Mathematics Standards
Results
Showing 91 - 100 of 734 Standards
Standard Identifier: 3.NBT.2
Grade:
3
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 within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Standard:
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Standard Identifier: 3.NBT.3
Grade:
3
Domain:
Number and Operations in Base Ten
Cluster:
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Standard:
Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Standard:
Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
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.
Showing 91 - 100 of 734 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881