Title: Third Grade Math
Course: BPSS (MAT) Mathematics Standards > Section: Standards

MAT-03.OA.01

Under Development

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving multiplication and division.

MAT-03.OA.01 Interpret products of whole numbers, e.g., interpret 5 x 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 x 7.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.OA.02

Under Development

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving multiplication and division.

MAT-03.OA.02 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.OA.03

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving multiplication and division.

MAT-03.OA.03 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Student Learning Targets:

Reasoning Targets

- I can understand the relationship between multiplication and division.

Skills (Performance) Targets

- I can use multiplication and division within 100 to solve word problems.
- I can represent the problems using pictures of equal groups, arrays, and equations.

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Student is able to correctly solve multiplication comparison problems and write an equation using a letter for the unknown to represent the problem. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to correctly solve multiplication and division word problems within 100 using pictures/models, words, or an equation. I can solve multiplication and division word problems for facts within 100 with no mistakes. I can represent multiplication and division word problems using pictures/models, array, and equations. | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to correctly solve multiplication word problems for all facts using pictures/models, words, or an equation.  Student work may contain a minor error in calculation. I can solve multiplication word problems for facts within 100 with no mistakes. I can represent multiplication word problems using pictures/models, array, and equations. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0
Student is able to correctly solve multiplication word problems for x2, x5, x10 situations using pictures/models, words, or an equation.  Student work shows some evidence of grouping and counting by 2's, 5's, or 10's.

I can solve multiplication word problems for x2, x5, or x10 facts.

I can group things by 2's, 5's, and 10's to solve word problems.

I can count by 2's, 5's, and 10's to solve word problems.
-
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2
- Learnzillion 3
- Learnzillion 4

Vocabulary

- product
- factors
- groups of
- quotient
- multiplication
- multiply
- division
- divide
- equal groups
- array
- equation
- unknown
- symbol
- x sign
- ÷ sign
- = sign

MAT-03.OA.04

Under Development

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving multiplication and division.

MAT-03.OA.04 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = [ ] ÷ 3, 6 x 6 = ?.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.OA.05

Under Development

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Understand properties of multiplication and the relationship between multiplication and division.

MAT-03.OA.05 Apply properties of operations as strategies to multiply and divide

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.OA.06

Under Development

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Understand properties of multiplication and the relationship between multiplication and division.

MAT-03.OA.06 Understand division as an unknown-factor problem.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.OA.07

3rd Grade Grade (MAT) Mathematics Standard
(OA) Domain: Operations and Algebraic Thinking
Exchange and Markets

MAT-03.OA.07 Using mental strategies, fluently multiply and divide within 100.

Use multiple strategies such as count-by/skip counting, doubles, double/doubles, double/double/doubles, derived facts, benchmark numbers, decomposition.

Proficiency Scale

Curriculum Resources

MAT-03.OA.07.a

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Multiply and divide within 100.

MAT-03.OA.07.a Fluently multiply within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40/5 = 8) or properties of operations. By end of Grade 3, know from memory all products of two one-digit numbers. (Fluently multiply basic facts within 100)

Student Learning Targets:

Knowledge Targets

- I can recall from memory the products of multiplication facts up to 10 x 10.

 Reasoning Targets

- I can think about the facts I know to help me find the answers to the facts I need to learn

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | There are no advanced criteria for this task as this skill is foundational.  Application of this standard will occur in solving word problems. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to answer multiplication and division facts with at least 90% accuracy given 5 seconds per fact. I can answer almost all / all multiplication facts quickly. | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. Student is able to answer multiplication with at least 85% accuracy given 5 seconds per fact.
2.0 | Student is able to answer multiplication facts with at least 75% accuracy given 5 seconds per fact. I can answer many multiplication facts quickly. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. Student is able to answer multiplication facts with at least 50% accuracy given 5 seconds per fact.
1.0 | Student is able to answer multiplication facts with at least 25% accuracy given 5 seconds per fact. I can answer some multiplication facts quickly. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2
- Learnzillion 3

Vocabulary

- factor
- product
- unknown
- strategies
- mental computation
- know from memory
- multiplication facts
- properties of operations - how numbers work

MAT-03.OA.07.b

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Multiply and divide within 100.

MAT-03.OA.07.b Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40/5 = 8) or properties of operations. By end of Grade 3, know from memory all products of two one-digit numbers. (Fluently divide basic facts within 100)

Student Learning Targets:

Knowledge Targets

- I can recall from memory the quotients of division facts to 100.

Reasoning Targets

- I can think about the facts I know to help me find the answers to the facts I need to learn.

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | There are no advanced criteria for this task as this skill is foundational.  Application of this standard will occur in solving word problems. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to answer division facts with at least 90% accuracy given 5 seconds per fact. I can answer almost all / all division facts quickly. | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. Student is able to answer division facts with at least 85% accuracy given 5 seconds per fact.
2.0 | Student is able to answer division facts with at least 75% accuracy given 5 seconds per fact. I can answer many division facts quickly. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. Student is able to answer division facts with at least 50% accuracy given 5 seconds per fact.
1.0 | Student is able to answer division facts with at least 25% accuracy given 5 seconds per fact. I can answer some division facts quickly. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2
- Learnzillion 3

Vocabulary

- divide
- quotient
- unknown
- strategies
- mental computation
- know from memory
- division facts
- properties of operations - how numbers work

MAT-03.OA.08

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic. Multiply and divide within 100.

