate and measure lengths using standard units;

Measuring Trees

4.3.11.C: use [concrete and] pictorial models of square units to determine the area of two-dimensional surfaces.

Fido's Flower Bed (Perimeter and Area)

5: The student will demonstrate an understanding of probability and statistics.The student solves problems by collecting, organizing, displaying, and interpreting sets of data.collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data; interpret information from pictographs and bar graphs; and use data to describe events as more likely than, less likely than, or equally likely as.

5.3.13: The student solves problems by collecting, organizing, displaying, and interpreting sets of data.collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data; interpret information from pictographs and bar graphs; and use data to describe events as more likely than, less likely than, or equally likely as.

5.3.13.A: collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;

Forest Ecosystem
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Movie Reviewer (Mean and Median)
Prairie Ecosystem
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

5.3.13.B: interpret information from pictographs and bar graphs; and

Forest Ecosystem
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Prairie Ecosystem
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

5.3.13.C: use data to describe events as more likely than, less likely than, or equally likely as.

Spin the Big Wheel! (Probability)

6: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1?5 and will be identified along with content standards.The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school.identify the mathematics in everyday situations; solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and use tools such as real objects, manipulatives, and technology to solve problems. The student communicates about Grade 3 mathematics using informal language.explain and record observations using objects, words, pictures, numbers, and technology; and relate informal language to mathematical language and symbols. The student uses logical reasoning.make generalizations from patterns or sets of examples and nonexamples; and justify why an answer is reasonable and explain the solution process.

6.3.16: The student uses logical reasoning.make generalizations from patterns or sets of examples and nonexamples; and justify why an answer is reasonable and explain the solution process.

6.3.16.A: make generalizations from patterns or sets of examples and nonexamples; and

Pattern Flip (Patterns)