MA 3.1: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA.3.1.1: Students will demonstrate, represent, and show relationships among whole numbers and simple fractions within the base-ten number system.

MA 3.1.1.a: Read, write and demonstrate multiple equivalent representations for numbers up to 100,000 using objects, visual representations, including standard form, word form, expanded form, and expanded notation.

 Equivalent Fractions (Fraction Tiles)
 Fraction Garden (Comparing Fractions)
 Fraction, Decimal, Percent (Area and Grid Models)
 Modeling Fractions (Area Models)

MA 3.1.1.b: Compare whole numbers through the hundred thousands and represent the comparisons using the symbols >, < or =.

 Modeling Whole Numbers and Decimals (Base-10 Blocks)

MA 3.1.1.c: Round a whole number to the tens or hundreds place, using place value understanding or a visual representation.

 Rounding Whole Numbers (Number Line)

MA 3.1.1.d: Represent and understand a fraction as a number on a number line.

 Fraction Garden (Comparing Fractions)
 Fractions Greater than One (Fraction Tiles)
 Modeling Fractions (Area Models)

MA 3.1.1.e: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

 Equivalent Fractions (Fraction Tiles)

MA 3.1.1.f: Show and identify equivalent fractions using visual representations including pictures, manipulatives, and number lines.

 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)

MA 3.1.1.g: Find parts of a whole and parts of a set using visual representations.

 Equivalent Fractions (Fraction Tiles)
 Fraction Artist 1 (Area Models of Fractions)
 Fraction Artist 2 (Area Models of Fractions)
 Fraction Garden (Comparing Fractions)
 Modeling Fractions (Area Models)
 Toy Factory (Set Models of Fractions)

MA 3.1.1.h: Explain and demonstrate how fractions ¼, ½, ¾ and a whole relate to time, measurement, and money, and demonstrate using visual representation.

 Modeling Decimals (Area and Grid Models)

MA 3.1.1.i: Compare and order fractions having the same numerators or denominators using visual representations, comparison symbols, and verbal reasoning.

 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)

MA 3.1.2: Students will demonstrate the meaning of multiplication and division with whole numbers and compute accurately.

MA 3.1.2.a: Add and subtract within 1,000 with or without regrouping.

 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)

MA 3.1.2.b: Select and apply the appropriate methods of computation when solving one- and two- step addition and subtraction problems with four-digit whole numbers through the thousands (e.g., visual representations, mental computation, paper-pencil).

 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)

MA 3.1.2.c: Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to explain the meaning of multiplication.

 Chocomatic (Multiplication, Arrays, and Area)
 Critter Count (Modeling Multiplication)
 Number Line Frog Hop (Addition and Subtraction)

MA 3.1.2.f: Use objects, drawings, arrays, 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)
 Function Machines 3 (Functions and Problem Solving)

MA 3.1.2.g: Fluently (i.e. automatic recall based on understanding) multiply and divide within 100.

 Critter Count (Modeling Multiplication)
 Factor Trees (Factoring Numbers)
 Multiplying Decimals (Area Model)
 No Alien Left Behind (Division with Remainders)
 Pattern Flip (Patterns)

MA 3.1.2.h: Determine the reasonableness of whole number sums and differences in real-world problems using estimation, compatible numbers, mental computations, or other strategies.

 Adding Whole Numbers and Decimals (Base-10 Blocks)
 Subtracting Whole Numbers and Decimals (Base-10 Blocks)

MA 3.2: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.2.1: Students will demonstrate, represent, and show relationships with expressions and equations.

MA 3.2.1.a: Identify arithmetic patterns (including patterns in the addition or multiplication tables) using properties of operations.

 Function Machines 1 (Functions and Tables)
 Pattern Flip (Patterns)

MA 3.2.1.b: Interpret a multiplication equation as equal groups (e.g., interpret 4 × 6 as the total number of objects in four groups of six objects each). Represent verbal statements of equal groups as multiplication equations.

 No Alien Left Behind (Division with Remainders)

MA 3.2.2: Student will apply the operational properties when multiplying and dividing.

MA 3.2.2.a: Apply the commutative, associative, and distributive properties as strategies to multiply and divide.

 Chocomatic (Multiplication, Arrays, and Area)
 Critter Count (Modeling Multiplication)

MA 3.3: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.3.3: Students will perform and compare measurements and apply formulas.

MA 3.3.3.a: Find the perimeter of polygons given the side lengths, and find an unknown side length.

 Fido's Flower Bed (Perimeter and Area)

MA 3.3.3.c: Solve real-world problems involving addition and subtraction of time intervals and find elapsed time.

 Elapsed Time

MA 3.3.3.d: Identify and use the appropriate tools and units of measurement, both customary and metric, to solve real-world problems involving length, weight, mass, liquid volume, and capacity (within the same system and unit).

 Measuring Trees

MA 3.3.3.e: Estimate and measure length to the nearest half inch, quarter inch, and centimeter.

 Cannonball Clowns (Number Line Estimation)
 Measuring Trees

MA 3.3.3.f: Use concrete and pictorial models to measure areas in square units by counting square units.

 Balancing Blocks (Volume)
 Chocomatic (Multiplication, Arrays, and Area)
 Fido's Flower Bed (Perimeter and Area)

MA 3.4: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.4.1: Students will create displays that represent data.

MA 3.4.1.a: Create scaled pictographs and scaled bar graphs to represent a data set—including data collected through observations, surveys, and experiments—with several categories.

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

MA 3.4.1.b: Represent data using line plots where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

 Reaction Time 2 (Graphs and Statistics)

MA 3.4.2: Students will analyze data to address the situation.

MA 3.4.2.a: Solve problems and make simple statements about quantity differences (e.g., how many more and how many less) using information represented in pictographs and bar graphs.

 Forest Ecosystem
 Mascot Election (Pictographs and Bar Graphs)
 Reaction Time 1 (Graphs and Statistics)

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.