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## Operations and Algebraic Thinking

3.OA.1

Multiplying Whole Number

Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.

3.OA.2

Dividing Whole Numbers

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.

3.OA.3

Multiply, Divide: Word Problems

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.

3.OA.4

Unknown Number Equations

Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

3.OA.5

Properties of Multiplication

Apply properties of operations as strategies to multiply and divide.

3.OA.6

Division as an Unknown Factor

Understand division as an unknown-factor problem.

3.OA.7

Multiply, Divide: 1-5

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.

3.OA.7

Multiply, Divide: 6-10

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.

3.OA.8

Two-Step Word Problems

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.

## Number and Operations in Base Ten

3.NBT.1.i

Round to Tens and Hundreds

Round a whole number to the nearest 10.

3.NBT.1.ii

Round to Tens and Hundreds

Round a whole number to the nearest 100.

3.NBT.2.i

Use various strategies to solve addition equations within 1000.

3.NBT.2.ii

Subtract Within 1000

Use various strategies to solve subtraction equations within 1000.

## Number and Operations Fractions

3.NF.1

Getting Started with Fractions

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.

3.NF.2.a

Fractions on a Number Line

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.NF.2.b

Fractions on a Number Line

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.NF.3.a

Identifying Equivalent Fractions

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.3.b

Generating Equivalent Fractions

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.

3.NF.3.c

Whole Numbers as Fractions

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

3.NF.3.d

Comparing Fractions

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.

## Measurement and Data

3.MD.1

Tell and Write Time in Minutes

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.

3.MD.3

Represent and Interpret Data

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.

3.MD.6

Area of Rectangles

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

3.MD.7.a

Area of Rectangles

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.MD.7.b

Area of Rectangles

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.

3.MD.7.c

Area of Rectangles

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.

3.MD.8

Perimeter of Polygons

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.