### 3.OA: Operations and Algebraic Thinking

#### 1.1: Represent and solve problems involving multiplication and division.

3.OA.1: Interpret and model products of whole numbers.

3.OA.2: Interpret and model whole-number quotients of whole numbers, as the number in a group or the number of groups.

3.OA.3: Using drawings and equations with a symbol for an unknown number, solve multiplication and division word problems within 100 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.

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

3.OA.5: Apply properties of operations as strategies to multiply and divide (without the use of formal terms).

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

#### 1.3: Multiply and divide within 100.

3.OA.7: Using mental strategies, fluently multiply and divide within 100.

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

3.OA.8.i: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity.

3.OA.8.ii: Assess the reasonableness of answers using mental computation and estimation strategies.

3.OA.9: Identify arithmetic patterns, and explain them using properties of operations.

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

3.NBT.2: Using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction, fluently add and subtract within 1000.

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

#### 3.1: Develop understanding of fractions as numbers.

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

3.NF.1.ii: Understand a fraction a/b as the quantity formed by “a” parts of size 1/b.

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

3.NF.2.a.i: 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.

3.NF.2.a.ii: 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.i: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0.

3.NF.2.b.ii: 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.i: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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

3.NF.3.ii: Recognize and generate simple equivalent fractions.

3.NF.3.ii.b: Explain why the fractions are equivalent using a visual fraction model.

3.1.5.1.1: Example: 1/2 = 2/4, 4/6 = 2/3.

3.NF.3.ii.c: Recognize fractions, a/1 or a/a, that are equivalent to whole numbers. Express whole numbers as fractions, a/1 or a/a.

3.NF.3.ii.d: Compare two fractions with the same numerator or the same denominator by reasoning about their size.

3.NF.3.ii.e: Recognize that comparisons are valid only when the two fractions refer to the same whole.

3.NF.3.ii.f: Record the results of comparisons with the symbols >, =, or <, and justify the conclusions by using a visual fraction model.

### 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.i: Tell and write time to the nearest minute and measure time intervals in minutes.

3.MD.1.ii: Solve elapsed time word problems on the hour and the half hour, using a variety of strategies.

4.1.2.1: Problems may be represented on a number line diagram, by addition or subtraction of time intervals in minutes, or on a clock face.

3.MD.2.i: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).

3.MD.2.ii: Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.

#### 4.2: Represent and interpret data.

3.MD.3.i: Draw scaled picture graphs and scaled bar graphs to represent data sets with several categories.

3.MD.3.ii: Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

3.MD.4.i: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

3.MD.4.ii: Show the data by making a line plot, where the horizontal scale is marked in appropriate units—whole numbers, halves, or quarters.

#### 4.3: Geometric measurement: understand concepts of area and relate area to multiplication and to 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 a 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.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 areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

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

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 × b and a × 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 nonoverlapping parts, applying this technique to solve real world problems.

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

3.MD.8.i: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths.

3.MD.8.ii: Find an unknown side length.

3.MD.8.iii: Exhibit rectangles with the same perimeter and different area or with the same area and different perimeters.

### 3.G: Geometry

#### 5.1: Reason with shapes and their attributes.

3.G.1.i: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).

3.G.1.ii: Recognize rhombuses, rectangles, and squares as examples of quadrilaterals.

3.G.1.iii: Draw examples of quadrilaterals that do not belong to any of these subcategories.

3.G.2.i: Partition shapes into parts with equal areas.

3.G.2.ii: Express the area of each part as a unit fraction of the whole.

Correlation last revised: 9/22/2020

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