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Below are the objectives for Grade 3.  Click on the link  for students or  for teachers for any objective to see the resources available or to add your own resource.

Home - Math - Grade 3

 

Standard 1: Number, Number Sense and Operations

Resources

Benchmark

Indicator

  

A.   Use place value structure of the base-ten number system to

      read, write, represent and compare whole numbers and     decimals.

 

 

1.   Use place value concepts to represent whole numbers and     decimals using numerals, words, expanded notation and   physical models. For example:

      a.   Recognize 100 means “10 tens” as well as a single entry

            (1 hundred) through physical models.

      b.   Describe the multiplicative nature of the number system;                         e.g., the structure of 3205 as 3 X 1000 plus 2 X 100

            plus 5 X 1.

c.   Model the size of 1000 in multiple ways; e.g., packaging 1000 objects into 10 boxes of 100, gathering 1000 pop-can tabs or 1000 smiles.

d.   Explain the concept of tenths and hundredths using physical such models, such as metric pieces, base ten blocks, fraction bars or money.

2.   Use mathematical language and symbols to compare and

      order; e.g., less than, greater than, at most, at least, <, >,

      =, up to and including 4 digit numbers.

3.   Round whole numbers to the greatest place value.

 

 B.  Recognize and generate equivalent representation for whole numbers, fractions and decimals.

1.   Identify and generate equivalent forms of whole numbers;

      e.g., 36, 30+6, 9 X 4, 46-10, number of inches in a yard.

2.   Recognize and use decimal and fraction concepts and     notations as related ways of representing parts of a whole

      or a set; e.g., 3 of 10 marbles are red can also be described

      as 3/10 and 3 tenths are red.

  

C.   Construct commonly used fractions and mixed numbers using   words and physical models.

1.   Construct fractions and mixed numbers using words,

      numerals and physical models.

  

D.   Use models, points of reference and equivalent forms of             commonly used fractions to judge the size of fractions and to          compare, describe and order them.

1.   Use mathematical language and symbols compare and order;        e.g., less than, greater than, at most, at least, <, >, =, .

2.   Compare and order commonly used fractions and mixed         numbers using number lines, models (such as fraction circles

      or bars), points of reference (such as more or less than ½),

      and equivalent forms using physical or visual models.

  

F.   Count money and make change using both coins and paper

      bills.

1.   Count money and make change using coins and paper bills

      to ten dollars.

2.   Add and subtract money amounts with decimal points   aligned.

  

G.   Model and use commutative and associative properties for     addition and multiplication.

1.   Model and use the commutative and associative properties

      for addition and multiplication.

2.   Use commutative and associate terms as vocabulary.

  

H.   Use relationships between operations, such as subtraction as

      the inverse of addition and division as the inverse of

      multiplication.

1.   Explain in words and use relationships between operations,       such as:

a.   relate addition and subtraction as inverse operations;

b.   relate multiplication and division as inverse operations;

c.   relate addition to multiplication (repeated addition);

d.   relate subtraction to division (repeated subtraction).

  

I.    Demonstrate fluency in multiplication facts with factors through   10: corresponding division.

1.   Demonstrate fluency in multiplication facts       through 10.

  

J.   Estimate the results of whole number computations using a     variety of strategies and judge the reasonableness.

1.   Evaluate the reasonableness of computations based upon       operations and the numbers involved; e.g., considering

      relative size, place value and estimates. This includes finding estimates by rounding then computing. 35 + 22 = _

      40 + 20 = 60.

  

K.   Analyze and solve multi-step problems involving +, -, x, ÷ of       whole numbers.

1.   Add and subtract whole numbers with and without regrouping.

2.   Multiply and divide 2- and 3-digit numbers by a single-digit         number, without remainders for division.

  

L.   Use variety of methods and appropriate tools (mental math,    paper, pencil and calculators) for computing with whole     numbers.

1.   Model, construct and explain multiplication; e.g., repeated    addition, skip counting, rectangular arrays and area model.

      For example:

a.   Use conventional mathematical symbols to write equations for word problems involving multiplication.

b.   Cite examples that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.

2.   Model, construct and explain division; e.g., sharing equally,             repeated subtraction, rectangular arrays and area model. For       example:

a.   Translate contextual situations involving division into conventional mathematical symbols.

b.   Explain how a remainder may impact an answer in a real-world situation; e.g. 14 cookies being shared by 4 children.

 

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