Math

__ **[|Tenn. CC Math Lessons]** __ __ **[|Games for math Concepts]** __

__ **Third Grade Unit: Area and Perimeter:** __

=== [|3rdGradeUnit.pdf] === Grade 3  Operations and Algebraic Thinking 1  Operations and Algebraic Thinking 2  Operations and Algebraic Thinking 3  Operations and Algebraic Thinking 4  Operations and Algebraic Thinking 5  Operations and Algebraic Thinking 6  Operations and Algebraic Thinking 7  Operations and Algebraic Thinking 8  Operations and Algebraic Thinking 9  Number and Operations in Base Ten 1  Number and Operations in Base Ten 2  Number and Operations in Base Ten 3  Number and Operations - Fractions 1  Number and Operations - Fractions 2  Number and Operations - Fractions 3 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Measurement & Data 1 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Measurement & Data 2 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Measurement & Data 3 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Measurement & Data 4 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Measurement & Data 5 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Measurement & Data 6 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Measurement & Data 7 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Measurement & Data 8 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Geometry 1 <span style="background-color: #d3d3c9; display: block; font-family: Verdana,Arial,sans-serif; font-size: 14px; text-align: left; vertical-align: baseline;"> Geometry 2

**Math Stars:** <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">The purpose of **<span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">Math Stars **<span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;"> is to challenge students beyond the classroom setting. Good problems can inspire curiosity about number relationships and geometric properties. <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Grade 3] <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;"> (516K)

<span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">The basic purpose of **<span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">Superstars III **<span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">is to provide the extra challenge that self-motivated students need in mathematics, and to do so in a structured, long-term program that does not impinge on the normal classroom routine or the time of the teacher. <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">Download Superstars III below. <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Superstars-III-3-5.pdf]
 * Superstars III: **

Problem Solving Deck:
<span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">Deck B: Grades 3 & 4 <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Deck B Cover and Introduction] <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Deck B Cards:] <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;"> Two problems per page. <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">One problem per page with space for students to explain and show their work. <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Deck B Sheets] __**Review for Math EOG 2012:**__ __ **[|KidsNumbers Multiplication Table:]** __ __ **[|K-5 Math Resources]** __ __**IXL:**__ <span style="background-color: #ffffff; display: block; font-family: Verdana,arial,helvetica,clean,sans-serif; font-size: 12px; text-align: left;">IXL's math skills are aligned to the 2003 North Carolina Standard Course of Study, providing comprehensive preparation for the North Carolina End-of-Grade Tests. With IXL's state standards alignments, you can easily find unlimited practice problems specifically tailored to each required standard. <span style="background-color: #ffffff; display: block; font-family: Verdana,arial,helvetica,clean,sans-serif; font-size: 12px; text-align: left;">Even better, IXL automatically tracks student progress and displays proficiency scores in the state standards reports. These reports allow you to quickly evaluate student aptitude and identify trouble spots.
