### 3-2: The student will demonstrate through the mathematical processes an understanding of the representation of whole numbers and fractional parts; the addition and subtraction of whole numbers; accurate, efficient, and generalizable methods of multiplying whole numbers; and the relationships among multiplication, division, and related basic facts.

#### 3-2.1: Compare whole-number quantities through 999,999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

#### 3-2.2: Represent in word form whole numbers through nine hundred ninety-nine thousand.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

#### 3-2.3: Apply an algorithm to add and subtract whole numbers fluently.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

#### 3-2.4: Apply procedures to round any whole number to the nearest 10, 100, or 1,000.

Rounding Whole Numbers (Number Line)

#### 3-2.5: Understand fractions as parts of a whole.

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)

#### 3-2.6: Represent fractions that are greater than or equal to 1.

Fractions Greater than One (Fraction Tiles)

#### 3-2.7: Recall basic multiplication facts through 12 x 12 and the corresponding division facts.

Critter Count (Modeling Multiplication)

#### 3-2.8: Compare the inverse relationship between multiplication and division.

Factor Trees (Factoring Numbers)

Function Machines 3 (Functions and Problem Solving)

#### 3-2.10: Generate strategies to multiply whole numbers by using one single-digit factor and one multidigit factor.

Critter Count (Modeling Multiplication)

#### 3-2.11: Use basic number combinations to compute related multiplication problems that involve multiples of 10.

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

Multiplying Decimals (Area Model)

#### 3-2.12: Analyze the magnitude of digits through 999,999 on the basis of their place value.

Cannonball Clowns (Number Line Estimation)

### 3-3: The student will demonstrate through the mathematical processes an understanding of numeric patterns, symbols as representations of unknown quantity, and situations showing increase over time.

#### 3-3.4: Illustrate situations that show change over time as increasing.

Elapsed Time

### 3-4: The student will demonstrate through the mathematical processes an understanding of the connection between the identification of basic attributes and the classification of two-dimensional shapes.

#### 3-4.2: Classify polygons as either triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides.

Classifying Quadrilaterals

#### 3-4.6: Exemplify points, lines, line segments, rays, and angles.

City Tour (Coordinates)

Elevator Operator (Line Graphs)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

#### 3-4.8: Predict the results of one transformation-either slide, flip, or turn-of a geometric shape.

Rock Art (Transformations)

### 3-5: The student will demonstrate through the mathematical processes an understanding of length, time, weight, and liquid volume measurements; the relationships between systems of measure; accurate, efficient, and generalizable methods of determining the perimeters of polygons; and the values and combinations of coins required to make change.

#### 3-5.2: Use appropriate tools to measure objects to the nearest unit: measuring length in meters and half inches; measuring liquid volume in fluid ounces, pints, and liters; and measuring mass in grams.

Cannonball Clowns (Number Line Estimation)

#### 3-5.4: Use common referents to make comparisons and estimates associated with length, liquid volume, and mass and weight: meters compared to yards, kilometers to miles, liters to quarts, and kilograms to pounds.

Cannonball Clowns (Number Line Estimation)

#### 3-5.5: Generate strategies to determine the perimeters of polygons.

Fido's Flower Bed (Perimeter and Area)

#### 3-5.7: Recall equivalencies associated with time and length: 60 seconds = 1 minute and 36 inches = 1 yard.

Cannonball Clowns (Number Line Estimation)

### 3-6: The student will demonstrate through the mathematical processes an understanding of organizing, interpreting, analyzing and making predictions about data, the benefits of multiple representations of a data set, and the basic concepts of probability.

#### 3-6.1: Apply a procedure to find the range of a data set.

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

#### 3-6.2: Organize data in tables, bar graphs, and dot plots.

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

#### 3-6.3: Interpret data in tables, bar graphs, pictographs, and dot plots.

Forest Ecosystem

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

#### 3-6.5: Compare the benefits of using tables, bar graphs, and dot plots as representations of a given data set.

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

#### 3-6.6: Predict on the basis of data whether events are likely, unlikely, certain, or impossible to occur.

Spin the Big Wheel! (Probability)

#### 3-6.7: Understand when the probability of an event is 0 or 1.

Spin the Big Wheel! (Probability)

Correlation last revised: 5/24/2018