Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
| Standard | Definition | Code |
|---|---|---|
| Display perseverance and patience in problem-solving | Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals. | 3.MP |
| Make sense of problems and persevere in solving them | Make sense of problems and persevere in solving them. | 3.MP.1 |
| Reason abstractly and quantitatively | Reason abstractly and quantitatively. | 3.MP.2 |
| Construct viable arguments and critique the reasoning of others | Construct viable arguments and critique the reasoning of others. | 3.MP.3 |
| Model with mathematics | Model with mathematics. | 3.MP.4 |
| Use appropriate tools strategically | Use appropriate tools strategically. | 3.MP.5 |
| Attend to precision | Attend to precision. | 3.MP.6 |
| Look for and make use of structure | Look for and make use of structure. | 3.MP.7 |
| Look for and express regularity in repeated reasoning | Look for and express regularity in repeated reasoning. | 3.MP.8 |
Numerical Reasoning
| Standard | Definition | Code |
|---|---|---|
| Numerical Reasoning | Numerical Reasoning | 3.NR.1 |
Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.
Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.
Use place value understanding to round whole numbers within up to 1000 to the nearest 10 or 100.
Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models.
Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models.
Compare two unit fractions by flexibly using a variety of tools and strategies.
Represent fractions, including fractions greater than one, in multiple ways.
Recognize and generate simple equivalent fractions.
| Standard | Definition | Code |
|---|---|---|
| Read and write multi-digit whole numbers up to 10,000 to the thousands using… | Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form. | 3.NR.1.1 |
| Use place value reasoning to compare multi-digit numbers up to 10,000, using >… | Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons. | 3.NR.1.2 |
| Use place value understanding to round whole numbers within up to 1000 to the… | Use place value understanding to round whole numbers within up to 1000 to the nearest 10 or 100. | 3.NR.1.3 |
| Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways… | Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models. | 3.NR.4 |
| Describe a unit fraction and explain how multiple copies of a unit fraction… | Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. | 3.NR.4.1 |
| Compare two unit fractions by flexibly using a variety of tools and strategies | Compare two unit fractions by flexibly using a variety of tools and strategies. | 3.NR.4.2 |
| Represent fractions, including fractions greater than one, in multiple ways | Represent fractions, including fractions greater than one, in multiple ways. | 3.NR.4.3 |
| Recognize and generate simple equivalent fractions | Recognize and generate simple equivalent fractions. | 3.NR.4.4 |
Whole numbers to 10,000
Unit fractions with denominators of 2, 3, 4, 6, and 8
Represent fractions
Equivalence of simple fractions
Introduce shading to identify and compare fractional parts
Counting unit fractions
Round numbers to 1000 to nearest 10 or 100
Read & write multi-digit whole numbers to thousands
Comparing numbers to 10,000
Unit fractions
Fluency with multiplication and division with single-digit numbers
Fluency with addition and subtraction within 1,000
Within 10,000
Within 100
Multiply by multiples of 10
Numerical patterns related to multiplication
Make predictions based on patterns
Quadrilaterals
Parallel & perpendicular line segments, points, lines, line segments, & right angles and presence or absence of these in quadrilaterals
Lines of symmetry with quadrilaterals
Area of rectangles
Perimeter of rectangles
Measure liquid volume, length and mass in customary units
Use rulers to measure lengths in halves and fourths of an inch
Analyze numerical and categorical data with whole number values
Using money to solve problems
Tell time to the nearest minute
Estimate relative time
Elapsed time to hour, half hour & quarter hour
| Standard | Definition | Code |
|---|---|---|
| Whole numbers to 10,000 | Whole numbers to 10,000 | 3.LP1.1.1 |
| Unit fractions with denominators of 2, 3, 4, 6 | Unit fractions with denominators of 2, 3, 4, 6, and 8 | 3.LP1.1.2 |
| Represent fractions | Represent fractions | 3.LP1.1.3 |
| Equivalence of simple fractions | Equivalence of simple fractions | 3.LP1.1.4 |
| Introduce shading to identify and compare fractional parts | Introduce shading to identify and compare fractional parts | 3.LP1.1.5 |
| Counting unit fractions | Counting unit fractions | 3.LP1.2.1 |
| Round numbers to 1000 to nearest 10 or 100 | Round numbers to 1000 to nearest 10 or 100 | 3.LP1.3.1 |
| Read & write multi-digit whole numbers to thousands | Read & write multi-digit whole numbers to thousands | 3.LP1.3.2 |
| Comparing numbers to 10,000 | Comparing numbers to 10,000 | 3.LP1.4.1 |