 * 3.NO Number and Operations ||
 * * **3.1 The learner will model, identify, and compute with whole numbers through 9,999.**
 * **3.1.01 Develop number sense for whole numbers through 9,999.**
 * **3.1.01.a Connect model, number word, and number using a variety of representations.**
 * [|Numbers and comparing: Write numbers in words (Third grade - A.1)]
 * [|Numbers and comparing: Ordinal numbers to 100th (Third grade - A.2)]
 * [|Numbers and comparing: Roman numerals I, V, X, L, C, D, M (Third grade - A.3)]
 * [|Numbers and comparing: Skip-counting puzzles (Third grade - A.6)]
 * [|Money: Count coins and bills - up to $5 bill (Third grade - N.1)]
 * **3.1.01.b Build understanding of place value (ones through thousands).**
 * [|Place values: Place value models (Third grade - B.1)]
 * [|Place values: Place value names (Third grade - B.2)]
 * [|Place values: Value of a digit (Third grade - B.3)]
 * [|Place values: Identify the digit with a particular place value (Third grade - B.4)]
 * [|Place values: Convert to/from a number (Third grade - B.5)]
 * [|Place values: Convert between place values (Third grade - B.6)]
 * [|Place values: Convert from expanded form (Third grade - B.7)]
 * [|Place values: Convert between standard and expanded form (Third grade - B.8)]
 * [|Place values: Place value word problems (Third grade - B.9)]
 * **3.1.01.c Compare and order.**
 * [|Numbers and comparing: Put numbers in order (Third grade - A.8)]
 * [|Numbers and comparing: Which number is greatest/least? (Third grade - A.9)]
 * [|Numbers and comparing: Comparing numbers (Third grade - A.10)]
 * [|Numbers and comparing: Comparing - with addition and subtraction (Third grade - A.11)]
 * [|Numbers and comparing: Multi-step inequalities (Third grade - A.12)]
 * [|Money: Which picture shows more? (Third grade - N.2)]
 * [|Money: Inequalities with money (Third grade - N.5)]
 * [|Money: Put money amounts in order (Third grade - N.6)]
 * **3.1.02 Develop fluency with multi-digit addition and subtraction through 9,999 using:**
 * **3.1.02.a Strategies for adding and subtracting numbers.**
 * [|Addition: Add two numbers up to three digits (Third grade - C.1)]
 * [|Addition: Addition input/output tables - up to three digits (Third grade - C.2)]
 * [|Addition: Add two numbers up to three digits - word problems (Third grade - C.3)]
 * [|Addition: Add three or more numbers up to three digits each (Third grade - C.6)]
 * [|Addition: Add three or more numbers up to three digits - word problems (Third grade - C.7)]
 * [|Addition: Addition patterns over increasing place values (Third grade - C.8)]
 * [|Addition: Add two numbers with four or more digits (Third grade - C.9)]
 * [|Addition: Addition input/output tables - four or more digits (Third grade - C.10)]
 * [|Addition: Add two numbers with four or more digits - word problems (Third grade - C.11)]
 * [|Addition: Add three or more numbers with four or more digits (Third grade - C.14)]
 * [|Addition: Add three or more numbers with four or more digits - word problems (Third grade - C.15)]
 * [|Subtraction: Subtract numbers up to three digits (Third grade - D.1)]
 * [|Subtraction: Subtraction input/output tables - up to three digits (Third grade - D.2)]
 * [|Subtraction: Subtract numbers up to three digits - word problems (Third grade - D.3)]
 * [|Subtraction: Subtraction patterns over increasing place values (Third grade - D.6)]
 * [|Subtraction: Subtract numbers with four or more digits (Third grade - D.7)]
 * [|Subtraction: Subtraction input/output tables - four or more digits (Third grade - D.8)]
 * [|Money: Purchases - do you have enough money - up to $10 (Third grade - N.3)]
 * [|Money: Making change (Third grade - N.4)]
 * [|Money: Add and subtract money amounts (Third grade - N.7)]
 * [|Money: Add money amounts - word problems (Third grade - N.8)]
 * [|Money: Price lists (Third grade - N.9)]
 * [|Fractions: Add and subtract fractions with like denominators (Third grade - S.13)]
