3.OA: Operations and Algebraic Thinking

1.1: Represent and solve problems involving multiplication and division.

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

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

3.OA.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).

No Alien Left Behind (Division with Remainders)

3.OA.3: Use multiplication and division numbers up to 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)

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

Factor Trees (Factoring Numbers)

1.2: Understand properties of multiplication and the relationship between multiplication and division.

3.OA.5: Make, test, support, draw conclusions and justify conjectures about properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.)

3.OA.5.a: Commutative property of multiplication: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.

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

3.OA.5.c: Distributive property: 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.

Chocomatic (Multiplication, Arrays, and Area)

3.OA.5.d: Inverse property (relationship) of multiplication and division.

Factor Trees (Factoring Numbers)
Function Machines 3 (Functions and Problem Solving)

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

Factor Trees (Factoring Numbers)

1.3: Multiply and divide up to 100.

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

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

1.4: Solve problems involving the four operations, and identify and explain patterns in arithmetic.

3.OA.8: Solve and create two-step word problems using any of the four operations. Represent these problems using equations with a symbol (box, circle, question mark) 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.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations.

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

3.NBT: Number and Operations in Base Ten

2.1: Use place value understanding and properties of operations to perform multi-digit arithmetic.

3.NBT.2: Use strategies and/or algorithms to fluently add and subtract with numbers up to 1000, demonstrating understanding of 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: Number and Operations—Fractions

3.1: Develop understanding of fractions as numbers.

3.NF.1: Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4)

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.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 (e.g., 1/4) on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b (e.g., 4) equal parts. Recognize that each part has size 1/b (e.g., 1/4) and that the endpoint of the part based at 0 locates the number 1/b (e.g., 1/4) on the number line.

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

3.NF.2.b: Represent a fraction a/b (e.g., 2/8) on a number line diagram or ruler by marking off a lengths 1/b (e.g., 1/8) from 0. Recognize that the resulting interval has size a/b (e.g., 2/8) and that its endpoint locates the number a/b (e.g., 2/8) on the number line.

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

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 (modeled) 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.3.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)

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 (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)

3.MD: Measurement and Data

4.1: 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 or hours (e.g., by representing the problem on a number line diagram or clock).

Elapsed Time

3.MD.3: Select an appropriate unit of English, metric, or non-standard measurement to estimate the length, time, weight, or temperature (L)

Cannonball Clowns (Number Line Estimation)

4.2: Represent and interpret data.

3.MD.4: 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.

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

3.MD.5: Measure and record lengths using rulers marked with halves and fourths of an inch. Make a line plot with the data, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

Reaction Time 2 (Graphs and Statistics)

3.MD.6: Explain the classification of data from real-world problems shown in graphical representations. Use the terms minimum and maximum. (L)

Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

4.3: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

3.MD.7: Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.7.a: A square with side length 1 unit is said to have “one square unit” and can be used to measure area.

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

3.MD.7.b: Demonstrate that a plane figure which can be covered without gaps or overlaps by n (e.g., 6) unit squares is said to have an area of n (e.g., 6) square units.

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

3.MD.8: Measure areas by tiling with 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.9: Relate area to the operations of multiplication and addition.

3.MD.9.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.

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

3.MD.9.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.9.c: Use area models (rectangular arrays) to represent the distributive property in mathematical reasoning. 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

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

3.MD.9.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)

4.4: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

3.MD.10: Solve real-world and mathematical problems involving perimeters of polygons, including:

3.MD.10.a: finding the perimeter given the side lengths,

Fido's Flower Bed (Perimeter and Area)

3.MD.10.b: finding an unknown side length,

Fido's Flower Bed (Perimeter and Area)

Correlation last revised: 9/24/2019

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