3.3.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).
3.3.OA.3 Use multiplication and division numbers up to 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).
3.3.OA.7 Fluently multiply and divide numbers up to 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.
3 Solve problems involving the four operations, and identify and explain patterns in arithmetic.
3.3.OA.8 Solve and create two-step word problems using any of the four operations. Represent these problems using equations with a symbol (box, circle, question mark) standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.3.NBT.2 Use strategies and/or algorithms to fluently add and subtract with numbers up to 1000, demonstrating understanding of place value, properties of operations, and/or the relationship between addition and subtraction.
3.3.NF.1 Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4)
3.3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.3.NF.2.a Represent a fraction 1/b (e.g., 1/4) on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b (e.g., 4) equal parts. Recognize that each part has size 1/b (e.g., 1/4) and that the endpoint of the part based at 0 locates the number 1/b (e.g., 1/4) on the number line.
3.3.NF.2.b Represent a fraction a/b (e.g., 2/8) on a number line diagram or ruler by marking off a lengths 1/b (e.g., 1/8) from 0. Recognize that the resulting interval has size a/b (e.g., 2/8) and that its endpoint locates the number a/b (e.g., 2/8) on the number line.
3.3.NF.3.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).
3 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
3.3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes or hours (e.g., by representing the problem on a number line diagram or clock).
3.3.MD.2 Estimate and measure liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve and create 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). (Excludes multiplicative comparison problems [problems involving notions of times as much.])
3.3.MD.4 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.
3.3.MD.5 Measure and record lengths using rulers marked with halves and fourths of an inch. Make a line plot with the data, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
3.3.MD.9.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.
3.3.MD.9.c Use area models (rectangular arrays) to represent the distributive property in mathematical reasoning. 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.
3.3.MD.9.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.