| Unit fractions | Unit fractions | 3.LP1.4.2 |
| Fluency with multiplication and division with single-digit numbers | Fluency with multiplication and division with single-digit numbers | 3.LP1.5.1 |
| Fluency with addition and subtraction within 1,000 | Fluency with addition and subtraction within 1,000 | 3.LP1.5.2 |
| Within 10,000 | Within 10,000 | 3.LP1.6.1 |
| Within 100 | Within 100 | 3.LP1.7.1 |
| Multiply by multiples of 10 | Multiply by multiples of 10 | 3.LP1.7.2 |
| Numerical patterns related to multiplication | Numerical patterns related to multiplication | 3.LP2.1.1 |
| Make predictions based on patterns | Make predictions based on patterns | 3.LP2.1.2 |
| Quadrilaterals | Quadrilaterals | 3.LP3.1.1 |
| Parallel & perpendicular line segments, points, lines, line segments, & right… | Parallel & perpendicular line segments, points, lines, line segments, & right angles and presence or absence of these in quadrilaterals | 3.LP3.1.2 |
| Lines of symmetry with quadrilaterals | Lines of symmetry with quadrilaterals | 3.LP3.1.3 |
| Area of rectangles | Area of rectangles | 3.LP3.2.1 |
| Perimeter of rectangles | Perimeter of rectangles | 3.LP3.2.2 |
| Measure liquid volume, length and mass in customary units | Measure liquid volume, length and mass in customary units | 3.LP4.1.1 |
| Use rulers to measure lengths in halves and fourths of an inch | Use rulers to measure lengths in halves and fourths of an inch | 3.LP4.1.2 |
| Analyze numerical and categorical data with whole number values | Analyze numerical and categorical data with whole number values | 3.LP4.1.3 |
| Using money to solve problems | Using money to solve problems | 3.LP4.2.1 |
| Tell time to the nearest minute | Tell time to the nearest minute | 3.LP4.3.1 |
| Estimate relative time | Estimate relative time | 3.LP4.3.2 |
| Elapsed time to hour, half hour & quarter hour | Elapsed time to hour, half hour & quarter hour | 3.LP4.3.3 |
Use part-whole strategies to represent and solve real-life problems involving addition and subtraction with whole numbers up to 10,000.
Fluently add and subtract within 1000 to solve problems.
Apply part-whole strategies, properties of operations and place value understanding, to solve problems involving addition and subtraction within 10,000. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions.
Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.
Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns.
Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.
Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100.
Use the meaning of the equal sign to determine whether expressions involving addition, subtraction, and multiplication are equivalent.
Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90.
Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models.
Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions.
| Standard | Definition | Code |
|---|---|---|
| Use part-whole strategies to represent and solve real-life problems involving… | Use part-whole strategies to represent and solve real-life problems involving addition and subtraction with whole numbers up to 10,000. | 3.PAR.2 |
| Fluently add and subtract within 1000 to solve problems | Fluently add and subtract within 1000 to solve problems. | 3.PAR.2.1 |
| Apply part-whole strategies, properties of operations and place value… | Apply part-whole strategies, properties of operations and place value understanding, to solve problems involving addition and subtraction within 10,000. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions. | 3.PAR.2.2 |
| Use part-whole strategies to solve real-life, mathematical problems involving… | Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100. | 3.PAR.3 |
| Describe, extend, and create numeric patterns related to multiplication | Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns. | 3.PAR.3.1 |
| Represent single digit multiplication and division facts using a variety of… | Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. | 3.PAR.3.2 |
| Apply properties of operations | Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100. | 3.PAR.3.3 |
| Use the meaning of the equal sign to determine whether expressions involving… | Use the meaning of the equal sign to determine whether expressions involving addition, subtraction, and multiplication are equivalent. | 3.PAR.3.4 |
| Use place value reasoning and properties of operations to multiply one-digit… | Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90. | 3.PAR.3.5 |
| Solve practical, relevant problems involving multiplication and division within… | Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models. | 3.PAR.3.6 |
| Use multiplication and division to solve problems involving whole numbers to 100 | Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions. | 3.PAR.3.7 |
Solve real-life, mathematical problems involving length, liquid volume, mass, and time and analyze graphical displays of data to answer relevant questions.
Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock.
Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only.
Use rulers to measure lengths in halves and fourths (quarters) of an inch and a whole inch.
Estimate and measure liquid volumes, lengths and masses of objects using customary units. Solve problems involving mass, length, and volume given in the same unit, and reason about the relative sizes of measurement units within the customary system.
| Standard | Definition | Code |
|---|---|---|
| Solve real-life, mathematical problems involving length, liquid volume, mass | Solve real-life, mathematical problems involving length, liquid volume, mass, and time and analyze graphical displays of data to answer relevant questions. | 3.MDR.5 |
| Ask questions and answer them based on gathered information, observations | Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life. | 3.MDR.5.1 |
| Tell and write time to the nearest minute and estimate time to the nearest… | Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock. | 3.MDR.5.2 |
| Solve meaningful problems involving elapsed time, including intervals of time… | Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only. | 3.MDR.5.3 |
| Use rulers to measure lengths in halves and fourths | Use rulers to measure lengths in halves and fourths (quarters) of an inch and a whole inch. | 3.MDR.5.4 |
| Estimate and measure liquid volumes, lengths and masses of objects using… | Estimate and measure liquid volumes, lengths and masses of objects using customary units. Solve problems involving mass, length, and volume given in the same unit, and reason about the relative sizes of measurement units within the customary system. | 3.MDR.5.5 |
Identify the attributes of polygons, including parallel segments, perpendicular segments, right angles, and symmetry.
Identify perpendicular line segments, parallel line segments, and right angles, identify these in polygons, and solve problems involving parallel line segments, perpendicular line segments, and right angles.
Classify, compare, and contrast polygons, with a focus on quadrilaterals, based on properties. Analyze specific 3-dimensional figures to identify and describe quadrilaterals as faces of these figures.
Identify lines of symmetry in polygons.
Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems.
Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space).
Determine the area of rectangles (or shapes composed of rectangles) presented in relevant problems by tiling and counting.
Discover and explain how area can be found by multiplying the dimensions of a rectangle.
Determine the perimeter of a polygon presented in real-life, mathematical problems.
Determine the perimeter of a polygon and explain that the perimeter represents the distance around a polygon. Solve problems involving perimeters of polygons.
Investigate and describe how rectangles with the same perimeter can have different areas or how rectangles with the same area can have different perimeters.
| Standard | Definition | Code |
|---|---|---|
| Identify the attributes of polygons, including parallel segments, perpendicular… | Identify the attributes of polygons, including parallel segments, perpendicular segments, right angles, and symmetry. | 3.GSR.6 |
| Identify perpendicular line segments, parallel line segments | Identify perpendicular line segments, parallel line segments, and right angles, identify these in polygons, and solve problems involving parallel line segments, perpendicular line segments, and right angles. | 3.GSR.6.1 |
| Classify, compare, and contrast polygons, with a focus on quadrilaterals, based… | Classify, compare, and contrast polygons, with a focus on quadrilaterals, based on properties. Analyze specific 3-dimensional figures to identify and describe quadrilaterals as faces of these figures. | 3.GSR.6.2 |
| Identify lines of symmetry in polygons | Identify lines of symmetry in polygons. | 3.GSR.6.3 |
| Identify area as a measurable attribute of rectangles and determine the area of… | Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems. | 3.GSR.7 |
| Investigate area by covering the space of rectangles presented in realistic… | Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space). | 3.GSR.7.1 |
| Determine the area of rectangles | Determine the area of rectangles (or shapes composed of rectangles) presented in relevant problems by tiling and counting. | 3.GSR.7.2 |
| Discover and explain how area can be found by multiplying the dimensions of a… | Discover and explain how area can be found by multiplying the dimensions of a rectangle. | 3.GSR.7.3 |
| Determine the perimeter of a polygon presented in real-life, mathematical… | Determine the perimeter of a polygon presented in real-life, mathematical problems. | 3.GSR.8 |
| Determine the perimeter of a polygon and explain that the perimeter represents… | Determine the perimeter of a polygon and explain that the perimeter represents the distance around a polygon. Solve problems involving perimeters of polygons. | 3.GSR.8.1 |
| Investigate and describe how rectangles with the same perimeter can have… | Investigate and describe how rectangles with the same perimeter can have different areas or how rectangles with the same area can have different perimeters. | 3.GSR.8.2 |