Illinois Priority Learning Standards: Grade 3
Skills available for Illinois third-grade math standards
Section
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3.NBT
Number and Operations in Base Ten
3.NBT.A Use place value understanding and properties of operations to perform multi-digit arithmetic.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Addition
Subtraction
Addition and subtraction
Properties of operations
Relationship between addition and subtraction
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Addition
Subtraction
Addition and subtraction
Properties of operations
Relationship between addition and subtraction
3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.Int.1 Given a two-step problem situation with the four operations, round the values in the problem, then use the rounded values to produce an approximate solution. Content Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3
3.Int.1 Given a two-step problem situation with the four operations, round the values in the problem, then use the rounded values to produce an approximate solution. Content Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3
3.Int.2 Solve two-step word problems using the four operations requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.3
3.Int.2 Solve two-step word problems using the four operations requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.3
3.Int.3 Solve real world and mathematical problems involving perimeters of polygons requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.8, 3.NBT.2, and 3.NBT.3
3.Int.3 Solve real world and mathematical problems involving perimeters of polygons requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.8, 3.NBT.2, and 3.NBT.3
3.Int.4 Use information presented in a scaled bar graph to solve a two-step "how many more" or "how many less" problem requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3
3.Int.4 Use information presented in a scaled bar graph to solve a two-step "how many more" or "how many less" problem requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3
3.Int.5 Add, subtract, or multiply to solve a one-step word problem involving masses or volumes that are given in the same units, where a substantial addition, subtraction, or multiplication step is required drawing on knowledge and skills articulated in 3.NBT, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3
3.Int.5 Add, subtract, or multiply to solve a one-step word problem involving masses or volumes that are given in the same units, where a substantial addition, subtraction, or multiplication step is required drawing on knowledge and skills articulated in 3.NBT, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3
3.NF
Number and Operations—Fractions
3.NF.A Develop understanding of fractions as numbers.
3.NF.A.1 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.A.1 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.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.2a: 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.A.2a: 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.A.2b: 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.A.2b: 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.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.A.3a-1: Understand two fractions as equivalent (equal) if they are the same size.
3.NF.A.3a-1: Understand two fractions as equivalent (equal) if they are the same size.
3.NF.A.3a-2: Understand two fractions as equivalent (equal) if they are the same point on a number line.
3.NF.A.3a-2: Understand two fractions as equivalent (equal) if they are the same point on a number line.
3.NF.A.3b-1: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.
3.NF.A.3b-1: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.
3.NF.A.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
3.NF.A.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
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.
Compare using models
Compare using number lines
Compare fractions
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.
Compare using models
Compare using number lines
Compare fractions
3.NF.A.Int.1 In a contextual situation involving a whole number and two fractions not equal to a whole number, represent all three numbers on a number line diagram, then choose the fraction closest in value to the whole number.
3.NF.A.Int.1 In a contextual situation involving a whole number and two fractions not equal to a whole number, represent all three numbers on a number line diagram, then choose the fraction closest in value to the whole number.
3.OA
Operations and Algebraic Thinking
3.OA.A Represent and solve problems involving multiplication and division.
3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7
Equal groups
Arrays
Number lines
Relate addition and multiplication
3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7
Equal groups
Arrays
Number lines
Relate addition and multiplication
3.OA.A.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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.A.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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.A.3-1 Use multiplication within 100 (both factors less than or equal to 10) to solve word problems in situations involving equal groups, arrays, or area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.A.3-1 Use multiplication within 100 (both factors less than or equal to 10) to solve word problems in situations involving equal groups, arrays, or area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.A.3-2 Use multiplication within 100 (both factors less than or equal to 10) to solve word problems in situations involving measurement quantities other than area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.A.3-2 Use multiplication within 100 (both factors less than or equal to 10) to solve word problems in situations involving measurement quantities other than area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.A.3-3 Use division within 100 (quotients related to products having both factors less than or equal to 10) to solve word problems in situations involving equal groups, arrays, or area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.A.3-3 Use division within 100 (quotients related to products having both factors less than or equal to 10) to solve word problems in situations involving equal groups, arrays, or area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.A.3-4 Use division within 100 (quotients related to products having both factors less than or equal to 10) to solve word problems in situations involving measurement quantities other than area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.A.3-4 Use division within 100 (quotients related to products having both factors less than or equal to 10) to solve word problems in situations involving measurement quantities other than area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?.
3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?.
3.OA.B Understand properties of multiplication and the relationship between multiplication and division.
3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.C Multiply and divide within 100.
3.OA.C.7-1 Fluently multiply and divide within 25. By end of Grade 3, know from memory all products of two one-digit numbers
3.OA.C.7-1 Fluently multiply and divide within 25. By end of Grade 3, know from memory all products of two one-digit numbers
3.OA.C.7-2 Fluently multiply and divide within 100. 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
Division skill builders
Division facts for 2, 3, 4, 5, and 10
Division facts for 6, 7, 8, and 9
Division
Mixed operations
Properties of operations
3.OA.C.7-2 Fluently multiply and divide within 100. 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
Division skill builders
Division facts for 2, 3, 4, 5, and 10
Division facts for 6, 7, 8, and 9
Division
Mixed operations
Properties of operations
3.OA.D Solve problems involving the four operations, and identify and explain patterns in arithmetic.
