3.OA.A.1: Interpret products of whole numbers as the total number of objects in equal groups (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each).
3.OA.A.2: Interpret whole number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each group when 56 objects are partitioned equally into 8 groups, or as a number of groups when 56 objects are partitioned into equal groups of 8 objects each).
3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
3.OA.A.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
3.OA.B.5: Apply properties of operations as strategies to multiply and divide. Properties include commutative and associative properties of multiplication and the distributive property. (Students do not need to use the formal terms for these properties.)
3.OA.B.6: Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8).
3.OA.C.7: Fluently multiply and divide within 100. By the end of Grade 3, know from memory all multiplication products through 10 x 10 and division quotients when both the quotient and divisor are less than or equal to 10.
3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Utilize understanding of the Order of Operations when there are no parentheses.
3.OA.D.9: Identify patterns in the addition table and the multiplication table and explain them 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).
3.OA.D.10: When solving problems, assess the reasonableness of answers using mental computation and estimation strategies including rounding.
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.
3.NF.A.1: Understand a fraction (1/b) as the quantity formed by one 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.
3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.2a: 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. Understand that each part has size 1/b and that the end point of the part based at 0 locates the number 1/b on the number line.
3.NF.A.2b: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Understand that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line including values greater than 1.
3.NF.A.2c: Understand a fraction 1/b as a special type of fraction that can be referred to as a unit fraction (e.g. 1/2, 1/4).
3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.A.3b: Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.
3.NF.A.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
3.NF.A.3d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Understand that comparisons are valid only when the two fractions refer to the same whole. Record results of comparisons with the symbols >, =, or <, and justify conclusions.
3.MD.A.1a: 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 (e.g., representing the problem on a number line diagram).
3.MD.B.3: Create 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.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch to the nearest quarter-inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
3.MD.C.5: Understand area as an attribute of plane figures and understand concepts of area measurement.
3.MD.C.5a: 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.
3.MD.C.5b: 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.C.6: Measure areas by counting unit squares (e.g., square cm, square m, square in, square ft, and improvised units).
3.MD.C.7: Relate area to the operations of multiplication and addition.
3.MD.C.7a: 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.C.7b: 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.C.7c: Use tiling to show 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.C.7d: Understand that rectilinear figures can be decomposed into non-overlapping rectangles and that the sum of the areas of these rectangles is identical to the area of the original rectilinear figure. Apply this technique to solve problems in real-world contexts.
3.MD.C.8: Solve real-world and mathematical problems involving perimeters of plane figures and areas of rectangles, including finding the perimeter given the side lengths, finding an unknown side length. Represent rectangles with the same perimeter and different areas or with the same area and different perimeters.
6.1.1: Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?' to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.
6.2.1: Mathematically proficient students make sense of quantities and their relationships in problem situations. Students can contextualize and decontextualize problems involving quantitative relationships. They contextualize quantities, operations, and expressions by describing a corresponding situation. They decontextualize a situation by representing it symbolically. As they manipulate the symbols, they can pause as needed to access the meaning of the numbers, the units, and the operations that the symbols represent. Mathematically proficient students know and flexibly use different properties of operations, numbers, and geometric objects and when appropriate they interpret their solution in terms of the context.
6.4.1: Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Correlation last revised: 4/4/2018