|
Code |
Standard |
Khan
Practice |
Learnzillion |
EveryDay
Math |
|
|
3.OA.A.1 |
Interpret
products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in
which a total number of objects can be expressed as 5 × 7. |
|
1.
Interpret products by drawing pictures 2.
Interpret products using repeated addition 3.
Interpret products using arrays 4.
Interpret products using a number line |
4*1, 4*2, 4*3, 4*8, 7*1, 7*3, 9*2 Algorithm
Project 3 |
|
|
3.OA.A.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. For example, describe a context in which a
number of shares or a number of groups can be
expressed as 56 ÷ 8. |
|
1.
Solve division problems by drawing pictures 2.
learnzillion.com/lessons/1517-divide-using-a-sharing-model |
4*3, 4*4, 4*6, 7*3, 9*6, 9*7 |
|
|
3.OA.A.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. |
|
1.
Solve word problems using the idea of equal groups 2.
Solve word problems about equal groups Solve equal
groups problems using arrays by drawing a model |
4*1, 4*2, 4*3, 4*4, 7*3, 7*4, 7*7, 7*8, 8*5, 9*1, 9*2, 9*3, 9*4, 9*5, 9*6, 9*7, 9*8, 9*11, 9*12, 10*4, 10*8 |
|
|
3.OA.A.4 |
Determine
the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes
the equation true in each of the equations 8 × ?
= 48, 5 = _ ÷ 3, 6 × 6 = ? |
4*1, 4*2, 4*3, 4*4, 4*6, 7*1, 7*2, 7*3, 7*4, 9*12 |
|||
|
3.OA.B.5 |
Apply
properties of operations as strategies to multiply and divide. Examples:
If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.
(Commutative property of multiplication.) 3 × 5 × 2 can be found
by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3
× 10 = 30. (Associative property of multiplication.) Knowing that 8
× 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5
+ 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) |
|
1.
Understand the commutative property by naming arrays 2.
Understand the commutative property of multiplication
in word problems 3.
Understand multiplication and division relationships 4.
Use the commutative and associative properties to solve
3 factor word problems |
4*1, 4*2, 4*5, 4*6, 4*7, 7*2, 7*3, 8*5, 9*2, 9*4, 9*6, 9*11, 9*12
Project
7 |
|
|
3.OA.B.6 |
Understand
division as an unknown-factor problem. For example, find 32 ÷ 8 by finding
the number that makes 32 when multiplied by 8. |
|
1.
Interpret division as an unknown factor problem using
arrays 2.
Interpret division as an unknown factor problem using
fact families 3.
Interpret division as an unknown factor problem using a
bar model 4.
Interpret division as an unknown factor problem using a
number line |
4*3, 4*4, 4*6, 7*3, 7*6, 9*1 |
|
|
3.OA.C.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. |
|
1.
Multiply using doubles pattern 2.
Multiply using the half-of-ten strategy |
4*1, 4*2, 4*3, 4*4, 4*5, 4*6, 4*7, 4*8, 5*4, 5*6, 5*8, 5*12, 6*7, 6*12, 7*1, 7*2, 7*3, 7*4, 7*5, 7*6, 9*5, 9*6, 9*7, 9*9, 9*12, 10*4, 10*6, 11*1 |
|
|
3.OA.D.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. |
1.
Solving two-step word problems using a model 2.
Solve two-step problems using parenthesis 3.
Solve two-step problems using letters to represent
unknowns |
2*7, 2*8, 2*9, 4*1, 7*4, 7*5, 7*7, 9*1, 9*2, 9*5, 10*7, 10*9
Length
of Day Project, Projects 6 and 7, Algorithm Projects 1 and 2 |
||
|
3.OA.D.9 |
Identify
arithmetic patterns (including patterns in the addition table or
multiplication table), and explain them using properties of operations. For
example, observe that 4 times a number is always even, and explain why 4
times a number can be decomposed into two equal addends. |
|
1.
