3.1: The student will

3.1.a: read and write six-digit numerals and identify the place value and value of each digit;

Cannonball Clowns (Number Line Estimation)
Rounding Whole Numbers (Number Line)
Target Sum Card Game (Multi-digit Addition)

3.1.b: round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and

Rounding Whole Numbers (Number Line)

3.1.c: compare two whole numbers between 0 and 9,999, using symbols (>, <, or =) and words (greater than, less than, or equal to).

Modeling Whole Numbers and Decimals (Base-10 Blocks)

3.3: The student will

3.3.a: name and write fractions (including mixed numbers) represented by a model;

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)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

3.3.b: model fractions (including mixed numbers) and write the fractions? names; and

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)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

3.4: The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping.

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)

3.5: The student will recall multiplication facts through the twelves table, and the corresponding division facts.

Critter Count (Modeling Multiplication)

3.6: The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.

Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)
Multiplying Decimals (Area Model)
No Alien Left Behind (Division with Remainders)

3.7: The student will add and subtract proper fractions having like denominators of 12 or less.

Adding Fractions (Fraction Tiles)
Fraction Artist 2 (Area Models of Fractions)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)

3.9: The student will estimate and use U.S. Customary and metric units to measure

3.9.a: length to the nearest 1/2-inch, inch, foot, yard, centimeter, and meter;

Cannonball Clowns (Number Line Estimation)
Measuring Trees

3.9.b: liquid volume in cups, pints, quarts, gallons, and liters;

Cannonball Clowns (Number Line Estimation)

3.9.c: weight/mass in ounces, pounds, grams, and kilograms; and

Cannonball Clowns (Number Line Estimation)

3.9.d: area and perimeter.

Fido's Flower Bed (Perimeter and Area)

3.10: The student will

3.10.a: measure the distance around a polygon in order to determine perimeter; and

Fido's Flower Bed (Perimeter and Area)

3.10.b: count the number of square units needed to cover a given surface in order to determine area.

Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)

3.11: The student will

3.11.b: determine elapsed time in one-hour increments over a 12-hour period.

Elapsed Time

3.14: The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models.

Classifying Quadrilaterals

3.15: The student will identify and draw representations of points, line segments, rays, angles, and lines.

City Tour (Coordinates)
Classifying Quadrilaterals
Elevator Operator (Line Graphs)

3.17: The student will

3.17.a: collect and organize data, using observations, measurements, surveys, or experiments;

Reaction Time 2 (Graphs and Statistics)

3.17.b: construct a line plot, a picture graph, or a bar graph to represent the data; and

Forest Ecosystem
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)

3.17.c: read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

Forest Ecosystem
Mascot Election (Pictographs and Bar Graphs)
Prairie Ecosystem
Reaction Time 1 (Graphs and Statistics)

3.18: The student will investigate and describe the concept of probability as chance and list possible results of a given situation.

Spin the Big Wheel! (Probability)

3.19: The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms.

Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Pattern Flip (Patterns)

3.20: The student will

3.20.a: investigate the identity and the commutative properties for addition and multiplication; and

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

3.20.b: identify examples of the identity and commutative properties for addition and multiplication.

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