### M:N&O:3:1: Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/6, or a/8, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) as a part of 100 using models, explanations, or other representations.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Fractions (Area Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Toy Factory (Set Models of Fractions)

### M:N&O:3:2: Demonstrates understanding of the relative magnitude of numbers from 0 to 999 by ordering whole numbers; by comparing whole numbers to benchmark whole numbers (100, 250, 500, 750); or by comparing whole numbers to each other; and comparing or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the denominator) using models, number lines, or explanations.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

### M:N&O:3:3: Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or explanations.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

### M:N&O:3:4: Accurately solves problems involving addition and subtraction with regrouping; the concept of multiplication; and addition or subtraction of decimals (in the context of money).

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

### M:N&O:3:7: Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands.

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

### M:N&O:3:8: Applies properties of numbers (odd, even, and multiplicative property of zero for single-digit whole numbers [6 x 0 = 0]) and field properties (commutative for addition, associative for addition, identity for multiplication, and commutative for multiplication for single-digit whole numbers [e.g., 3 x 4 = 4 x 3]) to solve problems and to simplify computations involving whole numbers.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

### M:G&M:3:4: Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, and rotations (flips, slides, and turns) (e.g., recognizing when pentominoes are reflections, translations and rotations of each other); composing and decomposing two- and three-dimensional objects using models or explanations (e.g., Given a cube, students use blocks to construct a congruent cube.); and by using line symmetry to demonstrate congruent parts within a shape.

Rock Art (Transformations)

### M:G&M:3:6: Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a variety of models or manipulatives. Expresses all measures using appropriate units.

Chocomatic (Multiplication, Arrays, and Area)

### M:F&A:3:1: Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, or finding missing elements.

Function Machines 1 (Functions and Tables)

Pattern Flip (Patterns)

### M:DSP:3:1: Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions.

Reaction Time 1 (Graphs and Statistics)

### M:DSP:3:2: Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using most frequent (mode), least frequent, largest, or smallest.

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

### M:DSP:3:3a: Organizes and displays data using tables, tally charts, and bar graphs, to answer questions related to the data, to analyze the data to formulate conclusions, to make predictions, or to solve problems.

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

Real-Time Histogram

### M:DSP:3:3b: Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M:DSP:3:1.

Mascot Election (Pictographs and Bar Graphs)

### M:DSP:3:5a: For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the likelihood of an event using "more likely," "less likely," "equally likely," certain, or impossible and tests the prediction through experiments; and determines if a game is fair.

Spin the Big Wheel! (Probability)

### M:DSP:3:5b: For a probability event in which the sample space may or may not contain equally likely outcomes, determines the likelihood of the occurrence of an event (using "more likely", "less likely", or "equally likely").

Spin the Big Wheel! (Probability)

### M:DSP:3:6: In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 2 (Graphs and Statistics)

Correlation last revised: 5/18/2018