| 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.
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| 3.1.A - use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999.
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| 3.1.B - use place value to compare and order whole numbers through 9,999
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| 3.1.C - determine the value of a collection of coins and bills
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| 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.
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| 3.2.B - compare fractional parts of whole objects or sets of objects in a problem situation using models
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| 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
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| 3.3 Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers.
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| 3.3.A - model addition and subtraction using pictures, words, and numbers
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| 3.3.B - select addition or subtraction and use the operation to solve problems involving whole numbers through 999
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| 3.4 Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations.
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| 3.4.B - solve and record multiplication problems (one-digit multiplier)
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| 3.4.C - use models to solve division problems and use number sentences to record the solutions
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| 3.5 Number, operation, and quantitative reasoning. The student estimates to determine reasonable results.
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| 3.5.A - round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred
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| 3.5.B - estimate sums and differences beyond basic facts
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| Patterns, relationships, and algebraic thinking. |
| 3.6 Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems.
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| 3.6.A - identify and extend whole-number and geometric patterns to make predictions and solve problems
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| 3.6.B - identify patterns in multiplication facts using pictorial models
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| 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
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| 3.7 Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships.
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| 3.7.A - generate a table of paired numbers based on a real-life situation, such as insects and legs
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| 3.7.B - identify patterns in a table of related number pairs based on a real-life situation and extend the table
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| Geometry and spatial reasoning. |
| 3.8 Geometry and spatial reasoning. The student uses formal geometric vocabulary.
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| 3.8.A - name, describe, and compare shapes and solids using formal geometric vocabulary
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| 3.9 Geometry and spatial reasoning. The student recognizes congruence and symmetry.
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| 3.9.A - identify congruent shapes
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| 3.9.C - identify lines of symmetry in shapes
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| 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.
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| 3.10.A - locate and name points on a line using whole numbers
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| Measurement. |
| 3.11 Measurement. The student selects and uses appropriate units and procedures to measure length and area.
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| 3.11.A - estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter
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| 3.11.B - use linear measure to find the perimeter of a shape
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| 3.11.C - use models of square units to determine the area of shapes
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| 3.12 Measurement. The student measures time and temperature.
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| 3.12.A - tell and write time shown on traditional and digital clocks
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| 3.12.B - use a thermometer to measure temperature
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| 3.13 Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, area, temperature, and time.
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| 3.13.A - measure to solve problems involving length, temperature, and time
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| Probability and statistics. |
| 3.14 Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data.
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| 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
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| 3.14.B - interpret information from pictographs and bar graphs
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| 3.14.C - use data to describe events as more likely, less likely, or equally likely
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| 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.
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| 3.15.A - identify the mathematics in everyday situations
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| 3.15.B - use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
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| 3.15.C - select or develop an appropriate problem-solving 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.
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| 3.16 Underlying processes and mathematical tools. The student communicates about Grade 3 mathematics using informal language.
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| 3.16.B - relate informal language to mathematical language and symbols
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| 3.17 Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.
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| 3.17.A - make generalizations from patterns or sets of examples and nonexamples
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