# Grade 3: Mathematics

A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 39 concepts ready. In the app: https://ai.page/roadmap/tx-grade-3

Part of: [Texas TEKS: Mathematics](https://ai.page/roadmap/tx.md)

Goal: Texas Essential Knowledge and Skills: Mathematics, Grade 3

## 1. Data analysis

- [Pictograms and tally charts (age 6+)](https://ai.page/c/pictograms-and-tally-charts-age-6/index.md): Read, write, and use the vocabulary of data collection and display — data, tally, tally chart, frequency, frequency table, survey, pictogram, bar chart, axis/axes, scale, label, category, discrete data, continuous data, line graph, pie chart — and apply these terms when collecting, organising, and presenting data
- [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

## 2. Geometry and measurement.

- [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
- [Numbers on a number line](https://ai.page/c/numbers-on-a-number-line-4/index.md): Solve word problems involving elapsed time by adding and subtracting time intervals in minutes, including using a number line
- [Measuring Perimeters](https://ai.page/c/measuring-perimeters/index.md): Measure the perimeter of simple 2-D shapes
- [Perimeters of polygons](https://ai.page/c/perimeters-of-polygons/index.md): 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)
- [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
- [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
- [Area of compound shapes](https://ai.page/c/area-of-compound-shapes/index.md): Recognise area as additive; find areas of rectilinear figures by decomposing into non-overlapping rectangles and summing their areas
- [Area by Tiling](https://ai.page/c/area-by-tiling/index.md): Find the area of a rectangle by tiling it with unit squares and show that the result equals the product of the side lengths
- [Understanding angles (age 8+)](https://ai.page/c/understanding-angles-age-8/index.md): 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
- [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

## 3. Algebraic reasoning

- [Unknown in Multiplication & Division](https://ai.page/c/unknown-in-multiplication-and-division/index.md): Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g. 8 × ? = 48, ? × 6 = 42)
- [Multiplicative Comparison](https://ai.page/c/multiplicative-comparison-maths/index.md): Interpret a multiplication equation as a comparison (e.g. 35 = 5 × 7 means 35 is 5 times as many as 7); represent verbal statements of multiplicative comparisons as equations
- [Multiplication and Division Word Problems](https://ai.page/c/multiplication-and-division-word-problems/index.md): Use multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurement quantities
- [Numbers on a number line](https://ai.page/c/numbers-on-a-number-line/index.md): Represent whole numbers as lengths on a number line and represent sums and differences within 100 on a number line diagram

## 4. Number and 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
- [Odd or Even](https://ai.page/c/odd-or-even/index.md): Determine whether a group of objects (up to 20) has an odd or even number of members
- [Division as equal sharing](https://ai.page/c/division-as-equal-sharing/index.md): Understand division as sharing equally into groups or as grouping (how many groups of a given size can be made)
- [Fluent adding and subtracting within 100](https://ai.page/c/fluent-adding-and-subtracting-within-100/index.md): Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
- [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
- [All times tables to 12×12](https://ai.page/c/all-times-tables-to-12-12/index.md): Recall multiplication and division facts for multiplication tables up to 12 × 12
- [Rounding to 10, 100, 1000](https://ai.page/c/rounding-to-10-100-1000/index.md): Round any number to the nearest 10, 100, or 1000
- [Estimating by rounding](https://ai.page/c/estimating-by-rounding/index.md): Estimate the answer to a calculation and use inverse operations to check answers; apply to increasingly large numbers using rounding and inverse reasoning
- [Addition and subtraction within 1000](https://ai.page/c/addition-and-subtraction-within-1000/index.md): Add and subtract within 1000 using concrete models, drawings, and strategies based on place value; understand composing and decomposing tens and hundreds
- [Fluent adding and subtracting within 1000](https://ai.page/c/fluent-adding-and-subtracting-within-1000/index.md): Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction
- [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
- [Equivalent fractions on a number line](https://ai.page/c/equivalent-fractions-on-a-number-line/index.md): Understand two fractions as equivalent if they are the same size or the same point on a number line; recognise and show families of common equivalent fractions using diagrams
- [Adding fractions (different denominators)](https://ai.page/c/adding-fractions-different-denominators/index.md): Add and subtract fractions with denominators that are multiples of the same number by finding a common denominator
- [Simple Fraction Sums](https://ai.page/c/simple-fraction-sums/index.md): Add and subtract fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7)
- [Ordering Numbers to 1000](https://ai.page/c/ordering-numbers-to-1000/index.md): Compare and order numbers up to 1000 using >, =, and < symbols, based on place-value understanding
- [Comparing Large Numbers](https://ai.page/c/comparing-large-numbers/index.md): Order and compare numbers beyond 1000
- [Place Value Problem-Solving](https://ai.page/c/place-value-problem-solving/index.md): Solve number and practical problems involving place value with increasingly large positive numbers

## 5. Mathematical process standards

- [Precise Maths Communication](https://ai.page/c/precise-maths-communication/index.md): Communicate with mathematical precision: use correct vocabulary, specify units, and use symbols accurately
- [Choosing mathematical tools](https://ai.page/c/choosing-mathematical-tools/index.md): Select and use appropriate tools and representations strategically: choose between mental, written, and diagrammatic methods; use calculators for checking; select fraction models suited to the task
- [Working with money](https://ai.page/c/working-with-money/index.md): Model real-world problems involving measurement, money, and time by choosing appropriate representations and interpreting results in context

## Health: 0 of 100

Of its 39 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):

- Pictograms and tally charts (age 6+) has no explanation yet
- Representing numbers with objects (age 8+) has no explanation yet
- Calculating with measurements has no explanation yet
- Measuring Liquids & Masses has no explanation yet
- Numbers on a number line has no explanation yet
- Measuring Perimeters has no explanation yet
- Perimeters of polygons has no explanation yet
- Fractions on a number line has no explanation yet
- Fractions as parts of shapes comes before Fractions of a whole, which it needs
- Fractions as parts of shapes has no explanation yet
- Area of compound shapes has no explanation yet
- Area by Tiling has no explanation yet
- Understanding angles (age 8+) has no explanation yet
- Classifying shapes by line properties has no explanation yet
- Unknown in Multiplication & Division has no explanation yet
- Multiplicative Comparison has no explanation yet
- Multiplication and Division Word Problems has no explanation yet
- Numbers on a number line has no explanation yet
- Properties of Operations has no explanation yet
- Odd or Even has no explanation yet
- Division as equal sharing has no explanation yet
- Fluent adding and subtracting within 100 has no explanation yet
- Adding numbers has no explanation yet
- All times tables to 12×12 has no explanation yet
- Rounding to 10, 100, 1000 has no explanation yet
- Estimating by rounding has no explanation yet
- Addition and subtraction within 1000 has no explanation yet
- Fluent adding and subtracting within 1000 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
- Equivalent fractions on a number line has no explanation yet
- Adding fractions (different denominators) has no explanation yet
- Simple Fraction Sums has no explanation yet
- Ordering Numbers to 1000 has no explanation yet
- Comparing Large Numbers has no explanation yet
- Place Value Problem-Solving has no explanation yet
- Precise Maths Communication has no explanation yet
- Choosing mathematical tools has no explanation yet
- Working with money has no explanation yet

Credit: The structure of Texas Essential Knowledge and Skills: Mathematics (http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html); 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.