3 rd Grade Mathematics Standards by Topic Teach in Topic(s)

Transcription

1 s Overview Standard Numer 3.OA.A. 3 rd Grade Mathematics Standards y Topic Teach in Topic(s) Assessed on Interpret products of whole numers interpret 5 x 7 as the total numer of ojects in 5 groups of 7 ojects each. Assessed on 3.OA.A. Interpret whole numer quotients of whole numers. 3.OA.A.3 Use multiplication and division within 00 to solve word prolems in situations involving equal groups, arrays, and measurement quantities, y using drawings and equations with a symol for the unknown numer to represent the prolem. 3.OA.A.4 Determine the unknown whole numer in a multiplication or division equation relating three whole numers. 3.OA.B.5 Apply properties of operations as strategies to multiply and divide. 3.OA.B.6 Understand division as an unknown-factor prolem. 8/7/07 3:46 PM Standards Overview 3 rd Grade Mathematics

2 Numer OA.C.7 Fluently multiply and divide within 00, using strategies such as the relationship etween multiplication and division or properties of operations. 3.OA.D.8 Solve two step word prolems using the four operations. Represent these prolems using equations with a letter standing for the unknown quantity. Assess the reasonaleness of answers using mental computation and estimation strategies, including rounding. 3.OA.D.9 Identify arithmetic patterns, and explain them using properties of operations. 3.NBT.A. Use place value understanding to round whole numers to the nearest 0 or NBT.A. Fluently add and sutract within 000 using strategies and algorithms ased on place value, properties of operations, and/or the relationship etween addition and sutraction. 3.NBT.A.3 3.NF.A. Multiply one-digit whole numers y multiples of 0 in the range 0 90 using strategies ased on place value and properties of operations. Understand a fraction, with denominators, 3, 4, 6, and 8, as the quantity formed y part when a whole is partitioned into equal parts; understand a fraction a as the quantity formed y a parts of size 8/7/07 3:46 PM Standards Overview 3 rd Grade Mathematics

3 Numer 3.NF.A. Understand a fraction with denominators, 3, 4, 6, and 8 as a numer on a numer line diagram. a. Represent a fraction on a numer line diagram y defining the interval from 0 to as the whole and partitioning it into equal parts. Recognize that each part has size and that the endpoint of the part ased at 0 locates the numer on the numer line.. Represent a fraction a on a numer line diagram y marking off a lengths from 0. Recognize that the resulting interval has size a and that its endpoint locates the numer a on the numer line NF.A.3 Explain equivalence of fractions with denominators, 3, 4, 6, and 8 in special cases, and compare fractions y reasoning aout their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a numer line.. Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent y using a visual fraction model. c. Express whole numers as fractions, and recognize fractions that are equivalent to whole numers. d. Compare two fractions with the same numerator or the same denominator y reasoning aout their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symols >, =, or <, and justify the conclusions y using a visual fraction model. 8/7/07 3:46 PM Standards Overview 3 rd Grade Mathematics 3

4 Numer 3.MD.A. 3.MD.A. 3.MD.B.3 3.MD.B.4 3.MD.C.5 Understand time to the nearest minute. a. Tell and write time to the nearest minute and measure time intervals in minutes, within 60 minutes, on an analog and digital clock.. Calculate elapsed time greater than 60 minutes to the nearest quarter and half hour on a numer line diagram. c. Solve word prolems involving addition and sutraction of time intervals in minutes y representing the prolem on a numer line diagram. Measure and estimate liquid volumes and masses of ojects using standard units of grams (g), kilograms (kg), and liters (l). Add, sutract, multiply, or divide to solve one steps word prolems involving masses or volumes that are given in the same units y using drawings to represent the prolem. Draw a scaled picture graph and a scaled ar graph to represent a data set with several categories. Solve one- and two- step how many more and how many less prolems using information presented in scaled ar graphs. Generate measurement data y measuring lengths using rulers marked with halves and fourths of an inch. Show the data y making a line plot, where the horizontal scale is marked off in appropriate units whole numers, halves, or quarters. Recognize area as an attriute of plane figures and understand concepts of area measurement. a. A square with side length unit, called a unit square, is said to have one square unit of area, and can e used to measure area.. A plane figure that can e covered without gaps or overlaps y n unit squares is said to have an area of n square units /7/07 3:46 PM Standards Overview 3 rd Grade Mathematics 4

5 NEW Standard Numer MD.C.6 Measure areas y counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.C.7 Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole numer side lengths y tiling it, and show that the area is the same as would e found y multiplying the side lengths.. Multiply side lengths to find areas of rectangles with whole numer side lengths in the context of solving real- world and mathematical prolems, and represent whole numer products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole numer side lengths a and + c is the sum of a x and a x c. Use area models to represent the distriutive property in mathematical reasoning. 3.MD.D.8 Solve real world and mathematical prolems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhiiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 3.MD.E.9 Solve word prolems involving pennies, nickels, dimes, quarters, and ills greater than one dollar, using the dollar and cent symols appropriately. 8/7/07 3:46 PM Standards Overview 3 rd Grade Mathematics 5

6 Numer G.A. Understand that shapes in different categories may share attriutes, and that the shared attriutes can define a larger category. Recognize rhomuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not elong to any of these sucategories. 3.G.A. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. 8/7/07 3:46 PM Standards Overview 3 rd Grade Mathematics 6