111.15.3.1: The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.

111.15.3.1.A: use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;

111.15.3.1.B: use place value to compare and order whole numbers through 9,999; and

111.15.3.2: The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects.

111.15.3.2.A: construct concrete models of fractions;

111.15.3.2.B: compare fractional parts of whole objects or sets of objects in a problem situation using concrete models;

111.15.3.2.C: use fraction names and symbols to describe fractional parts of whole objects or sets of objects; and

111.15.3.2.D: construct concrete models of equivalent fractions for fractional parts of whole objects.

111.15.3.3: The student adds and subtracts to solve meaningful problems involving whole numbers.

111.15.3.3.A: model addition and subtraction using pictures, words, and numbers; and

111.15.3.3.B: select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

111.15.3.4: The student recognizes and solves problems in multiplication and division situations.

111.15.3.4.A: learn and apply multiplication facts through 12 by 12 using concrete models and objects;

111.15.3.4.C: use models to solve division problems and use number sentences to record the solutions.

111.15.3.5: The student estimates to determine reasonable results.

111.15.3.5.A: round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and

111.15.3.5.B: use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

111.15.3.6: The student uses patterns to solve problems.

111.15.3.6.A: identify and extend whole-number and geometric patterns to make predictions and solve problems;

111.15.3.6.B: identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and

111.15.3.6.C: identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.

111.15.3.7: The student uses lists, tables, and charts to express patterns and relationships.

111.15.3.7.B: identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

111.15.3.9: The student recognizes congruence and symmetry.

111.15.3.9.B: create two-dimensional figures with lines of symmetry using concrete models and technology; and

111.15.3.9.C: identify lines of symmetry in two-dimensional geometric figures.

111.15.3.10: The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships.

111.15.3.10.A: The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.

111.15.3.11: The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass.

111.15.3.11.A: use linear measurement tools to estimate and measure lengths using standard units;

111.15.3.11.B: use standard units to find the perimeter of a shape;

111.15.3.11.C: use concrete and pictorial models of square units to determine the area of two-dimensional surfaces;

111.15.3.11.F: use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.

111.15.3.13: The student solves problems by collecting, organizing, displaying, and interpreting sets of data.

111.15.3.13.A: collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;

111.15.3.13.B: interpret information from pictographs and bar graphs; and

111.15.3.13.C: use data to describe events as more likely than, less likely than, or equally likely as.

111.15.3.14: The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

111.15.3.14.A: identify the mathematics in everyday situations;

111.15.3.16: The student uses logical reasoning.

111.15.3.16.A: make generalizations from patterns or sets of examples and nonexamples; and

Correlation last revised: 8/7/2014

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