Standards: Math

CCSS.MATH.CONTENT.3.OA.1 (3)
Represent and solve problems involving multiplication and division.
Education Level: 3
Description:

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.

CCSS.MATH.CONTENT.3.OA.2 (1)
Represent and solve problems involving multiplication and division.
Education Level: 3
Description:

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.

CCSS.MATH.CONTENT.3.OA.3 (3)
Represent and solve problems involving multiplication and division.
Education Level: 3
Description:

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.

CCSS.MATH.CONTENT.3.OA.4 (1)
Represent and solve problems involving multiplication and division.
Education Level: 3
Description:

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 = ?.

CCSS.MATH.CONTENT.3.OA.5 (3)
Understand properties of multiplication and the relationship between multiplication and division.
Education Level: 3
Description:

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.) (Students need not use formal terms for these properties.)

CCSS.MATH.CONTENT.3.OA.6 (0)
Understand properties of multiplication and the relationship between multiplication and division.
Education Level: 3
Description:

Understand division as an unknown-factor problem. For example, divide 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

CCSS.MATH.CONTENT.3.OA.7 (2)
Multiply and divide within 100.
Education Level: 3
Description:

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 one-digit numbers.

CCSS.MATH.CONTENT.3.OA.8 (2)
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Education Level: 3
Description:

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. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)

CCSS.MATH.CONTENT.3.OA.9 (1)
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Education Level: 3
Description:

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.

CCSS.MATH.CONTENT.4.G.1 (0)
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Education Level: 4
Description:

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.2 (0)
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Education Level: 4
Description:

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

CCSS.MATH.CONTENT.4.G.3 (0)
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Education Level: 4
Description:

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

CCSS.MATH.CONTENT.4.MD.1 (1)
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Education Level: 4
Description:

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ….

CCSS.MATH.CONTENT.4.MD.2 (1)
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Education Level: 4
Description:

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

CCSS.MATH.CONTENT.4.MD.3 (2)
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Education Level: 4
Description:

Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

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