NUMBER AND OPERATIONS |
Understand and use number notation and place value: |
N.ME.03.01 - Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects. |
N.ME.03.02 - Recognize and use expanded notation for numbers using place value to 10,000s place, e.g., 2,517 is 2 thousands, 5 hundreds, 1 ten, and 7 ones; 4 hundreds and 2 ones is 402; identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place. |
N.ME.03.03 - Compare and order numbers up to 10,000. |
Count in steps, and understand even and odd numbers: |
N.ME.03.04 - Count orally by 6’s, 7’s, 8’s, and 9’s starting with 0, making the connection between repeated addition and multiplication. |
N.ME.03.05 - Know that even numbers end in 0, 2, 4, 6, or 8; name a whole number quantity that can be shared in two equal groups or grouped into pairs with no remainders; recognize even numbers as multiples of 2. Know that odd numbers end in 1, 3, 5, 7, or 9, and work with patterns involving even and odd numbers. |
Add and subtract whole numbers: |
N.FL.03.06 - Add and subtract fluently two numbers: up to and including two-digit numbers with regrouping and up to four-digit numbers without regrouping. |
N.FL.03.07 - Estimate the sum and difference of two numbers with three digits (sums up to 1000), and judge reasonableness of estimates. |
N.FL.03.08 - Use mental strategies to fluently add and subtract two-digit numbers.
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Multiply and divide whole numbers: |
N.MR.03.09 - Use multiplication and division fact families to understand the inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8; express a multiplication statement as an equivalent division statement. |
N.MR.03.10 - Recognize situations that can be solved using multiplication and division including finding “How many groups?” and “How many in a group?” and write mathematical statements for those situations. |
N.FL.03.11 - Find products fluently up to 10 x 10; find related quotients using multiplication and division relationships. |
N.MR.03.12 - Find solutions to open sentences, such as 7 x @ = 42 or 12 ÷ & = 4, using the inverse relationship between multiplication and division. |
N.FL.03.13 - Mentally calculate simple products and quotients: up to a three-digit number by a one-digit number involving multiples of 10, e.g., 500 x 6, or 400 ÷ 8. |
N.MR.03.14 - Solve simple division problems involving remainders, viewing remainder as the “number left over” (less than the divisor), e.g., 4 children per group; we have 25 children; there are 6 groups with 1 child left over; interpret based on problem context. |
Problem solving with whole numbers: |
N.MR.03.15 - Given problems that use any one of the four operations with appropriate numbers, represent with objects, words, (including “product” and “quotient”), and mathematical statements; solve. |
Understand simple fractions, relation to the whole, and addition and subtraction of fractions: |
N.ME.03.16 - Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms “numerator” and “denominator.” |
N.ME.03.17 - Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models. |
N.ME.03.18 - Place fractions with denominators of 2, 4, and 8 on the number line; relate the number line to a ruler; compare and order up to three fractions with denominators 2, 4, and 8. |
N.ME.03.19 - Understand that any fraction can be written as a sum of unit fractions, e.g., 3/4 = 1/4 + 1/4 + 1/4. |
N.MR.03.20 - Recognize that addition and subtraction of fractions with equal denominators can be modeled by joining or taking away segments on the number line.
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Understand simple decimal fractions in relation to money: |
N.ME.03.21 - Understand the meaning of $0.50 and $0.25 related to money, e.g., $1.00 shared by two people means $1.00 ÷ 2 = 1/2 dollar = $0.50. |
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MEASUREMENT |
Measure and use units for length, weight, temperature and time: |
M.UN.03.01 - Know and use common units of measurements in length, weight and time. |
M.UN.03.02 - Measure in mixed units within the same measurement system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months. |
M.UN.03.03 - Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters. |
M.UN.03.04 - Know benchmark temperatures such as freezing (32°F, 0°C); boiling (212°F, 100°C); and compare temperatures to these, e.g., cooler, warmer. |
Understand meaning of area and perimeter and apply in problems: |
M.UN.03.05 - Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths. |
M.UN.03.06 - Use square units in calculating area by covering the region and counting the number of square units. |
M.UN.03.07 - Distinguish between units of length and area and choose a unit appropriate in the context. |
M.UN.03.08 - Visualize and describe the relative sizes of one square inch and one square centimeter. |
Estimate perimeter and area: |
M.TE.03.09 - Estimate the perimeter of a square and rectangle in inches and centimeters; estimate the area of a square and rectangle in square inches and square centimeters. |
Solve measurement problems: |
M.PS.03.10 - Add and subtract lengths, weights and times using mixed units, within the same measurement system. |
M.PS.03.11 - Add and subtract money in dollars and cents. |
M.PS.03.12 - Solve applied problems involving money, length and time. |
M.PS.03.13 - Solve contextual problems about perimeters of rectangles and areas of rectangular regions. |
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GEOMETRY |
Recognize the basic elements of geometric objects: |
G.GS.03.01 - Identify points, line segments, lines and distance. |
G.GS.03.02 - Identify perpendicular lines and parallel lines in familiar shapes and in the classroom. |
G.GS.03.03 - Identify parallel faces of rectangular prisms, in familiar shapes and in the classroom. |
Name, and explore properties of shapes: |
G.GS.03.04 - Identify, describe, compare and classify two-dimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square and rhombus, based on their component parts (angles, sides, vertices, line segment) and the number of sides and vertices. |
G.SR.03.05 - Compose and decompose triangles and rectangles to form other familiar two-dimensional shapes; e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles. |
Explore and name three-dimensional solids: |
G.GS.03.06 - Identify, describe, build and classify familiar three-dimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices). |
G.SR.03.07 - Represent front, top, and side views of solids built with cubes. |
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DATA AND PROBABILITY |
Use bar graphs: |
D.RE.03.01 - Read and interpret bar graphs, in both horizontal and vertical forms. |
D.RE.03.02 - Read scales on the axes and identify the maximum, minimum, and range of values in a bar graph. |
D.RE.03.03 - Solve problems using information in bar graphs, including comparison of bar graphs. |
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