Academic Standards

3.OA.A.1: Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches).

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

3.OA.A.2: Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups).

No Alien Left Behind (Division with Remainders)

3.OA.A.3: Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?)

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

3.OA.A.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100.

Factor Trees (Factoring Numbers)

3.OA.B.5: Apply properties of operations as strategies to multiply and divide.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

Pattern Flip (Patterns)

3.OA.B.6: Understand division as an unknown-factor problem.

Factor Trees (Factoring Numbers)

3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of 3rd grade, know from memory all products of two one-digit numbers and related division facts.

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

3.OA.D.8: Solve two-step contextual 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)

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

Function Machines 1 (Functions and Tables)

Pattern Flip (Patterns)

3.NBT.A.2: 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.

Adding Fractions (Fraction Tiles)

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Fractions Greater than One (Fraction Tiles)

Number Line Frog Hop (Addition and Subtraction)

Rounding Whole Numbers (Number Line)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

3.NF.A.1: Understand a fraction, 1/??, as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction ??/?? as the quantity formed by a parts of size 1/??.

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)

3.NF.A.2: Understand a fraction as a number on the number line. Represent fractions on a number line.

3.NF.A.2.a: Represent a fraction 1/?? 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/?? and that the endpoint locates the number 1/?? on the number line.

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

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

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

3.NF.A.3: Explain equivalence of fractions and compare fractions by reasoning about their size.

3.NF.A.3.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)

3.NF.A.3.b: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3) and explain why the fractions are equivalent 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)

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

Equivalent Fractions (Fraction Tiles)

3.NF.A.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. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

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)

3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes.

3.MD.B.3: Draw a scaled pictograph 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 graphs.

Forest Ecosystem

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

3.MD.B.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.

Reaction Time 2 (Graphs and Statistics)

3.MD.C.5: Recognize that plane figures have an area and understand concepts of area measurement.

3.MD.C.5.a: Understand that 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)

3.MD.C.5.b: Understand that 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.

Balancing Blocks (Volume)

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

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

Balancing Blocks (Volume)

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

3.MD.C.7: Relate area of rectangles to the operations of multiplication and addition.

3.MD.C.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.

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

3.MD.C.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.

Fido's Flower Bed (Perimeter and Area)

3.MD.C.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.

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

3.MD.C.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.

Chocomatic (Multiplication, Arrays, and Area)

3.MD.D.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.

Fido's Flower Bed (Perimeter and Area)

Correlation last revised: 11/21/2018

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