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3.M3:9
Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or decomposition of shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles.
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3.M3:11
Uses properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres).
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3.M3:12
Demonstrates conceptual understanding of congruency using transformations (flips and slides and turns), and shape and size of polygons.
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3.M3:14
Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a variety of models or manipulatives. Expresses all measures using appropriate units.
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3.M3:15
Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands.
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3.M3:16
Determines elapsed and accrued time to the 1/4 hour.
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3.M3:18
Solves problems using the Cartesian coordinate system (Quadrant I) to locate coordinates and to represent data from tables.
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3.M3:23
Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions.
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3.M3:24
Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using "most frequent" (mode), "least frequent," "largest," or "smallest."
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3.M3:25
Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M3:23. Organizes and displays data using bar graphs or tables to answer question related to the data, to analyze the data to formulate or justify conclusions, or to make predictions.
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3.M3:26
Uses counting techniques to solve problems in context to determine possibilities using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others); (e.g., "How many ways can you make 50 cents using nickels, dimes, and quarters?" Given a map - "How many different ways can you go from point A to B?")
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3.M3:27
For a probability event in which the sample space may or may not contain equally likely outcomes, determines the likelihood of the occurrence of an event (using "more likely," "less likely," or "equally likely").
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3.M3:28
In response to a teacher- or student-generated question or hypothesis, collects appropriate data, organizes the data, displays/represents the data, and makes observations about the data to draw conclusions about the question or hypothesis being tested.
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3.M3:29
Uses experimental probability to describe the likelihood or chance of an event using "more likely," "less likely," "equally likely," "certain," or "impossible."
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