3.1: The student will read and write six-digit numerals and identify the place value for each digit.

Cannonball Clowns (Number Line Estimation)
Modeling Decimals (Base-10 Blocks)

3.2: The student will round a whole number, 9,999 or less, to the nearest ten, hundred, and thousand.

Rounding Whole Numbers (Number Line)

3.4: The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 - 3 = ___.

Function Machines 3 (Functions and Problem Solving)

3.5: The student will

3.5.a: divide regions and sets to represent a fraction; and

Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

3.5.b: name and write the fractions represented by a given model (area/region, length/measurement, and set). Fractions (including mixed numbers) will include halves, thirds, fourths, eighths, and tenths.

Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)

3.6: The student will compare the numerical value of two fractions having like and unlike denominators, using concrete or pictorial models involving areas/regions, lengths/measurements, and sets.

Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fraction, Decimal, Percent (Area and Grid Models)
Modeling Fractions (Area Models)

3.7: The student will read and write decimals expressed as tenths and hundredths, using concrete materials and models.

Adding Decimals (Base-10 Blocks)
Modeling Decimals (Area and Grid Models)
Modeling Decimals (Base-10 Blocks)
Subtracting Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

3.8: The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.

Cargo Captain (Multi-digit Subtraction)

3.9: The student will recall the multiplication and division facts through the nines table.

Factor Trees (Factoring Numbers)

3.10: The student will represent multiplication and division, using area and set models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.

Critter Count (Modeling Multiplication)

3.11: The student will add and subtract with proper fractions having like denominators of 10 or less, using concrete materials and pictorial models representing areas/regions, lengths/measurements, and sets.

Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fractions Greater than One (Fraction Tiles)
Toy Factory (Set Models of Fractions)

3.12: The student will add and subtract with decimals expressed as tenths, using concrete materials, pictorial representations, and paper and pencil.

Adding Decimals (Base-10 Blocks)
Subtracting Decimals (Base-10 Blocks)

3.14: The student will estimate and then use actual measuring devices with metric and U.S. Customary units to measure

3.14.a: length-inches, feet, yards, centimeters, and meters;

Measuring Trees

3.20: The student, given appropriate drawings or models, will identify and describe congruent and symmetrical, two-dimensional (plane) figures, using tracing procedures.

Quilting Bee (Symmetry)

3.21: The student, given grid paper, will

3.21.a: collect and organize data on a given topic of his/her choice, using observations, measurements, surveys, or experiments; and

Mascot Election (Pictographs and Bar Graphs)
Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

3.21.b: construct a line plot, a picture graph, or a bar graph to represent the results. Each graph will include an appropriate title and key.

Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

3.22: The student will read and interpret data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

3.23: The student will investigate and describe the concept of probability as chance and list possible results of a given situation.

Spin the Big Wheel! (Probability)

3.24: The student will recognize and describe a variety of patterns formed using concrete objects, numbers, tables, and pictures, and extend the pattern, using the same or different forms (concrete objects, numbers, tables, and pictures).

Pattern Flip (Patterns)

3.25: The student will

3.25.a: investigate and create patterns involving numbers, operations (addition and multiplication), and relations that model the identity and commutative properties for addition and multiplication; and

Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)
Pattern Flip (Patterns)