 * **3.1.02.b Estimation of sums and differences in appropriate situations.**
 * [|Estimation and rounding: Solve inequalities using estimation (Third grade - L.4)]
 * [|Estimation and rounding: Estimate sums (Third grade - L.5)]
 * **3.1.02.c Relationships between operations.**
 * [|Properties: Fact families (Second grade - K.3)]
 * **3.1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using:**
 * **3.1.03.a Strategies for multiplying and dividing numbers.**
 * [|Multiplication: Multiplication sentences (Second grade - W.1)]
 * [|Multiplication: Multiplication tables up to 5 (Second grade - W.2)]
 * [|Multiplication: Multiplication tables up to 10 (Second grade - W.3)]
 * [|Division: Divisors and quotients up to 5 (Second grade - X.1)]
 * [|Division: Divisors and quotients up to 10 (Second grade - X.2)]
 * [|Multiplication: Multiplication sentences (Third grade - E.1)]
 * [|Multiplication: Multiplication - facts to 12 (Third grade - E.2)]
 * [|Multiplication: Multiplication word problems - facts to 12 (Third grade - E.3)]
 * [|Multiplication: Missing factors - facts to 12 (Third grade - E.4)]
 * [|Multiplication: Missing factors - facts to 12 - word problems (Third grade - E.5)]
 * [|Multiplication: Squares up to 20 (Third grade - E.6)]
 * [|Multiplication: Multiplication patterns over increasing place values (Third grade - E.7)]
 * [|Multiplication: Multiply numbers ending in zeroes (Third grade - E.8)]
 * [|Multiplication: Multiply a one-digit number by a larger number (Third grade - E.9)]
 * [|Multiplication: Multiply a one-digit number by a larger number - word problems (Third grade - E.10)]
 * [|Multiplication: Multiply three or more numbers (Third grade - E.11)]
 * [|Multiplication: Multiply three or more numbers - word problems (Third grade - E.12)]
 * [|Multiplication: Multiplication input/output tables (Third grade - E.13)]
 * [|Division: Division facts to 5 (Third grade - G.1)]
 * [|Division: Division facts to 10 (Third grade - G.2)]
 * [|Division: Division word problems - facts to 10 (Third grade - G.3)]
 * [|Division: Division patterns over increasing place values (Third grade - G.6)]
 * [|Division: Divide numbers ending in zeroes (Third grade - G.7)]
 * [|Division: Divide larger numbers (Third grade - G.8)]
 * [|Division: Divide larger numbers - word problems (Third grade - G.9)]
 * [|Division: Divisibility rules for 2, 5, and 10 (Third grade - G.10)]
 * [|Division: Division input/output tables (Third grade - G.11)]
 * [|Mixed operations: Interpret data in tables (Third grade - I.5)]
 * [|Mixed operations: Multi-step word problems (Third grade - I.6)]
 * [|Money: Multiply money amounts (Third grade - N.10)]
 * [|Money: Divide money amounts (Third grade - N.11)]
 * **3.1.03.b Estimation of products and quotients in appropriate situations.**
 * [|Estimation and rounding: Estimate products (Third grade - L.6)]
 * [|Estimation and rounding: Estimate quotients (Third grade - L.7)]
 * **3.1.03.c Relationships between operations.**
 * [|Properties: Relate multiplication and division (Third grade - J.8)]
 * **3.1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division.**
 * [|Properties: Understanding parentheses (Third grade - J.2)]
 * [|Properties: Properties of addition (Third grade - J.3)]
 * [|Properties: Solve using properties of addition (Third grade - J.4)]
 * [|Properties: Properties of multiplication (Third grade - J.5)]
 * [|Properties: Solve using properties of multiplication (Third grade - J.6)]
 * [|Properties: Relate addition and multiplication (Third grade - J.7)]
 * **3.1.05 Use area or region models and set models of fractions to explore part-whole relationships.**
 * **3.1.05.a Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths).**
 * [|Fractions: Fraction review (Third grade - S.1)]
 * [|Fractions: Fraction review - word problems (Third grade - S.2)]
 * **3.1.05.b Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons.**
 * [|Fractions: Compare fractions (Third grade - S.4)]
 * [|Fractions: Put fractions in order (Third grade - S.8)]
