Mathematics Standards
Remove this criterion from the search
Counting and Cardinality
Remove this criterion from the search
Creating Equations
Remove this criterion from the search
Functions
Remove this criterion from the search
Making Inferences and Justifying Conclusions
Remove this criterion from the search
Operations and Algebraic Thinking
Remove this criterion from the search
Seeing Structure in Expressions
Remove this criterion from the search
Similarity, Right Triangles, and Trigonometry
Results
Showing 31 - 40 of 134 Standards
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.OA.1
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Use the four operations with whole numbers to solve problems.
Standard:
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Use the four operations with whole numbers to solve problems.
Standard:
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Standard Identifier: 4.OA.2
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Use the four operations with whole numbers to solve problems.
Standard:
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Footnote:
See Glossary, Table 2.
Use the four operations with whole numbers to solve problems.
Standard:
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Footnote:
See Glossary, Table 2.
Standard Identifier: 4.OA.3
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Use the four operations with whole numbers to solve problems.
Standard:
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 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.
Use the four operations with whole numbers to solve problems.
Standard:
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 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.
Standard Identifier: 4.OA.4
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Gain familiarity with factors and multiples.
Standard:
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Gain familiarity with factors and multiples.
Standard:
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Standard Identifier: 4.OA.5
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Generate and analyze patterns.
Standard:
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Generate and analyze patterns.
Standard:
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Showing 31 - 40 of 134 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881