3.OA.D.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.
Two-step word problems
Estimation
3.OA.D.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.
Two-step word problems
Estimation
3.Int.1 Given a two-step problem situation with the four operations, round the values in the problem, then use the rounded values to produce an approximate solution. Content Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3
3.Int.1 Given a two-step problem situation with the four operations, round the values in the problem, then use the rounded values to produce an approximate solution. Content Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3
3.Int.2 Solve two-step word problems using the four operations requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.3
3.Int.2 Solve two-step word problems using the four operations requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.3
3.MD
Measurement and Data
3.MD.A Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
3.MD.A.1-1 Tell and write time to the nearest minute and measure time intervals in minutes.
Tell and write time
Measure time intervals
3.MD.A.1-1 Tell and write time to the nearest minute and measure time intervals in minutes.
Tell and write time
Measure time intervals
3.MD.A.1-2 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.A.1-2 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.A.2-1 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).
3.MD.A.2-1 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).
3.MD.A.2-2 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 drawings (such as a beaker with a measurement scale) to represent the problem.
3.MD.A.2-2 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 drawings (such as a beaker with a measurement scale) to represent the problem.
3.MD.A.2-3 Measure or estimate liquid volumes or masses of objects using standard units of grams (g), kilograms (kg), and liters (l), then use the estimated value(s) to estimate the answer to a one-step word problem by using addition, subtraction, multiplication, or division. Content Scope: 3.MD.2
3.MD.A.2-3 Measure or estimate liquid volumes or masses of objects using standard units of grams (g), kilograms (kg), and liters (l), then use the estimated value(s) to estimate the answer to a one-step word problem by using addition, subtraction, multiplication, or division. Content Scope: 3.MD.2
3.MD.B Represent and interpret data.
3.MD.B.3-1 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
3.MD.B.3-1 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
3.MD.B.3-3 Solve a put-together problem using information presented in a scaled bar graph, then use the result to answer a "how many more" or "how many less" problem using information presented in the scaled bar graph. Content Scope: 3.MD.3
3.MD.B.3-3 Solve a put-together problem using information presented in a scaled bar graph, then use the result to answer a "how many more" or "how many less" problem using information presented in the scaled bar graph. Content Scope: 3.MD.3
3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
3.MD.C Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.C.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.C.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.C.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.C.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.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.6 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.7 Relate area to the operations of multiplication and addition.
3.MD.C.7b-1: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems.
3.MD.C.7b-1: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems.
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.
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.
3.MD.D Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
3.MD.D.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.
Find perimeter
Find an unknown side
Real-world problems
Relationship between area and perimeter
3.MD.D.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.
Find perimeter
Find an unknown side
Real-world problems
Relationship between area and perimeter
3.Int.3 Solve real world and mathematical problems involving perimeters of polygons requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.8, 3.NBT.2, and 3.NBT.3
3.Int.3 Solve real world and mathematical problems involving perimeters of polygons requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.8, 3.NBT.2, and 3.NBT.3
3.Int.4 Use information presented in a scaled bar graph to solve a two-step "how many more" or "how many less" problem requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3
3.Int.4 Use information presented in a scaled bar graph to solve a two-step "how many more" or "how many less" problem requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3
3.Int.5 Add, subtract, or multiply to solve a one-step word problem involving masses or volumes that are given in the same units, where a substantial addition, subtraction, or multiplication step is required drawing on knowledge and skills articulated in 3.NBT, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3
3.Int.5 Add, subtract, or multiply to solve a one-step word problem involving masses or volumes that are given in the same units, where a substantial addition, subtraction, or multiplication step is required drawing on knowledge and skills articulated in 3.NBT, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3
3.G
Geometry
3.G.A Reason with shapes and their attributes.
3.G.A.1 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.
Attributes of quadrilaterals
Identify quadrilaterals
Classify quadrilaterals
Draw examples
3.G.A.1 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.