 * **3.1.05.c Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths.**
 * [|Fractions: Equivalent fractions: type the missing numerator or denominator (Third grade - S.5)]
 * [|Fractions: Equivalent fractions: choose the equivalent fraction (Third grade - S.6)]
 * [|Fractions: Reducing fractions to simplest form (Third grade - S.7)]
 * **3.1.05.d Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers.**
 * [|Fractions: Fractions of a number (Third grade - S.9)]
 * [|Fractions: Fractions of a number - word problems (Third grade - S.10)]
 * **3.1.05.e Understand and use mixed numbers and their equivalent fraction forms.**
 * [|Fractions: Mixed numbers: what mixed number is shown? (Third grade - S.11)]
 * [|Fractions: Mixed numbers: write the mixed number in words (Third grade - S.12)]
 * **3.1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.**
 * [|Logical reasoning: Guess the number (Third grade - M.1)]
 * [|Logical reasoning: Largest/smallest number possible (Third grade - M.2)]
 * [|Logical reasoning: Find the order (Third grade - M.3)]
 * [|Logical reasoning: Age puzzles (Third grade - M.4)]
 * [|Logical reasoning: Guess two numbers based on sum and difference (Third grade - M.5)]
 * [|Logical reasoning: Guess two numbers based on sum, difference, product, and quotient (Third grade - M.6)] ||
 * 3.MEA Measurement ||
 * * **3.2 The learner will recognize and use standard units of metric and customary measurement.**
 * **3.2.01 Solve problems using measurement concepts and procedures involving:**
 * **3.2.01.a Elapsed time.**
 * [|Time: Read clocks and write times (Third grade - O.1)]
 * [|Time: Elapsed time I (Third grade - O.2)]
 * [|Time: Elapsed time II (Third grade - O.3)]
 * [|Time: Relate time units (Third grade - O.5)]
 * [|Time: Time patterns (Third grade - O.6)]
 * [|Time: Convert between hours and fractions of hours (Third grade - O.7)]
 * [|Time: Reading schedules (Third grade - O.8)]
 * [|Time: Time lines (Third grade - O.9)]
 * **3.2.01.b Equivalent measures within the same measurement system.**
 * [|Measurement: Compare and convert customary units of length (Third grade - Q.4)]
 * [|Measurement: Compare and convert customary units of weight (Third grade - Q.5)]
 * [|Measurement: Compare and convert customary units of volume (Third grade - Q.6)]
 * [|Measurement: Conversion tables - customary units (Third grade - Q.7)]
 * [|Measurement: Compare customary units by multiplying (Third grade - Q.8)]
 * [|Measurement: Compare and convert metric units of length (Third grade - Q.10)]
 * [|Measurement: Compare and convert metric units of weight (Third grade - Q.11)]
 * [|Measurement: Compare and convert metric units of volume (Third grade - Q.12)]
 * [|Measurement: Conversion tables - metric units (Third grade - Q.13)]
 * **3.2.02 Estimate and measure using appropriate units.**
 * [|Measurement: Which customary unit is appropriate? (Third grade - Q.3)]
 * [|Measurement: Which metric unit is appropriate? (Third grade - Q.9)]
 * **3.2.02.a Capacity (cups, pints, quarts, gallons, liters).**
 * [|Measurement: Which customary unit of volume is appropriate? (Second grade - S.5)]
 * **3.2.02.b Length (miles, kilometers)**
 * [|Measurement: Which customary unit of length is appropriate? (Second grade - S.2)]
 * **3.2.02.c Mass (ounces, pounds, grams, kilograms).**
 * [|Measurement: Which customary unit of weight is appropriate? (Second grade - S.4)]
 * **3.2.02.d Temperature (Fahrenheit, Celsius).**
 * [|Measurement: Read a thermometer (Third grade - Q.1)]
 * [|Measurement: Reasonable temperature (Third grade - Q.2)] ||
 * 3.GEO Geometry ||
 * * **3.3 The learner will recognize and use basic geometric properties of two- and three-dimensional figures.**
 * **3.3.01 Use appropriate vocabulary to compare, describe, and classify two- and three-dimensional figures.**
 * [|Geometry: Identify planar and solid shapes (Third grade - R.1)]
 * [|Geometry: Count and compare sides, edges, faces, and vertices (Third grade - R.2)]