Identify addition and subtraction patterns using a
hundreds chart 2.
Identify patterns on an addition chart |
1*9, 2*1, 2*2, 4*5, 4*6, 4*8, 7*1, 7*2 |
|
|
3.NBT.A.1 |
Use
place value understanding to round whole numbers to the nearest 10 or 100. |
|
1.
Understand the value of a digit in a multi-digit number 2.
Find benchmark numbers using a number line |
1*11, 2*7, 2*8, 7*7, 9*5 |
|
|
3.NBT.A.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. |
1.
Use addition and subtraction fact families to solve for
unknown amounts 2.
Solve addition problems using complements of ten 3.
Solve addition word problems by identifying key phrases 4.
Solve subtraction word problems by identifying key
phrases |
1*4, 1*8, 1*9, 1*10, 1*11, 1*13, 2*1, 2*2, 2*3, 2*4, 2*5, 2*6, 2*7, 2*8, 2*9, 3*5, 4*5, 7*4, 9*3, 9*4, 9*5, 9*8, 9*9, 9*11, 9*12, 9*13 National High/Low
Temperatures Project, Algorithm Projects 1 and 2 |
||
|
3.NBT.A.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. |
1.
Multiply by multiples of 10 with base ten blocks 2.
Multiply by multiples of 10 using number lines 3.
Multiply by mutliples of 10 using arrays 4.
Multiply by mutliples of 10 by breaking apart the
multiple of ten into 2 factors |
7*6, 7*7, 7*8, 9*1, 9*2, 9*3, 9*11, 9*12 |
||
|
3.NF.A.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. |
|
1.
Understand fractions as fair shares 2.
Represent fractions in different ways |
5*7, 5*9, 5*10, 8*1, 8*4, 8*5, 8*7, 11*3, 11*4 |
|
|
3.NF.A.2 |
Understand
a fraction as a number on the number line; represent fractions on a number
line diagram. |
|
3*2, 8*4, 8*5, 8*6, 8*7, 8*8, 9*2 |
||
|
3.NF.A.2a |
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. |
3*2, 8*4, 8*5, 8*8, 9*2 |
|||
|
3.NF.A.2b |
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. |
|
|
3*2, 8*4, 8*5, 8*7, 8*8, 9*2 |
|
|
3.NF.A.3 |
Explain
equivalence of fractions in special cases, and compare fractions by reasoning
about their size. |
|
8*4, 8*5, 8*8, 9*3, 9*5, 10*2, 11*3 |
||
|
3.NF.A.3a |
Understand
two fractions as equivalent (equal) if they are the same size, or the same
point on a number line. |
|
3*2, 8*4, 8*5, 8*6, 8*7, 8*8 |
||
|
3.NF.A.3b |
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. |
|
1.
Identify equivalent fractions using fraction strips 2.
Generate equivalent fractions using fraction models 3.
Create equivalent fractions by modeling with pattern
blocks 4.
Use circle models to find simple equivalent fractions |
8*4, 8*5, 8*6, 8*7, 10*6, 11*3 |
|
|
3.NF.A.3c |
Express
whole numbers as fractions, and recognize fractions that are equivalent to
whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1
= 6; locate 4/4 and 1 at the same point of a number line diagram. |
|
|
8*1, 8*4, 8*5, 8*7, 8*8 |
|
|
3.NF.A.3d |
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. |
1.
Compare fractions with the same numerator by reasoning
about their size 2.
Compare fractions with the same denominator by
reasoning about their size |
8*4, 8*5, 8*6, 8*8, 9*5, 9*7, 10*2 |
||
|
3.MD.A.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. |
|
1.
Reading the exact minute on a clock 2.
Reading the exact time on a clock 3.
Drawing the exact time on a clock 4.
Identifying the start time, change of time, and end
time in real-world elapsed time problems 5.
Solving elapsed time word problems to the nearest hour 6.
