Curriculum Standards

3.1.1: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

3.1.1.f: name the place value of a given digit in whole numbers to 10,000's;

Cannonball Clowns (Number Line Estimation)

Modeling Decimals (Base-10 Blocks)

3.1.1.g: write whole numbers up to 10,000 in expanded form (e.g., 873 as 800 + 70 + 3);

Cannonball Clowns (Number Line Estimation)

3.1.1.h: connect the spoken, written, concrete, and pictorial representations of fractions with denominators up to ten;

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Toy Factory (Set Models of Fractions)

3.1.1.i: compare unit fractions with denominators up to ten;

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)

3.1.1.j: compare and order decimal amounts in the context of money;

Adding Decimals (Base-10 Blocks)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

3.1.2: Understand meanings of operations and how they relate to one another.

3.1.2.a: relate skip counting to multiplication;

Multiplying Decimals (Area Model)

3.1.2.b: connect division to sharing situations;

No Alien Left Behind (Division with Remainders)

3.1.2.c: demonstrate multiplication using repeated addition (e.g., arrays);

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

3.1.2.e: write and explain related addition and subtraction sentences.

Function Machines 3 (Functions and Problem Solving)

3.1.3: Solve problems, compute fluently, and make reasonable estimates.

3.1.3.a: use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles plus one);

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

3.1.3.c: relate adding doubles to multiplying by two;

Multiplying Decimals (Area Model)

3.1.3.e: use the multiplication facts 0, 1, 2, 5, and 10 as a factor;

Factor Trees (Factoring Numbers)

3.2.2: Represent and analyze patterns and functions.

3.2.2.a: recognize, describe, extend, translate, and create patterns;

3.2.2.b: describe a growing pattern;

3.2.3: Use concrete, pictorial, and verbal representations to develop an understanding of the language and symbols of mathematics.

3.2.3.a: describe the commutative properties of addition and multiplication with words or symbols;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

3.2.3.b: interpret and solve open sentences that involve addition, subtraction, and multiplication;

Number Line Frog Hop (Addition and Subtraction)

3.2.3.d: demonstrate understanding that an equation is a number sentence stating two quantities are equal.

3.2.4: Illustrate general properties of operations.

3.2.4.a: apply the commutative property of addition and multiplication;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

3.2.4.d: apply the zero and identity properties of multiplication;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

3.2.4.e: use arrays to represent the commutative property of multiplication.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

3.2.5: Analyze change in various contexts.

3.2.5.a: describe qualitative change (e.g., a student growing taller);

Elevator Operator (Line Graphs)

3.2.5.b: describe quantitative change (e.g., a student growing two inches in one year).

Elevator Operator (Line Graphs)

3.3.1: Analyze characteristics and properties of geometric shapes.

3.3.1.c: identify and draw lines of symmetry in two-dimensional designs and shapes;

3.3.2: Specify locations and describe spatial relationships.

3.3.2.a: identify the position of 1/2, 1/3, and 1/4 on the number line;

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Fractions (Area Models)

3.3.2.b: identify a location on a grid using whole number coordinates.

3.3.3: Recognize and apply flips, slides, and turns.

3.3.3.a: predict and describe the results of sliding, flipping, and turning in two-dimensional shapes.

Quilting Bee (Symmetry)

Rock Art (Transformations)

3.4.1: Demonstrate understanding of units of measure and measurable attributes of objects.

3.4.1.b: demonstrate understanding of the concepts of perimeter, area, and capacity.

Fido's Flower Bed (Perimeter and Area)

3.4.2: Apply appropriate techniques and tools to determine measurements.

3.4.2.b: use strategies to estimate length, perimeter, area, capacity, weight, time, and temperature;

Fido's Flower Bed (Perimeter and Area)

3.4.2.d: measure length to the nearest centimeter, foot, half-inch, and inch;

3.5.1: Develop, select, and use appropriate methods to collect, organize, display, and analyze data.

3.5.1.b: read, interpret, and create tables using tally marks;

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

3.5.1.c: create pictographs and bar graphs;

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

3.5.1.d: read and interpret tables, bar graphs, and pictographs.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

3.5.2: Apply the basic concepts of probability.

3.5.2.a: make and justify predictions based on data gathered and displayed;

Mascot Election (Pictographs and Bar Graphs)

3.5.2.c: explain whether an event is certain, possible, or impossible;

Spin the Big Wheel! (Probability)

3.5.2.d: explain whether an event is likely or unlikely.

Spin the Big Wheel! (Probability)

Correlation last revised: 7/7/2009