 * [|Geometry: Symmetry (Third grade - R.3)]
 * [|Geometry: Similar and congruent (Third grade - R.4)]
 * [|Geometry: Angles: greater than, less than, or equal to a right angle (Third grade - R.11)]
 * [|Geometry: Lines, line segments, and rays (Third grade - R.12)]
 * [|Geometry: Is it a polygon? (Third grade - R.13)]
 * [|Geometry: Triangles: equilateral, isosceles, and scalene (Third grade - R.14)]
 * [|Geometry: Triangles: acute, right, and obtuse (Third grade - R.15)]
 * **3.3.02 Use a rectangular coordinate system to solve problems.**
 * **3.3.02.a Graph and identify points with whole number and/or letter coordinates.**
 * [|Graphs: Coordinate graphs I (Third grade - P.1)]
 * **3.3.02.b Describe the path between given points on the plane.**
 * [|Graphs: Coordinate graphs II (Third grade - P.2)] ||
 * 3.DAP Data Analysis and Probability ||
 * * **3.4 The learner will understand and use data and simple probability concepts.**
 * **3.4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.**
 * [|Graphs: Interpret bar graphs (Third grade - P.4)]
 * [|Graphs: Interpret line plots (Third grade - P.6)]
 * [|Graphs: Interpret pictographs (Third grade - P.8)]
 * [|Graphs: Interpret line graphs (Third grade - P.10)]
 * **3.4.02 Determine the number of permutations and combinations of up to three items.**
 * [|Probability and statistics: Combinations (Third grade - U.4)]
 * **3.4.03 Solve probability problems using permutations and combinations.**
 * [|Probability and statistics: Certain, probable, unlikely, and impossible (Third grade - U.1)] ||
 * 3.ALG Algebra ||
 * * **3.5 The learner will recognize, determine, and represent patterns and simple mathematical relationships.**
 * **3.5.01 Describe and extend numeric and geometric patterns.**
 * [|Numbers and comparing: Number sequences (Third grade - A.7)]
 * **3.5.02 Extend and find missing terms of repeating and growing patterns.**
 * **3.5.03 Use symbols to represent unknown quantities in number sentences.**
 * [|Equations and variables: Write variable equations to represent word problems (Third grade - K.4)]
 * **3.5.04 Find the value of the unknown in a number sentence.**
 * [|Addition: Complete the addition sentence - up to three digits (Third grade - C.4)]
 * [|Addition: Balance addition equations - up to three digits (Third grade - C.5)]
 * [|Addition: Complete the addition sentence - four or more digits (Third grade - C.12)]
 * [|Addition: Balance equations - four or more digits (Third grade - C.13)]
 * [|Addition: Addition: fill in the missing digits (Third grade - C.16)]
 * [|Subtraction: Complete the subtraction sentence - up to three digits (Third grade - D.4)]
 * [|Subtraction: Balance subtraction equations - up to three digits (Third grade - D.5)]
 * [|Subtraction: Subtraction: fill in the missing digits (Third grade - D.9)]
 * [|Mixed operations: Missing operators (Third grade - I.7)]
 * [|Equations and variables: Solve for the variable - addition and subtraction only (Third grade - K.2)]
 * [|Equations and variables: Solve for the variable - with multiplication and division (Third grade - K.3)] ||

**__Third Grade Number Activities:__** **__[|Third Grade Number Activities]__**

__ **Math Common Core 2012-2013:** __

<span style="background-color: #ffffff; display: block; font-family: Verdana,arial,helvetica,clean,sans-serif; font-size: 12px; text-align: left;">IXL's math skills are aligned to the 2010 Common Core State Standards, providing comprehensive preparation for the North Carolina End-of-Grade Tests. With IXL's state standards alignments, you can easily find unlimited practice problems specifically tailored to each required standard.

<span style="background-color: #ffffff; display: block; font-family: Verdana,arial,helvetica,clean,sans-serif; font-size: 12px; text-align: left;">Even better, IXL automatically tracks student progress and displays proficiency scores in the state standards reports. These reports allow you to quickly evaluate student aptitude and identify trouble spots.

