Mathematics Standards
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Interpreting Categorical and Quantitative Data
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Linear, Quadratic, and Exponential Models
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Measurement and Data
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Number and Operations—Fractions
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Operations and Algebraic Thinking
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Quantities
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Similarity, Right Triangles, and Trigonometry
Results
Showing 41 - 50 of 198 Standards
Standard Identifier: 3.MD.6
Grade:
3
Domain:
Measurement and Data
Cluster:
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Standard Identifier: 3.MD.7.a
Grade:
3
Domain:
Measurement and Data
Cluster:
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
Standard Identifier: 3.MD.7.b
Grade:
3
Domain:
Measurement and Data
Cluster:
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Relate area to the operations of multiplication and addition. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Relate area to the operations of multiplication and addition. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
Standard Identifier: 3.MD.7.c
Grade:
3
Domain:
Measurement and Data
Cluster:
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Relate area to the operations of multiplication and addition. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Relate area to the operations of multiplication and addition. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
Standard Identifier: 3.MD.7.d
Grade:
3
Domain:
Measurement and Data
Cluster:
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Relate area to the operations of multiplication and addition. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Standard:
Relate area to the operations of multiplication and addition. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
Standard Identifier: 3.MD.8
Grade:
3
Domain:
Measurement and Data
Cluster:
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Standard:
Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Standard:
Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
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.
Showing 41 - 50 of 198 Standards
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