### 3.MP: Mathematical Practices

#### (Framing Text): Students become mathematically proficient in engaging with mathematical content and concepts as they learn, experience, and apply these skills and attitudes

3.MP.1: Make sense of problems and persevere in solving them.

3.MP.5: Use appropriate tools strategically.

3.MP.6: Attend to precision.

3.MP.7: Look for and make use of structure.

3.MP.8: Look for and express regularity in repeated reasoning.

### 3.OA: Operations and Algebraic Thinking

#### (Framing Text): Represent and solve problems involving multiplication and division within 100.

3.OA.1: Interpret products of whole numbers, such as interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

3.OA.2: Interpret whole-number quotients of whole numbers.

3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

#### (Framing Text): They demonstrate understanding of the properties of multiplication and the relationship between multiplication and division.

3.OA.6: Understand division as an unknown-factor problem. Understand the relationship between multiplication and division (multiplication and division are inverse operations).

#### (Framing Text): Represent and solve problems involving multiplication and division within 100.

3.OA.7: Fluently multiply and divide.

3.OA.7.a: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. (For example, knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8).

3.OA.7.b: By the end of Grade 3, know from memory all products of two one-digit numbers.

#### (Framing Text): Students use the four operations to identify and explain patterns in arithmetic.

3.OA.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

### 3.NBT: Number and Operations in Base Ten

#### (Framing Text): Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of algorithms may be used.

3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.2: Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

### 3.NF: Number and Operations—Fractions

#### (Framing Text): Develop understanding of fractions as numbers.

3.NF.1: Understand that a unit fraction has a numerator of one and a non-zero denominator.

3.NF.1.a: Understand a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts.

3.NF.1.b: Understand a fraction a/b as the quantity formed by a parts of size 1/b. For example: 1/4 + 1/4 + 1/4 = 3/4.

3.NF.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

3.NF.2.a: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

3.NF.2.b: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.3.a: Understand two fractions as equivalent if they are the same size, or the same point on a number line.

3.NF.3.b: Recognize and generate simple equivalent fractions, such as 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent by using a visual fraction model, for example.

3.NF.3.c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

3.NF.3.d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, for example, by using a visual fraction model.

### 3.MD: Measurement and Data

#### (Framing Text): Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, for example, by representing the problem on a number line diagram.

3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). (Excludes compound units such as cubic centimeters [cc or cm3] and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses of objects or volumes of liquids that are given in the same units, for example, by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems.)

#### (Framing Text): Represent and interpret data.

3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.

#### (Framing Text): Understand concepts of area and relate area to multiplication and addition.

3.MD.5: Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.5.a: A square with side length one unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

3.MD.5.b: A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

3.MD.6: Measure area by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units).

3.MD.7: Relate area to the operations of multiplication and addition (refer to 3.OA.5).

3.MD.7.a: Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

3.MD.7.b: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

3.MD.7.c: Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

3.MD.7.d: Recognize area as additive. Find areas of rectilinear figures by decomposing them into non- overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.

#### (Framing Text): Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

3.MD.8: Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

### 3.G: Geometry

#### (Framing Text): Reason with shapes and their attributes.

3.G.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Correlation last revised: 5/20/2019

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