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Grade 3 Math
Grade Level
Content Expectations
At the end of Grade 3 students should be
proficient in the following areas:
Understand an use number notation and
place value
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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. |
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N.ME.03.02 |
Identify the place value of a
digit in a number, e.g., in 3,241, 2 is in the hundreds
place. Recognize and use expanded notation for numbers using place value
through 9,999,
e.g., 2,517 is 2000+ 500+10+ 7; 4 hundreds and 2 ones is 402.* |
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N.ME.03.03 |
Compare and order numbers
up to 10,000 |
Count in steps, and understand even
and odd numbers
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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. |
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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.
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Add and subtract whole numbers
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N.FL.03.06 |
Add and subtract fluently two
numbers through 999 with regrouping and
through 9,999 without regrouping.* |
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N.FL.03.07 |
Estimate the sum and difference of
two numbers with three digits (sums up to 1,000), and judge
reasonableness of estimates |
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N.FL.03.08 |
Use mental strategies to
fluently add and subtract two-digit numbers. |
Multiply and divide whole numbers
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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. |
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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 to represent those situations.* |
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N.FL.03.11 |
Find products
fluently up to 10 x 10; find related quotients using
multiplication
and division relationships. |
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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. |
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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. |
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N.MR.03.14 |
Solve division
problems involving remainders, viewing the remainder as the
"number
left over"; interpret based on problem context, e.g. , when we have 25
children with 4
children per group then there are 6 groups with 1 child left
over.* |
Problem-solving with whole numbers
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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
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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." |
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N.ME.03.17 |
Recognize, name, and use equivalent
fractions with denominators 2, 4, and 8,
using strips as area models. |
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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. |
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N.ME.03.19 |
Understand that any fraction can be
written as a sum of unit fractions,
e.g., 34 = 14 + 14 + 14 . |
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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. |
Understand simple decimal fractions in relation to money
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N.ME.03.21 |
Understand and relate decimal fractions to
fractional parts of a dollar,
e.g.,
1/2 dollar = $0.50; 1/4 dollar = $0.25.* |
Measure and use units for length, weight, temperature and time
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M.UN.03.01 |
Know and use common units of measurements in length, weight,
and time. |
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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. |
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M.UN.03.03 |
Understand relationships between sizes of standard units,
e.g., feet and inches,
meters and centimeters. |
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M.UN.03.04 |
Know benchmark temperatures such as freezing (32ºF, 0ºC);
boiling (212ºF, 100ºC);
and compare temperatures to these, e.g., cooler, warmer. |
Understand the meaning of area and perimeter and apply in problems
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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. |
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M.UN.03.06 |
Use square units in calculating area by covering the region
and counting the
number of square units. |
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M.UN.03.07 |
Distinguish between units of length and area and choose a unit
appropriate in
the context. |
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M.UN.03.08 |
Visualize and describe the relative sizes of one square inch
and one square
centimeter. |
Estimate perimeter and area
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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
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M.PS.03.10 |
Add and subtract lengths, weights, and times using mixed units
within
the same
measurement system. |
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M.PS.03.11 |
Add and subtract money in dollars and cents. |
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M.PS.03.12 |
Solve applied problems involving money, length, and time. |
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M.PS.03.13 |
Solve contextual problems about perimeters of rectangles and
areas of rectangular
regions. |
Recognize
the basic elements of geometric objects
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G.GS.03.01 |
Identify points, line segments, lines, and distance. |
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G.GS.03.02 |
Identify perpendicular lines and parallel lines in familiar
shapes and in the
classroom. |
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G.GS.03.03 |
Identify parallel faces of rectangular prisms in familiar
shapes and in the classroom. |
Name and
explore properties of shapes
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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 on the number of sides and vertices. |
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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
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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). |
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G.SR.03.07 |
Represent front, top, and side views of solids built with
cubes. |
Use bar
graphs
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D.RE.03.01 |
Read and interpret bar graphs in both horizontal and vertical
forms.
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D.RE.03.02 |
Read scales on the axes and identify the maximum, minimum, and
range
of values
in a bar graph. |
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D.RE.03.03 |
Solve problems using information in bar graphs, including
comparison of
bar graphs. |
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