Solving elapsed time word problems to the nearest five
minutes |
1*4, 1*13, 3*6, 5*5, 5*12, 11*1
Length of Day Project |
|
|
3.MD.A.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. |
|
1.
Understand volume and how volume is measured 4.
Understand mass and how mass is measured 5.
Solve word problems about mass by adding and
subtracting on a number line 6.
Solve word problems about volume by adding and
subtracting on a number line 7.
Solve multiplication and division word problems about
mass by drawing pictures 8.
Solve multiplication and division word problems about
volume by drawing pictures |
9*10, 10*3, 10*4, 10*5, 10*8 |
|
|
3.MD.B.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. For
example, draw a bar graph in which each square in the bar graph might
represent 5 pets. |
3.
Title and label graphs by looking at data collected 5.
Identify questions that can be answered using graphs
6.
Answer one-step questions about a bar graph by drawing 7.
Answer one-step questions about a picture graph using a
t-chart |
1*5, 1*10, 1*13, 4*10, 5*2, 10*6, 10*7, 10*9, 11*1
Length
of Day Project, Project 2 |
||
|
3.MD.B.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. |
|
1.
Creating and reading a ruler to measure objects to the
nearest quarter inch 2.
Measure an object to the nearest quarter inch using a
ruler 3.
Display data in fractional amounts by creating a line
plot |
3*2, 3*3, 3*5, 5*7, 8*8, 9*13, 10*7
Project 2 |
|
|
3.MD.C.5 |
Recognize
area as an attribute of plane figures and understand concepts of area
measurement. |
|
|
3*6, 3*7, 3*8 |
|
|
3.MD.C.5a |
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. |
|
3*6, 3*7, 3*8 |
||
|
3.MD.C.5b |
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. |
|
1.
Find the area of a shape using square units |
3*6, 3*7, 3*8, 9*3, 9*4, 9*10, 9*11, 9*12 |
|
|
3.MD.C.6 |
Measure
areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units). |
1
Area
1 |
1.
Find the area of a square or rectangle by counting unit
squares 2.
Determine which unit of measurement to use to find the
area 3.
Find the area of a polygon using a key 4.
Find the area of a shape using a key to find the unit
of measure |
3*6, 3*7, 3*8, 4*8, 4*9, 9*13 |
|
|
3.MD.C.7 |
Relate
area to the operations of multiplication and addition. |
1
Area
1 |
|
|
|
|
3.MD.C.7a |
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. |
|
3*6, 3*7, 3*8, 4*2, 4*8, 9*3, 9*4, 9*10, 9*11, 9*12 |
||
|
3.MD.C.7b |
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. |
1
Area
1 |
3*8, 4*2, 4*9, 6*8, 9*3, 9*4, 9*10, 9*11, 9*12, 9*13 |
||
|
3.MD.C.7c |
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. |
|
|
9*3, 9*4, 9*10, 9*11, 9*12 |
|
|
3.MD.C.7d |
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. |
|
|
4*9, 6*8, 9*3, 9*4, 9*10, 9*11, 9*12 |
|
|
3.MD.D.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. |
1.
Find the perimeter of a polygon - for teachers 2.
Find the perimeter of a square or rectangle by adding
side lengths 3.
Find the perimeter of a polygon in real world problems 4.
Find perimeter with missing side lengths |
3*4, 3*6, 3*8, 4*2, 5*6, 6*4, 6*5, 6*6, 6*8, 9*3 |
||
|
3.G.A.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. |
|
2.
Identifying trapezoids and parallellograms |
3*4, 6*5, 6*6, 6*9, 6*11 |
|
|
3.G.A.2 |
Partition
shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole. For example, partition a shape
into 4 parts with equal area, and describe the area of each part as
1/4 of the area of the shape. |
1.
Partition a shape into equal shares 2.
Write unit fractions as a number |
8*1, 8*3, 8*4, 8*5, 8*7 |
||