# Grade 3: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 26 concepts ready. In the app: https://ai.page/roadmap/ne-grade-3 Part of: [Nebraska: Mathematics](https://ai.page/roadmap/ne.md) Goal: Nebraska academic standards: Mathematics, Grade 3 ## 1. Grade 3 · Analyze Data and Interpret Results: Students will analyze the data and interpret the results. - [Bar graphs](https://ai.page/c/bar-graphs/index.md): Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs ## 2. Grade 3 · Data Collection: Students will formulate questions to collect, organize, and represent data. - [Measuring & Plotting Lengths](https://ai.page/c/measuring-and-plotting-lengths/index.md): Generate measurement data by measuring lengths to the nearest whole unit and display the data on a line plot - [Representing numbers with objects (age 8+)](https://ai.page/c/representing-numbers-with-objects-age-8/index.md): Draw a scaled picture graph and a scaled bar graph to represent a data set; solve one- and two-step comparison, sum, and difference problems using bar charts, pictograms, and tables ## 3. Grade 3 · Time: Students will tell time to the nearest minute and find elapsed time. - [Estimating answers (age 7+)](https://ai.page/c/estimating-answers-age-7/index.md): Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, and hours - [Telling time to the minute (age 8+)](https://ai.page/c/telling-time-to-the-minute-age-8/index.md): Tell and write time to the nearest minute using analogue and digital clocks ## 4. Grade 3 · Measurement: Students will use tools to solve measurement problems. - [Estimating Lengths](https://ai.page/c/estimating-lengths/index.md): Estimate lengths using units of inches, feet, centimetres, and metres - [Calculating with measurements](https://ai.page/c/calculating-with-measurements/index.md): Measure, compare, add, and subtract lengths (m/cm/mm), mass (kg/g), and volume/capacity (l/ml) using standard units - [Measuring Liquids & Masses](https://ai.page/c/measuring-liquids-and-masses/index.md): Measure and estimate liquid volumes and masses of objects using grams, kilograms, and litres; solve one-step word problems involving mass or volume ## 5. Grade 3 · Area and Perimeter: Students will recognize perimeter and area as attributes of plane figures and understand concepts of area measurement. - [Understanding Area](https://ai.page/c/understanding-area/index.md): Understand that a unit square has one square unit of area and that the area of a plane figure is the number of unit squares that cover it without gaps or overlaps ## 6. Grade 3 · Shapes and Their Attributes: Students will recognize and represent the attributes of two-dimensional shapes. - [Classifying shapes by line properties](https://ai.page/c/classifying-shapes-by-line-properties/index.md): Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or angles of a specified size; recognise right triangles as a category ## 7. Grade 3 · Operations and Algebraic Thinking: Students will extend understanding of multiplication and apply operational properties to solve problems. - [Multiplying by Tens](https://ai.page/c/multiplying-by-tens/index.md): Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations - [Properties of Operations](https://ai.page/c/properties-of-operations/index.md): Apply properties of operations (commutative, associative, distributive) as strategies to multiply and divide - [Understanding fractions](https://ai.page/c/understanding-fractions-2/index.md): Move fluently between real-world situations, diagrams, and symbolic equations involving three-digit numbers and fractions, explaining what each part represents - [Multi-step problems: choosing operations](https://ai.page/c/multi-step-problems-choosing-operations/index.md): Solve problems involving addition, subtraction, multiplication, and division, deciding which operations and methods to use and why; solve multi-step problems in contexts - [Two-Step Equations](https://ai.page/c/two-step-equations/index.md): Solve two-step word problems using the four operations; represent problems using equations with a letter standing for the unknown quantity - [Understanding fractions (age 9+)](https://ai.page/c/understanding-fractions-age-9-maths/index.md): Construct and present logical mathematical arguments involving multiple steps; critique others' reasoning about fractions, angles, or calculations and clearly explain errors or alternative methods - [Adding numbers](https://ai.page/c/adding-numbers/index.md): Add up to four two-digit numbers using strategies based on place value and properties of operations ## 8. Grade 3 · Fractions: Students will develop understanding of fractions as numbers. - [Fractions on a number line](https://ai.page/c/fractions-on-a-number-line/index.md): Recognise and use fractions as numbers: place unit fractions and non-unit fractions with small denominators on a number line - [Comparing fractions](https://ai.page/c/comparing-fractions/index.md): Compare and order unit fractions, and fractions with the same denominator - [Fractions of a whole](https://ai.page/c/fractions-of-a-whole/index.md): 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 - [Comparing fractions (age 8+)](https://ai.page/c/comparing-fractions-age-8/index.md): Compare two fractions with the same numerator or the same denominator by reasoning about size; record comparisons with >, =, or < symbols - [Fraction Addition Concepts](https://ai.page/c/fraction-addition-concepts/index.md): Understand addition and subtraction of fractions as joining and separating parts; decompose a fraction into a sum of fractions with the same denominator in more than one way - [Fractions of a whole (age 8+)](https://ai.page/c/fractions-of-a-whole-age-8/index.md): Express whole numbers as fractions (e.g. 3 = 3/1) and recognise fractions equivalent to whole numbers (e.g. 4/4 = 1, 6/1 = 6) - [Equivalent fractions (age 9+)](https://ai.page/c/equivalent-fractions-age-9/index.md): Explain why a fraction a/b is equivalent to (n×a)/(n×b) using visual models; use this principle to recognise and generate equivalent fractions, including tenths and hundredths - [Fractions as parts of shapes](https://ai.page/c/fractions-as-parts-of-shapes/index.md): Partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole ## 9. Grade 3 · Numeric Relationships: Students will demonstrate and represent multi-digit numbers using place value understanding. - [Numbers to 10,000](https://ai.page/c/numbers-to-10-000/index.md): Identify, represent, and estimate numbers up to 10,000 using different representations ## Health: 0 of 100 Of its 26 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Bar graphs comes before Representing numbers with objects (age 8+), which it needs - Bar graphs has no explanation yet - Measuring & Plotting Lengths has no explanation yet - Representing numbers with objects (age 8+) has no explanation yet - Estimating answers (age 7+) has no explanation yet - Telling time to the minute (age 8+) has no explanation yet - Estimating Lengths has no explanation yet - Calculating with measurements has no explanation yet - Measuring Liquids & Masses has no explanation yet - Understanding Area has no explanation yet - Classifying shapes by line properties has no explanation yet - Multiplying by Tens has no explanation yet - Properties of Operations has no explanation yet - Understanding fractions has no explanation yet - Multi-step problems: choosing operations has no explanation yet - Two-Step Equations has no explanation yet - Understanding fractions (age 9+) has no explanation yet - Adding numbers has no explanation yet - Fractions on a number line has no explanation yet - Comparing fractions has no explanation yet - Fractions of a whole has no explanation yet - Comparing fractions (age 8+) has no explanation yet - Fraction Addition Concepts has no explanation yet - Fractions of a whole (age 8+) has no explanation yet - Equivalent fractions (age 9+) has no explanation yet - Fractions as parts of shapes has no explanation yet - Numbers to 10,000 has no explanation yet Credit: The structure of Nebraska academic standards: Mathematics (https://www.education.ne.gov/wp-content/uploads/2022/10/Nebraskas-College-and-Career-Ready-Standards-for-Mathematics-Final-10.20.22.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.