### 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.

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

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

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

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

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

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.

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

#### 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.

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).

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

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).

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

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.

### 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.

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.

#### 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.

### 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.

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

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

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

### 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.

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.

#### 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.

Correlation last revised: 9/16/2020

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