M3:1: Demonstrates conceptual understanding of rational numbers with respect to:

M3:1.1: whole numbers from 0 to 999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and

Modeling Whole Numbers and Decimals (Base-10 Blocks)

M3:1.2: positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/6, or a/8, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) as a part of 100 using models, explanations, or other representations.

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

M3:2: Demonstrates understanding of the relative magnitude of numbers from 0 to 999 by ordering whole numbers; by comparing whole numbers to benchmark whole numbers (100, 250, 500, 750); or by comparing whole numbers to each other; and comparing or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the denominator) using models, number lines, or explanations.

Fraction Artist 2 (Area Models of Fractions)
Fraction, Decimal, Percent (Area and Grid Models)
Treasure Hunter (Decimals on the Number Line)

M3:3: Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or explanations.

Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)
Number Line Frog Hop (Addition and Subtraction)

M3:4: Accurately solves problems involving addition and subtraction with and without regrouping; the concept of multiplication; and addition or subtraction of decimals (in the context of money).

Adding Whole Numbers and Decimals (Base-10 Blocks)
Cargo Captain (Multi-digit Subtraction)
Number Line Frog Hop (Addition and Subtraction)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

M3:7: Estimates and evaluates the reasonableness of solutions appropriate to grade level.

Cannonball Clowns (Number Line Estimation)
Multiplying Decimals (Area Model)

M3:16: Determines elapsed and accrued time to the 1/4 hour.

Elapsed Time

M3:18: Solves problems using the Cartesian coordinate system (Quadrant I) to locate coordinates and to represent data from tables.

Graphing Skills

M3:19: Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, or finding missing elements.

Function Machines 1 (Functions and Tables)
Pattern Flip (Patterns)

M3:23: Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions.

Reaction Time 1 (Graphs and Statistics)

M3:24: Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using "most frequent" (mode), "least frequent," "largest," or "smallest."

Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

M3:25: Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M3:23. Organizes and displays data using bar graphs or tables to answer question related to the data, to analyze the data to formulate or justify conclusions, or to make predictions.

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

M3:27: For a probability event in which the sample space may or may not contain equally likely outcomes, determines the likelihood of the occurrence of an event (using "more likely," "less likely," or "equally likely").

Spin the Big Wheel! (Probability)

M3:28: In response to a teacher- or student-generated question or hypothesis, collects appropriate data, organizes the data, displays/represents the data, and makes observations about the data to draw conclusions about the question or hypothesis being tested.

Graphing Skills

M3:29: Uses experimental probability to describe the likelihood or chance of an event using "more likely," "less likely," "equally likely," "certain," or "impossible."

Spin the Big Wheel! (Probability)

M3:30: Demonstrate understanding of mathematical problem solving and communication through:

M3:30.1: Approach & Reasoning-The reasoning, strategies, and skills used to solve the problem;

Estimating Population Size

M3:30.2: Connections-Demonstration of observations, applications, extensions, and generalizations;

Estimating Population Size