WV--College- and Career-Readiness Standards

OA.M.3.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7).

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

OA.M.3.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (e.g., describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8).

No Alien Left Behind (Division with Remainders)

OA.M.3.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

OA.M.3.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 =?).

Factor Trees (Factoring Numbers)

OA.M.3.5: Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

Pattern Flip (Patterns)

OA.M.3.6: Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8).

Factor Trees (Factoring Numbers)

OA.M.3.7: Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3.

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

OA.M.3.8: Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Cargo Captain (Multi-digit Subtraction)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

OA.M.3.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends).

Function Machines 1 (Functions and Tables)

Pattern Flip (Patterns)

NBT.M.3.10: Use place value understanding to round whole numbers to the nearest 10 or 100.

Rounding Whole Numbers (Number Line)

NBT.M.3.11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

Target Sum Card Game (Multi-digit Addition)

Whole Numbers with Base-10 Blocks

NF.M.3.13: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

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)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

NF.M.3.14: Understand a fraction as a number on the number line and represent fractions on a number line diagram.

NF.M.3.14.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. (e.g., Given that b parts is 4 parts, then 1/b represents 1/4. Students partition the number line into fourths and locate 1/4 on the number line.)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

NF.M.3.14.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. (e.g., Given that a/b represents 3/4 or 6/4, students partition the number line into fourths and represent these fractions accurately on the same number line; students extend the number line to include the number of wholes required for the given fractions.)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

NF.M.3.15: Explain equivalence of fractions in special cases and compare fractions by reasoning about their size.

NF.M.3.15.a: Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line.

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)

NF.M.3.15.b: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model).

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)

NF.M.3.15.c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (e.g., Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.)

Equivalent Fractions (Fraction Tiles)

NF.M.3.15.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 (e.g., by using a visual fraction model).

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)

MD.M.3.16: Tell and write time to the nearest minute, measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (e.g., by representing the problem on a number line diagram).

MD.M.3.18: 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 (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets).

Forest Ecosystem

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

MD.M.3.19: 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.

Reaction Time 2 (Graphs and Statistics)

MD.M.3.20: Recognize area as an attribute of plane figures and understand concepts of area measurement.

MD.M.3.20.a: A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area.

Balancing Blocks (Volume)

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

MD.M.3.20.b: A plane figure which can be covered without gaps or overlaps by b unit squares is said to have an area of b square units.

Balancing Blocks (Volume)

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

MD.M.3.21: Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units).

Balancing Blocks (Volume)

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

MD.M.3.22: Relate area to the operations of multiplication and addition.

MD.M.3.22.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.

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

MD.M.3.22.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.

Fido's Flower Bed (Perimeter and Area)

MD.M.3.22.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 × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

MD.M.3.22.d: Recognize area as additive and 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.

Chocomatic (Multiplication, Arrays, and Area)

MD.M.3.23: 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.

Fido's Flower Bed (Perimeter and Area)

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.