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How to learn Grade 3: Mathematics

Indiana academic standards: Mathematics, Grade 3

0 of 31 concepts ready to learn · Markdown, for your AI

1. Data Analysis · Collect, organize, and graph data from observations, surveys, and experiments using scaled bar graphs and pictographs. Solve real-world problems by analyzing and interpreting the data

  1. Picture & Bar Graphs: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories; solve put-together, take-apart, and compare problems using information presented in a bar graph
  2. Pictograms and tally charts: Interpret and construct simple pictograms, tally charts, block diagrams, and simple tables

2. Measurement · Find perimeters of polygons given the side lengths or given an unknown side length.

  1. Perimeters of polygons: Solve problems involving perimeters of polygons: find perimeter from side lengths, find an unknown side length, and explore rectangles with same perimeter but different areas (or vice versa)

3. Measurement · Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify

  1. Area by Tiling: Find the area of a rectangle by tiling it with unit squares and show that the result equals the product of the side lengths

4. Measurement · Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g

  1. Halves and quarters (age 7+): Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately

5. Measurement · 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 representin

  1. Telling Time: Minutes: Tell and write the time to five minutes, including quarter past and quarter to, and draw clock hands to show these times
  2. Telling time to the minute (age 7+): Tell and write time from analogue and digital clocks to the nearest five minutes, using a.m., p.m., and 12-hour and 24-hour notation
  3. Estimating answers (age 7+): Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, and hours

6. Measurement · Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in de

  1. Estimating Lengths: Estimate lengths using units of inches, feet, centimetres, and metres
  2. Measuring with different units: Measure the length of an object using two different length units and describe how the measurements relate to the size of the unit chosen
  3. Calculating with measurements: Measure, compare, add, and subtract lengths (m/cm/mm), mass (kg/g), and volume/capacity (l/ml) using standard units

7. Measurement · Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (L). Add, subtract, multiply, or divide to so

  1. Measuring Liquids & Masses: Measure and estimate liquid volumes and masses of objects using grams, kilograms, and litres; solve one-step word problems involving mass or volume

8. Geometry · Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (i.e., 1/2, 1/3, 1/4, 1/6, 1/8).

  1. Fractions as parts of shapes: Partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole

9. Geometry · Identify, describe, and draw points, lines, and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes

  1. Lines, Rays & Angles: Draw and identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines; identify these in two-dimensional figures

10. Geometry · Define, identify, and classify four-sided shapes such as rhombuses, rectangles, and squares as quadrilaterals. Identify and draw examples and non-examples of quadrilaterals.

  1. Understanding angles (age 8+): Understand that shapes in different categories may share attributes defining a larger category; classify quadrilaterals (rhombuses, rectangles, squares) and draw examples of quadrilaterals not in those subcategories

11. Computation and Algebraic Thinking · Create, extend, and give an appropriate rule for number patterns within 100 (including patterns in the addition table or multiplication table).

  1. Extending Table Patterns: Recognise and use repeated reasoning to generalise: extend multiplication table patterns, derive unknown facts from known ones, and describe rules for sequences

12. Computation and Algebraic Thinking · Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e

  1. Multiplication and Division Word Problems: Use multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurement quantities

13. Computation and Algebraic Thinking · Demonstrate fluency with mastery of multiplication facts and corresponding division facts of 0 to 10.

  1. Fluent multiplication and division facts: Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division

14. Computation and Algebraic Thinking · Multiply and divide within 100 using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8)

  1. Properties of Operations: Apply properties of operations (commutative, associative, distributive) as strategies to multiply and divide

15. Computation and Algebraic Thinking · Model the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Model the properties of 0 and 1

  1. What Division Means: Interpret whole-number quotients (e.g. 56 ÷ 8 as the number of objects in each share or the number of equal groups)

16. Computation and Algebraic Thinking · Model the concept of multiplication of whole numbers using equal-sized groups, arrays, area models, and equal intervals on a number line. Model the properties of 0

  1. Modelling with multiplication and fractions: Model real-world problems involving multiplication, area, fractions, and unit conversion by choosing appropriate representations and interpreting mathematical results in context

17. Computation and Algebraic Thinking · Solve real-world problems involving addition and subtraction of multi-digit whole numbers (e.g., by using drawings and equations with a symbol for the unknown numb

  1. Understanding fractions: Move fluently between real-world situations, diagrams, and symbolic equations involving three-digit numbers and fractions, explaining what each part represents

18. Computation and Algebraic Thinking · Fluently add and subtract multi-digit whole numbers using strategies and algorithms based on place value, properties of operations, and relationships between addit

  1. Fluent adding and subtracting within 100: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction

19. Number Sense · Use place value understanding to round two- and three-digit whole numbers to the nearest 10 or 100.

  1. Place Value Problem-Solving: Solve number and practical problems involving place value with increasingly large positive numbers

20. Number Sense · Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols > , = , o

  1. Comparing fractions (age 8+): Compare two fractions with the same numerator or the same denominator by reasoning about size; record comparisons with >, =, or < symbols

21. Number Sense · Use fraction models to represent two simple equivalent fractions with attention to how the number and size of the parts differ even though the quantities are the same. Use this principl

  1. Equivalent fractions: Recognise and show, using diagrams, equivalent fractions with small denominators

22. Number Sense · Model a non-unit fraction on a number line by marking equal lengths from 0, identifying each part as a unit fraction and locating the non-unit fraction as the endpoint on the number lin

  1. Fractions on a number line: Recognise and use fractions as numbers: place unit fractions and non-unit fractions with small denominators on a number line

23. Number Sense · Model unit fractions as the quantity formed by 1 part when a whole is partitioned into equal parts; model non-unit fractions as the quantity formed by iterations of unit fractions. [In

  1. Unit fractions: Recognise, find, and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
  2. Fractions of a whole: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a/b as a parts of size 1/b
  3. Dividing fractions (unit fractions): Interpret and compute division of a unit fraction by a non-zero whole number (e.g. 1/3 ÷ 4 = 1/12); use visual models and the relationship between multiplication and division to explain the result

24. Number Sense · Read and write whole numbers up to 10,000. Use words, models, standard form, and expanded form to represent and show equivalent forms of whole numbers up to 10,000.

  1. Reading and writing numbers to 1000: Read and write numbers to 1000 in numerals, number names, and expanded form