IXL Math - Delaware third-grade math standards

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Delaware

Skills available for Delaware third-grade math standards

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3.1 Numeric Reasoning: Students will develop Numeric Reasoning and an understanding of Number and Operations by solving problems in which there is a need to represent and model real numbers verbally, physically, and symbolically; to explain the relationship between numbers; to determine the relative magnitude of real numbers; to use operations with understanding; and to select appropriate methods of calculations from among mental math, paper-and-pencil, calculators, or computers.

3.1.1 Number sense
3.1.1.1 Demonstrate an understanding that our number system is based on combinations of 1s, 10s, and 100s-place value
3.1.1.2 Connect counting up and counting back to addition and subtraction
- Numbers and counting up to 10: Count up and down - with pictures (Kindergarten - C.4)
3.1.1.3 Connect skip counting to multiplication
- Counting and number patterns: Skip-counting (Second grade - A.1)
- Counting and number patterns: Skip-counting stories (Second grade - A.9)
3.1.1.4 Develop understanding of fractions as parts of unit wholes
- Fractions: Fraction review (Third grade - Q.1)
3.1.1.5 Compare the size of common fractions using models
- Fractions: Compare fractions (Third grade - Q.3)
3.1.2 Operations
3.1.2.1 Add and subtract numbers up to 100 efficiently and explain the strategies used
3.1.2.2 Master addition and subtraction facts up to 20
3.1.2.3 Develop and use strategies to estimate the results of addition and subtraction operations on whole numbers
3.1.2.4 Use pictures and number sentences to represent multiplication and division problems
- Multiplication: Multiplication sentences (Third grade - E.1)
3.1.2.5 Develop the concept of multiplication by using models to represent and count the number of groups and the number of elements in each group (e.g., repeated addition, arrays, skip counting)
- Counting and number patterns: Skip-counting (Second grade - A.1)
- Multiplication: Multiplication sentences (Third grade - E.1)
3.1.2.6 Select and use appropriate methods and tools for computing (e.g., mental computation, estimation, calculators, paper and pencil) depending on the context and nature of the computation

3.2 Algebraic Reasoning: Students will develop Algebraic Reasoning and an understanding of Patterns and Functions by solving problems in which there is a need to recognize and extend a variety of patterns; to progress from the concrete to the abstract using physical models, equations, and graphs; to describe, represent, and analyze relationships among variable quantities; and to analyze, represent, model, and describe real-world functional relationships.

3.2.1 Patterns and change
3.2.1.1 Find numeric patterns in a hundreds table
- Counting and number patterns: Hundreds chart (Second grade - A.5)
3.2.1.2 Describe the patterns that result when skip counting
- Numbers and comparing: Skip-counting puzzles (Third grade - A.6)
3.2.2 Representations
3.2.2.1 Model situations that involve the addition, subtraction, and multiplication of whole numbers using objects, pictures, symbols, and geometric models
3.2.3 Symbols
3.2.3.1 Represent the idea of an unknown quantity using a letter or a symbol
- Equations and variables: Solve for the variable - addition and subtraction only (Third grade - I.2)
3.2.3.2 Develop an understanding of the Commutative and Associative properties of whole number addition as a tool to solve problems (e.g., is 3+ (7 + 2) always the same as (3 + 7) + 2?)
- Properties: Properties of addition (Third grade - H.3)
- Properties: Solve using properties of addition (Third grade - H.4)

3.3 Geometric Reasoning: Students will develop Geometric Reasoning and an understanding of Geometry and Measurement by solving problems in which there is a need to recognize, construct, transform, analyze properties of, and discover relationships among geometric figures; and to measure to a required degree pf accuracy by selecting appropriate tools and units.

3.3.1 Classification
3.3.1.1 Name and sort solid and plane figures using several attributes (e.g., number of corners, number of sides, size)
3.3.1.2 Recognize and represent shapes from different perspectives
- Geometry: Three-dimensional figures viewed from different perspectives (Fifth grade - B.23)
3.3.1.3 Describe, and reason about the results of subdividing and combining shapes
- Geometry: Area (Third grade - P.7)
3.3.2 Location and transformation
3.3.2.1 Describe a flip or slide of a given shape that demonstrates that the two shapes are congruent
- Geometry: Reflection, rotation, and translation (Third grade - P.5)
3.3.2.2 Describe location and movement using geometric vocabulary (e.g., left, right, front, back)
3.3.2.3 Describe direction of a turn using benchmark turns (e.g., 1/4 turn, 1/2 turn, full turn)
- Geometry: Angles of 90, 180, 270, and 360 degrees (Fourth grade - P.11)
3.3.3 Measurement
3.3.3.1 Explain the need for standard measurement
3.3.3.2 Find objects that match a standard unit (e.g., one inch, one foot, one centimeter, one meter)
3.3.3.3 Measure objects (height, length of arms, length of foot) using standard measurement units (e.g., cm, inches, feet)
3.3.3.4 Explore what to do if the unit of measure does not work precisely
3.3.3.5 Make number lines and break each unit into smaller units (e.g., 1/2 units, 1/3 units, 1/4 units)
3.3.3.6 Find the area of a design by counting the number of units used to cover or fill it (e.g., pattern blocks, color tiles)
- Geometry: Area (Third grade - P.7)
3.3.3.7 Fill up measuring devices (e.g., measuring cups) to informally find volume
- Geometry: Volume (Third grade - P.8)
3.3.3.8 Estimate how much time has passed during an event
- Time: Elapsed time I (Second grade - Q.9)
- Time: Elapsed time I (Third grade - M.2)
3.3.3.9 Tell time to the half hour

3.4 Quantitative Reasoning: Students will develop Quantitative Reasoning and an understanding of Data Analysis and Probability by solving problems in which there is a need to collect, appropriately represent, and interpret data; to make inferences or predictions and to present convincing arguments; and to model mathematical situations to determine the probability.

3.4.1 Collect
3.4.1.1 Collect categorical and numerical data to answer a question posed by the teacher or students
3.4.2 Represent
3.4.2.1 Demonstrate a variety of informal and conventional techniques for representing and organizing categorical and numerical data (e.g., tallies, tables, pictographs, bar graphs)
3.4.3 Analyze
3.4.3.1 See and describe data as a whole, describing the shape of the distribution; reason about how individual pieces of data relate to the whole
- Probability and statistics: Mean, median, mode, and range (Third grade - S.2)
3.4.3.2 Find and use the mode to describe and interpret data
- Probability and statistics: Interpret charts to find mean, median, mode, and range (Third grade - S.3)
3.4.4 Probability
3.4.4.1 Describe the likelihood of an event based on experimental observations using simple randomizing devices (e.g. spinners, number cubes) and ideas such as certain, impossible, and equally likely
- Probability and statistics: Certain, probable, unlikely, and impossible (Third grade - S.1)