Mathematics Standards
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Showing 31 - 40 of 123 Standards
Standard Identifier: 3.G.2
Grade:
3
Domain:
Geometry
Cluster:
Reason with shapes and their attributes.
Standard:
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Reason with shapes and their attributes.
Standard:
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Standard Identifier: 3.NF.1
Grade:
3
Domain:
Number and Operations—Fractions
Cluster:
Develop understanding of fractions as numbers.
Standard:
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.
Footnote:
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
Develop understanding of fractions as numbers.
Standard:
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.
Footnote:
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
Standard Identifier: 3.NF.2.a
Grade:
3
Domain:
Number and Operations—Fractions
Cluster:
Develop understanding of fractions as numbers.
Standard:
Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram 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.
Develop understanding of fractions as numbers.
Standard:
Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram 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.
Standard Identifier: 3.NF.2.b
Grade:
3
Domain:
Number and Operations—Fractions
Cluster:
Develop understanding of fractions as numbers.
Standard:
Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction a/b on a number line diagram by marking off a 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.
Develop understanding of fractions as numbers.
Standard:
Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction a/b on a number line diagram by marking off a 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.
Standard Identifier: 3.NF.3.a
Grade:
3
Domain:
Number and Operations—Fractions
Cluster:
Develop understanding of fractions as numbers.
Standard:
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Develop understanding of fractions as numbers.
Standard:
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Standard Identifier: 3.NF.3.b
Grade:
3
Domain:
Number and Operations—Fractions
Cluster:
Develop understanding of fractions as numbers.
Standard:
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 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.
Develop understanding of fractions as numbers.
Standard:
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 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.
Standard Identifier: 3.NF.3.c
Grade:
3
Domain:
Number and Operations—Fractions
Cluster:
Develop understanding of fractions as numbers.
Standard:
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Develop understanding of fractions as numbers.
Standard:
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Standard Identifier: 3.NF.3.d
Grade:
3
Domain:
Number and Operations—Fractions
Cluster:
Develop understanding of fractions as numbers.
Standard:
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Develop understanding of fractions as numbers.
Standard:
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Standard Identifier: 3.OA.1
Grade:
3
Domain:
Operations and Algebraic Thinking
Cluster:
Represent and solve problems involving multiplication and division.
Standard:
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Represent and solve problems involving multiplication and division.
Standard:
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Standard Identifier: 3.OA.2
Grade:
3
Domain:
Operations and Algebraic Thinking
Cluster:
Represent and solve problems involving multiplication and division.
Standard:
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8.
Represent and solve problems involving multiplication and division.
Standard:
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8.
Showing 31 - 40 of 123 Standards
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