#### 3.NS: Number Sense

3.NS.1: Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000.

3.NS.2: Compare two whole numbers up to 10,000 using >, =, and < symbols.

3.NS.3: 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.

3.NS.4: Represent a fraction, 1/b, on a number line 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.NS.5: Represent a fraction, a/b, on a number line by marking off 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.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line.

3.NS.7: 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).

3.NS.8: Compare two fractions with the same numerator or the same denominator by reasoning about their size based on 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.NS.9: Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100.

#### 3.C: Computation

3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal â??jumpsâ?? on a number line. Understand the properties of 0 and 1 in multiplication.

3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division.

3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 Ã· 5 = 8), or properties of operations.

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.

#### 3.AT: Algebraic Thinking

3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 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.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

3.AT.5: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 1000.

#### 3.M: Measurement

3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters.

#### 3.DA: Data Analysis

3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data setâ??including data collected through observations, surveys, and experimentsâ??with several categories. Solve one- and two-step â??how many moreâ?? and â??how many lessâ?? problems regarding the data and make predictions based on the data.

3.DA.2: Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters.

Correlation last revised: 10/22/2014

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