Attributes of quadrilaterals
Identify quadrilaterals
Classify quadrilaterals
Draw examples
3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Show fractions
Identify fractions
3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Show fractions
Identify fractions
3.C
Reasoning
3.C.1-1 Base explanations/reasoning on the properties of operations. Content Scope: Knowledge and skills articulated in 3.OA.5
Properties of multiplication
Relationship between multiplication and division
3.C.1-1 Base explanations/reasoning on the properties of operations. Content Scope: Knowledge and skills articulated in 3.OA.5
Properties of multiplication
Relationship between multiplication and division
3.C.1-2 Base explanations/reasoning on the properties of operations. Content Scope: Knowledge and skills articulated in 3.OA.9
3.C.1-2 Base explanations/reasoning on the properties of operations. Content Scope: Knowledge and skills articulated in 3.OA.9
3.C.1-3 Base explanations/reasoning on the properties of operations. Content Scope: Knowledge and skills articulated in 3.MD.7
3.C.1-3 Base explanations/reasoning on the properties of operations. Content Scope: Knowledge and skills articulated in 3.MD.7
3.C.2 Base explanations/reasoning on the relationship between multiplication and division. Content Scope: Knowledge and skills articulated in 3.OA.6
3.C.2 Base explanations/reasoning on the relationship between multiplication and division. Content Scope: Knowledge and skills articulated in 3.OA.6
3.C.3-1 Base arithmetic explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student in her response), connecting the diagrams to a written (symbolic) method. Content Scope: Knowledge and skills articulated in 3.NF.3b, 3.NF.3d
Find equivalent fractions
Compare fractions
3.C.3-1 Base arithmetic explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student in her response), connecting the diagrams to a written (symbolic) method. Content Scope: Knowledge and skills articulated in 3.NF.3b, 3.NF.3d
Find equivalent fractions
Compare fractions
3.C.3-2 Base explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student in her response). Content Scope: Knowledge and skills articulated in 3.MD.5, 3.MD.6, 3.MD.7
Simple figures
Complex figures
3.C.3-2 Base explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student in her response). Content Scope: Knowledge and skills articulated in 3.MD.5, 3.MD.6, 3.MD.7
Simple figures
Complex figures
3.C.4-1 - 3.C.4-7 Distinguish correct explanation/reasoning from that which is flawed, and — if there is a flaw in the argument — present corrected reasoning. (For example, some flawed 'student' reasoning is presented and the task is to correct and improve it.) Content Scope: Knowledge and skills articulated in 3.OA.5, 3.OA.6, 3.OA.8, 3.NF.3b, 3.NF.3d, 3.MD.7, 3.OA.9, 2.NBT
3.C.4-1 - 3.C.4-7 Distinguish correct explanation/reasoning from that which is flawed, and — if there is a flaw in the argument — present corrected reasoning. (For example, some flawed 'student' reasoning is presented and the task is to correct and improve it.) Content Scope: Knowledge and skills articulated in 3.OA.5, 3.OA.6, 3.OA.8, 3.NF.3b, 3.NF.3d, 3.MD.7, 3.OA.9, 2.NBT
3.C.5-1 Present solutions to two-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for example, rubrics award less than full credit for the presence of nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final answer is correct), or identify or describe errors in solutions to two-step problems and present corrected solutions. Content Scope: Knowledge and skills articulated in 3.OA.8
3.C.5-1 Present solutions to two-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for example, rubrics award less than full credit for the presence of nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final answer is correct), or identify or describe errors in solutions to two-step problems and present corrected solutions. Content Scope: Knowledge and skills articulated in 3.OA.8
3.C.5-2 Present solutions to multi-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for example, rubrics award less than full credit for the presence of nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final answer is correct), or identify or describe errors in solutions to multi-step problems and present corrected solutions. Content Scope: Knowledge and skills articulated in 3.MD.7b, 3.MD.7d
3.C.5-2 Present solutions to multi-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for example, rubrics award less than full credit for the presence of nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final answer is correct), or identify or describe errors in solutions to multi-step problems and present corrected solutions. Content Scope: Knowledge and skills articulated in 3.MD.7b, 3.MD.7d
3.C.6-1 Base explanations/reasoning on a number line diagram (whether provided in the prompt or constructed by the student in her response). Content scope: Knowledge and skills articulated in 3.NF.2
3.C.6-1 Base explanations/reasoning on a number line diagram (whether provided in the prompt or constructed by the student in her response). Content scope: Knowledge and skills articulated in 3.NF.2
3.C.6-2 Base explanations/reasoning on a number line diagram (whether provided in the prompt or constructed by the student in her response). Content scope: Knowledge and skills articulated in 3.MD.1
3.C.6-2 Base explanations/reasoning on a number line diagram (whether provided in the prompt or constructed by the student in her response). Content scope: Knowledge and skills articulated in 3.MD.1
3.D
Modeling
3.D.1 Solve multi-step contextual word problems with degree of difficulty appropriate to Grade 3, requiring application of knowledge and skills articulated in Type I, Sub-Claim A Evidence Statements.
3.D.1 Solve multi-step contextual word problems with degree of difficulty appropriate to Grade 3, requiring application of knowledge and skills articulated in Type I, Sub-Claim A Evidence Statements.
3.D.2 Solve multi-step contextual problems with degree of difficulty appropriate to Grade 3, requiring application of knowledge and skills articulated in 2.OA.A, 2.OA.B, 2.NBT, and/or 2.MD.B.
3.D.2 Solve multi-step contextual problems with degree of difficulty appropriate to Grade 3, requiring application of knowledge and skills articulated in 2.OA.A, 2.OA.B, 2.NBT, and/or 2.MD.B.