Gizmos for Texas - Mathematics: 3rd Grade (Essential Knowledge and Skills adopted 2012)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

3.1: : Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

3.1.A: : The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace;

3.1.B: : The student is expected to: use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

3.1.C: : The student is expected to: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

3.1.D: : The student is expected to: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

3.1.E: : The student is expected to: create and use representations to organize, record, and communicate mathematical ideas;

3.1.F: : The student is expected to: analyze mathematical relationships to connect and communicate mathematical ideas; and

3.1.G: : The student is expected to: display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

3.2: : Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

3.2.A: : The student is expected to: compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;

3.2.B: : The student is expected to: describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;

3.2.C: : The student is expected to: represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers.

3.3: : Number and operations. The student applies mathematical process standards to represent and explain fractional units.

3.3.A: : The student is expected to: represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

3.3.B: : The student is expected to: determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;

3.3.C: : The student is expected to: explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;

3.3.D: : The student is expected to: compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;

3.3.F: : The student is expected to: represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;

3.3.G: : The student is expected to: explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and

3.3.H: : The student is expected to: compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

3.4: : Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

3.4.A: : The student is expected to: solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;

3.4.B: : The student is expected to: round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;

3.4.C: : The student is expected to: determine the value of a collection of coins and bills;

3.4.D: : The student is expected to: determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;

3.4.E: : The student is expected to: represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;

3.4.F: : The student is expected to: recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;

3.4.G: : The student is expected to: use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

3.4.H: : The student is expected to: determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;

3.4.J: : The student is expected to: determine a quotient using the relationship between multiplication and division; and

3.4.K: : The student is expected to: solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

3.5: : Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships.

3.5.A: : The student is expected to: represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;

3.5.B: : The student is expected to: represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;

3.5.C: : The student is expected to: describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;

3.5.D: : The student is expected to: determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product.

3.6: : Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

3.6.A: : The student is expected to: classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;

3.6.B: : The student is expected to: use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;

3.6.C: : The student is expected to: determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;

3.6.D: : The student is expected to: decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and

3.6.E: : The student is expected to: decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.

3.7: : Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.

3.7.A: : The student is expected to: represent fractions of halves, fourths, and eighths as distances from zero on a number line;

3.7.B: : The student is expected to: determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;

3.7.C: : The student is expected to: determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;

3.7.E: : The student is expected to: determine liquid volume (capacity) or weight using appropriate units and tools.

3.8: : Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

3.8.A: : The student is expected to: summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and

3.8.B: : The student is expected to: solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

3.9: : Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

3.9.F: : The student is expected to: identify decisions involving income, spending, saving, credit, and charitable giving.

Correlation last revised: 2/10/2025

Texas - Mathematics: 3rd Grade

Essential Knowledge and Skills | Adopted: 2012