> <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Array Picture Cards] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Building Arrays] > [|Number Story Arrays (Set 1)] > [|Number Story Arrays (Set 2)] > [|Multiplication Word Problems] > [|Equal Rows in a Marching Band] > [|Sharing Marbles Equally] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Read Alouds: **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">(see task cards in right hand column) > - 100 Hungry Ants > - Six Dinner Sid > - Amanda Beans' Amazing Dream > - The Doorbell Rang > - Each Orange had Eight Slices (Class book template) > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Missing Numbers (Multiplication)] > [|What is the Missing Number? (Division)] >> <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Division Squares] >> [|Division Spin (divide by 2)] >> [|Division Spin (divide by 10)] >> [|I Have ... Who Has?] >> [|I Have ... Who Has? (x2 and x10)] >> [|I Have ... Who Has? (x2 and x5)] >> [|I Have ... Who Has? (x3 and x5)] >> <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">See the Math Games page for information on how to use 'I Have ..Who Has?' games as a whole class warm-up and for more examples of this game. >> <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Multiples Game] >> [|Multiplication Four in a Row (3,4,5,6)] >> [|Multiplication Number Wheel] >> [|Multiplication Bump (x2)] >> [|Multiplication Bump (x10)] >> [|Multiplication Bump (x100)] >> [|Multiplication Challenge] >> [|The Product is ...] >> [|The Answer is ...] >> [|Multiplication: Multiplication - facts to 12 (Third grade - E.2)] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Two-Step Word Problems Set 1] > [|Two-Step Word Problems Set 2] >> <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Odd and Even Sums] >> [|Odd and Even Products] >> [|Roll a Rule] >> [|Using Number Patterns to Describe Multiples] >> [|Increasing and Decreasing Number Patterns] >> [|Two Step Number Patterns] >> [|Patterns in the Addition Table] >> [|Patterns in the Multiplication Table] >> [|Drawing Multiplication Patterns] >> [|Addition: Addition input/output tables - up to three digits (Third grade - C.2)] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Round Up or Down?] > [|Round to the Nearest Ten] > [|Round to the Nearest 100] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|3 Digit Addition Split] > [|Doubling to 1000] > [|Difference Add] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Multiples of Ten Multiply] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Fraction Barrier Game] > [|Fraction Barrier Game Grid] > [|Exploring Fraction Kits] > [|Equal Parts on the Geoboard] > [|Geoboard Fourths] > [|Congruent Eighths] > [|Fractions with Color Tiles] > [|Find One Half of a Group] > [|Finding Fractions of a Group] > [|Fraction Posters] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Suggested Read Alouds: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Ed Emberley's Picture Pie] [|Task Card] > [|Full House: An Invitation to Fractions] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Fraction Number Lines] > [|Measuring to the Nearest Half Inch] > [|Measuring to the Nearest Quarter Inch] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Pizza for Dinner] ***new!** > Build a Hexagon > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Creating Equivalent Fractions] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Who Ate More?] ***new!**
 * **3.OA Operations and Algebraic Thinking** ||
 * * **3 Represent and solve problems involving multiplication and division.**
 * **3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Multiplication: Multiplication sentences (Third grade - E.1)]
 * [|Properties: Relate addition and multiplication (Third grade - J.7)]
 * **3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.**
 * [|Division: Division word problems - facts to 10 (Third grade - G.3)]
 * **3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Multiplication: Multiplication sentences (Third grade - E.1)]
 * [|Multiplication: Multiplication word problems - facts to 12 (Third grade - E.3)]
 * [|Multiplication: Missing factors - facts to 12 - word problems (Third grade - E.5)]
 * [|Division: Division word problems - facts to 10 (Third grade - G.3)]
 * [|Division: Divide larger numbers - word problems (Third grade - G.9)]
 * **3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.**
 * [|Multiplication: Missing factors - facts to 12 (Third grade - E.4)]
 * [|Division: Complete the division sentence - facts to 10 (Third grade - G.4)]
 * **3 Understand properties of multiplication and the relationship between multiplication and division.**
 * **3.OA.5 Apply properties of operations as strategies to multiply and divide.**
 * [|Properties: Properties of multiplication (Third grade - J.5)]
 * [|Properties: Solve using properties of multiplication (Third grade - J.6)]
