## Missouri Valley Schools  Working... Math Power Standards for Third Grade

85% of our Teaching

3.OA.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.

3.OA.5: Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 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: 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.

3.A.NF2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

3.A.NF2.a: 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.B.NF2b 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.A.NF.A.3: Explain equivalence of fractions in special cases and compare fractions by reasoning about their size.

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.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.

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.

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.

3.MD6: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units)

3.MD.C.7: Relate area to the operations of multiplication and addition.

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.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.

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 x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

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.

15% of our curriculum

3.M.D. 2  Measure and estimate liquid volumes and masses of objects using standard units of gram (g) kilogram, and liters. 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 drawing (such as beakers with a measurement scale) to represent the problem.

3.M.D.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.

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths an inches. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units -- whole numbers, halves, and or quarters.

3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement

3.MD. 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.MD.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

3.MD.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.

3.G1 Understand that shapes in different categories (e.g. rhombuses, rectangles, and other) may share attributes (e.g. having four sides) and that the shared attributes can define a larger category (eg quadrilateral) Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.