## MAT-03.MD.07.c
## Student Learning Targets:## Knowledge Targets- I can
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## MAT-03.MD.07.d
## Student Learning Targets:## Knowledge Targets- I can
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## MAT-03.NBT
## Narrative for (NBT) Number and Operations in Base TenAt Grade 3, the major focus is multiplication, so students’ work with addition and subtraction is limited to maintenance of fluency within 1000 for some students and building fluency to within 1000 for others. They achieve fluency with strategies and algorithms that are based on place value, properties of operations, and/or the relationship between addition and subtraction. Such fluency can serve as preparation for learning standard algorithms in Grade 4, if the computational methods used can be connected with those algorithms. For students in grade 3, the special role of 10 in the base-ten system is important in understanding multiplication of one-digit numbers with multiples of 10. For example, the product of 3 x 50 can be represented as 3 groups of 5 tens, which is 15 tens, which is 150. ## Calculation Method for Domains
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## MAT-03.NBT.01
## Student Learning Targets:## Knowledge Targets- I can
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## MAT-03.NBT.03
## Student Learning Targets:## Knowledge Targets- I can
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## MAT-03.NF
## Narrative for (NF) Number and Operations - FractionsIn Grades 1 and 2, students use fraction language to describe partitions of shapes into equal shares. In Grade 3, they start to develop the idea of a fraction more formally, building on the idea of partitioning a whole into equal parts. The whole can be a shape such as a circle or rectangle, a line segment, or any one finite entity susceptible to subdivision and measurement. In Grade 4, this is extended to include wholes that are collections of objects. Grade 3 students do some preliminary reasoning about equivalent fractions, in preparation for work in Grade4. As students experiment on number line diagrams they discover that many fractions label the same point on the number line, and are therefore equal; that is, they are Previously, in Grade 2, students compared lengths using a standard measurement unit. In Grade 3 they build on this idea to compare fractions with the same denominator. They see that for fractions that have the same denominator, the underlying unit fractions (fractions with numerator1) are the same size, so the fraction with the greater numerator is greater because it is made of more unit fractions. ## Calculation Method for Domains
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## MAT-03.NF.01
## Student Learning Targets:## Knowledge Targets- I can
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## MAT-03.NF.02
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## MAT-03.NF.02.a
## Student Learning Targets:## Knowledge Targets- I can
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## MAT-03.NF.02.b
## Student Learning Targets:## Knowledge Targets- I can
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## Resources## Websites- Add resources with links, youtube or PDF
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## MAT-03.NF.03.a
## Student Learning Targets:## Knowledge Targets- I can
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## MAT-03.NF.03.b
## Student Learning Targets:## Knowledge Targets- I can
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## Resources## Websites- Add resources with links, youtube or PDF
## Vocabulary- List
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