 * [|Properties: Relate multiplication and division (Third grade - J.8)]
 * **3.OA.6 Understand division as an unknown-factor problem.**
 * [|Multiplication: Missing factors - facts to 12 (Third grade - E.4)]
 * [|Multiplication: Missing factors - facts to 12 - word problems (Third grade - E.5)]
 * [|Properties: Relate multiplication and division (Third grade - J.8)]
 * **3 Multiply and divide within 100.**
 * **3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers**<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Multiplication: Squares up to 20 (Third grade - E.6)]
 * [|Multiplication - skill builders: Multiply by 0 (Third grade - F.1)]
 * [|Multiplication - skill builders: Multiply by 1 (Third grade - F.2)]
 * [|Multiplication - skill builders: Multiply by 2 (Third grade - F.3)]
 * [|Multiplication - skill builders: Multiply by 3 (Third grade - F.4)]
 * [|Multiplication - skill builders: Multiply by 4 (Third grade - F.5)]
 * [|Multiplication - skill builders: Multiply by 5 (Third grade - F.6)]
 * [|Multiplication - skill builders: Multiply by 6 (Third grade - F.7)]
 * [|Multiplication - skill builders: Multiply by 7 (Third grade - F.8)]
 * [|Multiplication - skill builders: Multiply by 8 (Third grade - F.9)]
 * [|Multiplication - skill builders: Multiply by 9 (Third grade - F.10)]
 * [|Multiplication - skill builders: Multiply by 11 (Third grade - F.12)]
 * [|Multiplication - skill builders: Multiply by 12 (Third grade - F.13)]
 * [|Division: Division facts to 5 (Third grade - G.1)]
 * [|Division: Division facts to 10 (Third grade - G.2)]
 * [|Division: Division facts to 12 (Third grade - G.5)]
 * [|Division - skill builders: Divide by 1 (Third grade - H.1)]
 * [|Division - skill builders: Divide by 2 (Third grade - H.2)]
 * [|Division - skill builders: Divide by 3 (Third grade - H.3)]
 * [|Division - skill builders: Divide by 4 (Third grade - H.4)]
 * [|Division - skill builders: Divide by 5 (Third grade - H.5)]
 * [|Division - skill builders: Divide by 6 (Third grade - H.6)]
 * [|Division - skill builders: Divide by 7 (Third grade - H.7)]
 * [|Division - skill builders: Divide by 8 (Third grade - H.8)]
 * [|Division - skill builders: Divide by 9 (Third grade - H.9)]
 * [|Properties: Solve using properties of multiplication (Third grade - J.6)]
 * [|Properties: Relate multiplication and division (Third grade - J.8)]
 * **3 Solve problems involving the four operations, and identify and explain patterns in arithmetic.**
 * **3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.**
 * [|Mixed operations: Addition, subtraction, multiplication, and division facts (Third grade - I.1)]
 * [|Mixed operations: Complete the addition, subtraction, multiplication, or division sentence (Third grade - I.2)]
 * [|Mixed operations: Add, subtract, multiply, and divide (Third grade - I.3)]
 * [|Mixed operations: Addition, subtraction, multiplication, and division word problems (Third grade - I.4)]
 * [|Mixed operations: Multi-step word problems (Third grade - I.6)]
 * [|Equations and variables: Solve for the variable - addition and subtraction only (Third grade - K.2)]
 * [|Equations and variables: Solve for the variable - with multiplication and division (Third grade - K.3)]
 * [|Equations and variables: Write variable equations to represent word problems (Third grade - K.4)]
 * [|Estimation and rounding: Rounding (Third grade - L.1)]
 * [|Estimation and rounding: Solve inequalities using estimation (Third grade - L.4)]
 * [|Estimation and rounding: Estimate sums (Third grade - L.5)]
 * [|Estimation and rounding: Estimate products (Third grade - L.6)]
 * [|Estimation and rounding: Estimate quotients (Third grade - L.7)]
 * **3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Subtraction: Subtraction input/output tables - up to three digits (Third grade - D.2)]
 * [|Multiplication: Multiplication input/output tables (Third grade - E.13)]
 * [|Division: Division input/output tables (Third grade - G.11)] ||
 * __**3.NBT Number and Operations in Base Ten**__ ||
 * * **3 Use place value understanding and properties of operations to perform multi-digit arithmetic.**
 * **3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Estimation and rounding: Rounding (Third grade - L.1)]
 * **3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.**
 * [|Place values: Value of a digit (Third grade - B.3)]
 * [|Place values: Identify the digit with a particular place value (Third grade - B.4)]
 * [|Place values: Convert from expanded form (Third grade - B.7)]
 * [|Addition: Add two numbers up to three digits (Third grade - C.1)]
 * [|Addition: Add two numbers up to three digits - word problems (Third grade - C.3)]
 * [|Addition: Complete the addition sentence - up to three digits (Third grade - C.4)]
 * [|Addition: Balance addition equations - up to three digits (Third grade - C.5)]
 * [|Addition: Addition patterns over increasing place values (Third grade - C.8)]
