3.1: Students understand and use basic and advanced concepts of number and number systems

3.1.3: Represent numbers up to 10,000 in standard, expanded, and word form

 Cannonball Clowns (Number Line Estimation)
 Modeling Whole Numbers and Decimals (Base-10 Blocks)

3.1.5: Identify place values from ten-thousands through the hundredths place

 Adding Whole Numbers and Decimals (Base-10 Blocks)
 Modeling Decimals (Area and Grid Models)
 Modeling Whole Numbers and Decimals (Base-10 Blocks)
 Subtracting Whole Numbers and Decimals (Base-10 Blocks)
 Treasure Hunter (Decimals on the Number Line)

3.1.6: Use symbols to compare whole numbers from 0 to 10,000; i.e., >, <, =

 Modeling Whole Numbers and Decimals (Base-10 Blocks)

3.1.8: Round numbers to tens, hundreds, and thousands

 Rounding Whole Numbers (Number Line)

3.1.9: Represent fractions and mixed numbers using words, numerals, and physical models

 Fraction Artist 1 (Area Models of Fractions)
 Fraction, Decimal, Percent (Area and Grid Models)

3.1.10: Model, represent, and explain the concept of multiplication; i.e., repeated addition, rectangular arrays, and skip counting

 Chocomatic (Multiplication, Arrays, and Area)
 Critter Count (Modeling Multiplication)
 Number Line Frog Hop (Addition and Subtraction)

3.1.11: Model, represent, and explain the concept of division; i.e., repeated subtraction, rectangular arrays, and equal sharing

 No Alien Left Behind (Division with Remainders)

3.1.13: Add and subtract whole numbers between 0 and 10,000

 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)

3.1.14: Model and use the commutative and associative properties of addition and multiplication

 Chocomatic (Multiplication, Arrays, and Area)
 Critter Count (Modeling Multiplication)

3.1.17: Divide two- and three-digit numbers by single-digit number without remainders

 No Alien Left Behind (Division with Remainders)

3.1.18: Demonstrate the inverse relationships between multiplication and division

 Factor Trees (Factoring Numbers)
 Function Machines 3 (Functions and Problem Solving)

3.1.19: Add and subtract simple fractions with like denominators; e.g., 1/4 + 2/4 = 3/4

 Fraction Artist 2 (Area Models of Fractions)
 Modeling Fractions (Area Models)

3.1.20: Recall multiplication and division facts (0-10)

 Critter Count (Modeling Multiplication)

3.1.21: Estimate whole number products and quotients

 Critter Count (Modeling Multiplication)
 Multiplying Decimals (Area Model)

3.1.22: Use estimation to determine if solutions are reasonable

 Cannonball Clowns (Number Line Estimation)
 Multiplying Decimals (Area Model)

3.2: Student understands and applies geometric concepts and spatial relationships to represent and solve problems in mathematical and nonmathematical situations

3.2.3: Identify points, endpoints, lines, line segments, rays, and angles and use symbols to represent them

 Function Machines 2 (Functions, Tables, and Graphs)
 Function Machines 3 (Functions and Problem Solving)

3.2.5: Use ordered pairs to identify the locations of points in a grid; e.g., A-10 on a map

 City Tour (Coordinates)

3.2.6: Identify and create shapes that have lines of symmetry

 Quilting Bee (Symmetry)

3.3: Students use data collection and analysis techniques, statistical methods, and probability to solve problems

3.3.1: Identify different parts of a graph; i.e., label, scale, and data

 Mascot Election (Pictographs and Bar Graphs)
 Reaction Time 2 (Graphs and Statistics)

3.3.2: Display and interpret graphs with symbols or pictures that represent more than one object or event

 Forest Ecosystem
 Mascot Election (Pictographs and Bar Graphs)

3.3.3: Solve problems based on data displayed on a graph

 Mascot Election (Pictographs and Bar Graphs)

3.3.6: Determine which outcomes are most likely to occur in certain situations; e.g., spinning red is most likely to occur when the spinner is divided among red, blue, green, red

 Spin the Big Wheel! (Probability)

3.4: Students use concepts and tools of measurement to describe and quantify the world

3.4.2: Determine elapsed time by the hour

 Elapsed Time
 Real-Time Histogram

3.4.5: Estimate and measure to the nearest half inch or centimeter

 Cannonball Clowns (Number Line Estimation)
 Measuring Trees

3.4.6: State specific relationships between units within the same measuring system; e.g., hours in a day, inches in a foot, cups in a pint

 Cannonball Clowns (Number Line Estimation)

3.4.7: Estimate and measure perimeter, area, and volume using links, tiles, grid paper, geoboards, and dot paper

 Chocomatic (Multiplication, Arrays, and Area)

3.4.8: Select a variety of tools for measuring length, weight, and capacity

 Cannonball Clowns (Number Line Estimation)
 Measuring Trees

Correlation last revised: 5/21/2018

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