Mathematics Standards
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Interpreting Categorical and Quantitative Data
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Number and Operations in Base Ten
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Number and Operations—Fractions
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Operations and Algebraic Thinking
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Using Probability to Make Decisions
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Showing 51 - 60 of 151 Standards
Standard Identifier: 3.OA.4
Grade:
3
Domain:
Operations and Algebraic Thinking
Cluster:
Represent and solve problems involving multiplication and division.
Standard:
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?.
Represent and solve problems involving multiplication and division.
Standard:
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?.
Standard Identifier: 3.OA.5
Grade:
3
Domain:
Operations and Algebraic Thinking
Cluster:
Understand properties of multiplication and the relationship between multiplication and division.
Standard:
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Footnote:
Students need not use formal terms for these properties.
Understand properties of multiplication and the relationship between multiplication and division.
Standard:
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Footnote:
Students need not use formal terms for these properties.
Standard Identifier: 3.OA.6
Grade:
3
Domain:
Operations and Algebraic Thinking
Cluster:
Understand properties of multiplication and the relationship between multiplication and division.
Standard:
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Understand properties of multiplication and the relationship between multiplication and division.
Standard:
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Standard Identifier: 3.OA.7
Grade:
3
Domain:
Operations and Algebraic Thinking
Cluster:
Multiply and divide within 100.
Standard:
Fluently multiply and divide within 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.
Multiply and divide within 100.
Standard:
Fluently multiply and divide within 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.
Standard Identifier: 3.OA.8
Grade:
3
Domain:
Operations and Algebraic Thinking
Cluster:
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Standard:
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Footnote:
This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Standard:
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Footnote:
This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
Standard Identifier: 3.OA.9
Grade:
3
Domain:
Operations and Algebraic Thinking
Standard:
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Standard Identifier: 4.NBT.1
Grade:
4
Domain:
Number and Operations in Base Ten
Cluster:
Generalize place value understanding for multi-digit whole numbers.
Standard:
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Footnote:
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
Generalize place value understanding for multi-digit whole numbers.
Standard:
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Footnote:
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
Standard Identifier: 4.NBT.2
Grade:
4
Domain:
Number and Operations in Base Ten
Cluster:
Generalize place value understanding for multi-digit whole numbers.
Standard:
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Generalize place value understanding for multi-digit whole numbers.
Standard:
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Standard Identifier: 4.NBT.3
Grade:
4
Domain:
Number and Operations in Base Ten
Cluster:
Generalize place value understanding for multi-digit whole numbers.
Standard:
Use place value understanding to round multi-digit whole numbers to any place.
Generalize place value understanding for multi-digit whole numbers.
Standard:
Use place value understanding to round multi-digit whole numbers to any place.
Standard Identifier: 4.NBT.4
Grade:
4
Domain:
Number and Operations in Base Ten
Cluster:
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Standard:
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Standard:
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Showing 51 - 60 of 151 Standards
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