NUMBER, OPERATION, AND QUANTITATIVE REASONING 
3.1 Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.

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

3.1.B  use place value to compare and order whole numbers through 9,999

3.1.C  determine the value of a collection of coins and bills


3.2 Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects.

3.2.B  compare fractional parts of whole objects or sets of objects in a problem situation using models

3.2.C  use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less


3.3 Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers.

3.3.A  model addition and subtraction using pictures, words, and numbers

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


3.4 Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations.

3.4.B  solve and record multiplication problems (onedigit multiplier)

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


3.5 Number, operation, and quantitative reasoning. The student estimates to determine reasonable results.

3.5.A  round twodigit numbers to the nearest ten and threedigit numbers to the nearest hundred

3.5.B  estimate sums and differences beyond basic facts


Patterns, relationships, and algebraic thinking. 
3.6 Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems.

3.6.A  identify and extend wholenumber and geometric patterns to make predictions and solve problems

3.6.B  identify patterns in multiplication facts using pictorial models

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


3.7 Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships.

3.7.A  generate a table of paired numbers based on a reallife situation, such as insects and legs

3.7.B  identify patterns in a table of related number pairs based on a reallife situation and extend the table


Geometry and spatial reasoning. 
3.8 Geometry and spatial reasoning. The student uses formal geometric vocabulary.

3.8.A  name, describe, and compare shapes and solids using formal geometric vocabulary


3.9 Geometry and spatial reasoning. The student recognizes congruence and symmetry.

3.9.A  identify congruent shapes

3.9.C  identify lines of symmetry in shapes


3.10 Geometry and spatial reasoning. The student recognizes that numbers can be represented by points on a line. The student is expected to locate and name points on a line using whole numbers and fractions such as halves.

3.10.A  locate and name points on a line using whole numbers


Measurement. 
3.11 Measurement. The student selects and uses appropriate units and procedures to measure length and area.

3.11.A  estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter

3.11.B  use linear measure to find the perimeter of a shape

3.11.C  use models of square units to determine the area of shapes


3.12 Measurement. The student measures time and temperature.

3.12.A  tell and write time shown on traditional and digital clocks

3.12.B  use a thermometer to measure temperature


3.13 Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, area, temperature, and time.

3.13.A  measure to solve problems involving length, temperature, and time


Probability and statistics. 
3.14 Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data.

3.14.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

3.14.B  interpret information from pictographs and bar graphs

3.14.C  use data to describe events as more likely, less likely, or equally likely

Underlying processes and mathematical tools. 
3.15 Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

3.15.A  identify the mathematics in everyday situations

3.15.B  use a problemsolving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

3.15.C  select or develop an appropriate problemsolving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.


3.16 Underlying processes and mathematical tools. The student communicates about Grade 3 mathematics using informal language.

3.16.B  relate informal language to mathematical language and symbols


3.17 Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.

3.17.A  make generalizations from patterns or sets of examples and nonexamples

