Standards: Math

CCSS.MATH.CONTENT.3.MD.7c (0)
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Education Level: 3
Description:

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.

CCSS.MATH.CONTENT.3.MD.7d (0)
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Education Level: 3
Description:

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.

CCSS.MATH.CONTENT.3.MD.8 (0)
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Education Level: 3
Description:

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 area or with the same area and different perimeter.

CCSS.MATH.CONTENT.3.NBT.1 (0)
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Education Level: 3
Description:

Use place value understanding to round whole numbers to the nearest 10 or 100.

CCSS.MATH.CONTENT.3.NBT.2 (1)
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Education Level: 3
Description:

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. (A range of algorithms may be used.)

CCSS.MATH.CONTENT.3.NBT.3 (0)
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Education Level: 3
Description:

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. (A range of algorithms may be used.)

CCSS.MATH.CONTENT.3.NF.1 (2)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

CCSS.MATH.CONTENT.3.NF.2 (0)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

Understand a fraction as a number on the number line; represent fractions on a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

CCSS.MATH.CONTENT.3.NF.2a (1)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

CCSS.MATH.CONTENT.3.NF.2b (1)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

CCSS.MATH.CONTENT.3.NF.3 (0)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

CCSS.MATH.CONTENT.3.NF.3a (1)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

CCSS.MATH.CONTENT.3.NF.3b (1)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

CCSS.MATH.CONTENT.3.NF.3c (1)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

CCSS.MATH.CONTENT.3.NF.3d (1)
Develop understanding of fractions as numbers.
Education Level: 3
Description:

Compare two fractions with the same numerator or the same denominator, by reasoning about their size, Recognize that valid comparisons rely on the two fractions referring 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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

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