Skill plan for the Alabama Critical Standards - 3rd grade
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Domain
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Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division.
3.OA.2: 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.2: 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: 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.
Word problems
Variable equations
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.
Word problems
Variable equations
Multiply and divide within 100.
3.OA.7: 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.
Multiplication skill builders
Multiplication facts for 2, 3, 4, 5, and 10
Multiplication facts for 6, 7, 8, and 9
Multiplication facts up to 10
Division skill builders
Division facts for 2, 3, 4, 5, and 10
Division facts for 6, 7, 8, and 9
Division facts up to 10
Mixed operations
Properties of operations
3.OA.7: 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.
Multiplication skill builders
Multiplication facts for 2, 3, 4, 5, and 10
Multiplication facts for 6, 7, 8, and 9
Multiplication facts up to 10
Division skill builders
Division facts for 2, 3, 4, 5, and 10
Division facts for 6, 7, 8, and 9
Division facts up to 10
Mixed operations
Properties of operations
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
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.
One-step problems
Order of operations
Two-step word problems
Variable equations
Estimation
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.
One-step problems
Order of operations
Two-step word problems
Variable equations
Estimation
Number and Operations-Fractions
Develop understanding of fractions as numbers.
3.NF.13: 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.
Understand fractions
Show fractions
Match fractions and models
Word problems
3.NF.13: 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.
Understand fractions
Show fractions
Match fractions and models
Word problems
3.NF.14: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.14: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.14.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.NF.14.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.NF.14.b: 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.14.b: 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.15: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.15: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.15.a: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.15.a: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.15.b: 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.
Model equivalent fractions
Equivalent fractions
3.NF.15.b: 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.
Model equivalent fractions
Equivalent fractions
3.NF.15.c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
3.NF.15.c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
3.NF.15.d: 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.
Compare using area models
Compare using number lines
Compare fractions
3.NF.15.d: 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.
Compare using area models
Compare using number lines
Compare fractions
Measurement and Data
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
3.MD.22: Relate area to the operations of multiplication and addition.
3.MD.22: Relate area to the operations of multiplication and addition.
3.MD.22.a: 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.22.a: 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.22.b: 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.22.b: 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.22.c: 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.22.c: 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.22.d: 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.
3.MD.22.d: 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.
Geometry
Reason with shapes and their attributes.
3.G.24: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Categories
Attributes
Draw examples
3.G.24: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Categories
Attributes
Draw examples
3.G.25: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
Show fractions
Identify fractions
3.G.25: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
Show fractions
Identify fractions
This document includes IXL skill alignments to the Alabama Critical Standards. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are not affiliated with, sponsored by, or endorsed by Alabama State Department of Education. IXL and IXL Learning are registered trademarks of IXL Learning, Inc. All other trademarks and registered trademarks and copyrights are the property of their respective owners.