 * [|Subtraction: Subtract numbers up to three digits (Third grade - D.1)]
 * [|Subtraction: Subtract numbers up to three digits - word problems (Third grade - D.3)]
 * [|Subtraction: Complete the subtraction sentence - up to three digits (Third grade - D.4)]
 * [|Subtraction: Balance subtraction equations - up to three digits (Third grade - D.5)]
 * [|Subtraction: Subtraction patterns over increasing place values (Third grade - D.6)]
 * [|Properties: Properties of addition (Third grade - J.3)]
 * [|Properties: Solve using properties of addition (Third grade - J.4)]
 * **3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Place values: Value of a digit (Third grade - B.3)]
 * [|Place values: Identify the digit with a particular place value (Third grade - B.4)]
 * [|Multiplication: Multiply numbers ending in zeroes (Third grade - E.8)]
 * [|Multiplication - skill builders: Multiply by 10 (Third grade - F.11)] ||
 * __**3.NF Number and Operations-Fractions**__ ||
 * * **3 Develop understanding of fractions as numbers.**
 * **3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Fractions: Fraction review (Third grade - S.1)]
 * [|Fractions: Fraction review - word problems (Third grade - S.2)]
 * **3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.**
 * **3.NF.2.a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.**
 * [|Fractions: Fractions on number lines (Third grade - S.3)]
 * **3.NF.2.b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.**
 * [|Fractions: Fractions on number lines (Third grade - S.3)]
 * **3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.**
 * **3.NF.3.a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Fractions: Compare fractions (Third grade - S.4)]
 * **3.NF.3.b Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Fractions: Equivalent fractions: type the missing numerator or denominator (Third grade - S.5)]
 * [|Fractions: Equivalent fractions: choose the equivalent fraction (Third grade - S.6)]
 * [|Fractions: Reducing fractions to simplest form (Third grade - S.7)]
 * [|Fractions: Put fractions in order (Third grade - S.8)]
 * **3.NF.3.c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.**
 * **3.NF.3.d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.**
 * [|Fractions: Compare fractions (Third grade - S.4)] ||
 * __**3.MD Measurement and Data**__ ||
 * * **3 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.**
 * **3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.**
 * [|Time: Read clocks and write times (Third grade - O.1)]
 * [|Time: Elapsed time I (Third grade - O.2)]
 * [|Time: Elapsed time II (Third grade - O.3)]
 * **3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.**
 * [|Measurement: Which metric unit is appropriate? (Third grade - Q.9)]
 * **3 Represent and interpret data.**
 * **3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.**
 * [|Graphs: Interpret bar graphs (Third grade - P.4)]
 * [|Graphs: Create bar graphs (Third grade - P.5)]
 * [|Graphs: Interpret pictographs (Third grade - P.8)]
 * [|Graphs: Create pictographs (Third grade - P.9)]
 * **3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.**
 * **3 Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**
 * **3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.**
 * **3.MD.5.a A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.**
 * [|Geometry: Area of figures made of unit squares (Third grade - R.8)]
 * **3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.**
 * [|Geometry: Area of figures made of unit squares (Third grade - R.8)]
 * **3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).**
 * [|Geometry: Area of figures made of unit squares (Third grade - R.8)]
 * **3.MD.7 Relate area to the operations of multiplication and addition.**
 * **3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.**
 * [|Geometry: Area of rectangles (Third grade - R.9)]
 * **3.MD.7.b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.**
 * [|Geometry: Area of rectangles (Third grade - R.9)]
 * **3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.**
 * **3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.**
 * [|Geometry: Area of complex figures (with all right angles) (Fourth grade - P.17)]
 * **3 Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.**
 * **3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.**
 * [|Geometry: Perimeter (Third grade - R.6)]
 * [|Geometry: Perimeter: find the missing side length (Third grade - R.7)] ||
 * __**3.G Geometry**__ ||
 * * **3 Reason with shapes and their attributes.**
 * **3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.**
 * [|Geometry: Identify planar and solid shapes (Third grade - R.1)]
 * [|Geometry: Count and compare sides, edges, faces, and vertices (Third grade - R.2)]
 * **3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.**
 * [|Fractions: Fraction review (Third grade - S.1)] ||