MAT-03.OA.08 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.

The size of the numbers should be limited to related 3rd grade standards (3.OA.7 and 3.NBT.2).  Adding and subtracting numbers should include numbers within 1000 and multiplying and dividing numbers should single-digit factors and products less than 100.

Student Learning Targets:

Reasoning Targets

- I can judge the reasonableness of my answer.

Skills (Performance) Targets

- I can use any of the four operations to solve two-step word problems.
- I can represent the problem using an equation with a letter for the unknown.
- I can use mental math, estimation strategies, and rounding to decide in my answer makes sense.

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to use the four operations to solve two-step word problems, write equations using a symbol for the unknown, and use estimation strategies to assess the reasonableness of the answer.

I can use any of the four operations to solve two-step word problems.

I can represent the problem using an equation with a letter for the unknown.

I can use mental math, estimation strategies, and rounding to decide in my answer makes sense.
Student correctly writes equations, solves all problems , and uses estimation strategies to assess reasonableness of the answers

with no more than a single minor error among all problems
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
Student is able to use the four operations to solve two-step word problems, write equations using a symbol for the unknown, and use estimation strategies to assess the reasonableness of the answers.  Student work contains errors.

I can use any of the four operations to solve two-step word problems.

I can represent the problem using an equation with a letter for the unknown.

I can use mental math, estimation strategies, and rounding to decide in my answer makes sense.
Student has 2 errors in a single problem or has the same error among all problems.
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to solve addition and subtraction two-step word problems within 100 and write equations using a symbol for the unknown.  Student work may contain minor errors. I can solve two-step addition and subtraction word-problems within 100, but may have a minor error. I can write equations that represent the problem with a symbol for the unknown, but may have a minor error. | Student solves problems using addition or subtraction and writes equations with minor errors, but student may be unable to use estimation strategies to explain the reasonableness of their answer.
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion

Vocabulary

- operations
- multiply
- divide
- factor
- product
- quotient
- subtract
- add
- addend
- sum
- difference
- equation
- unknown
- strategies
- reasonableness
- mental math / mental computation
- estimation
- rounding
- patterns
- properties - rules about how numbers work

MAT-03.OA.09

Under Development

MAT-03 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic. Multiply and divide within 100.

MAT-03.OA.09 Standard Text

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NBT.01

Under Development

MAT-03 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to perform multidigit arithmetic.

MAT-03.NBT.01 Use place value understanding to round whole numbers to the nearest 10 or 100.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NBT.02

MAT-03 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to perform multidigit arithmetic.

MAT-03.NBT.02 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.

Fluently adding and subtracting means students are able to work accurately, efficiently, and flexibly with numbers.  The word algorithm refers to a procedure or series of steps.  This standard also requires that students have experiences that enable them to explore place value strategies and the relationships among numbers to solve problems.

Student Learning Targets:

Reasoning Targets

- I can decide what makes a strategy efficient based on the numbers in a problem.
- I understand and recognize when I need might need to regroup/trade ones, tens, hundreds in my strategy.

Skills (Performance) Targets

- I can add and subtract numbers up to 1000 to solve problems.
- I can explain the strategy I used to solve a problem.
- I can decompose numbers into place value parts to solve problems.
- I can use a strategy that ha a reasonable amount of steps to solve a problem.

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to correctly solve addition and subtraction problems within 1000 with regrouping in multiple positions and without regrouping situations using efficient strategies.

I can add and subtract numbers within 1000, with no mistakes.

I can choose a strategy that makes sense to me and that I can explain.

I can choose a strategy that has a reasonable amount of steps to solve a problem.

I can understand when I need to regroup/trade ones, tens, and hundreds in my strategy.

I can break numbers into place value parts to solve problems.
-
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
Student is able to correctly solve addition and subtraction problems within 1000 with regrouping in one position and without regrouping situations using efficient strategies.

I can add and subtract numbers within 1000, with no mistakes.

I can choose a strategy that makes sense to me and that I can explain.

I can choose a strategy that has a reasonable amount of steps to solve a problem.

I can understand when I need to regroup/trade ones or tens in my strategy.

I can break numbers into place value parts to solve problems.
-
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to add and subtract numbers within 100 with and without regrouping situations, but may have minor computational errors. I can add and subtract numbers within 100, but I may have mistakes. I can choose a strategy to solve a problem, but my strategy may not be the most efficient. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2
- Learnzillion 3
- Learnzillion 4

Vocabulary

- addition
- add
- sum
- subtract
- subtraction
- difference
- strategies
- place value
- properties - rules about how numbers work
- algorithms
- regroup / trade / bundle

MAT-03.NBT.03

MAT-03 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to perform multidigit arithmetic.

MAT-03.NBT.03 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Add resources with links, you tube or PDF

Vocabulary

- List

MAT-03.NF.01

Under Development

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.01 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NF.02

Under Development

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.02 Understand a fraction as a number on the number line; represent fractions on a number line diagram:

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NF.02.a

Under Development

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.02.a 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NF.02.b

Under Development

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.02.b 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NF.03

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.03 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size:

a) Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b) 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.
c) 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.
d) 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.

Student Learning Targets:

Knowledge Targets

- I can recognize when simple fractions are equivalent (equal).
- I can explain why simple fractions are equivalent.

Reasoning Targets

- I can compare two fractions with the same numerator or the same denominator using the >,<, and = symbols.
- I can understand two fractions are equivalent if they are the same size or the same point on a number line.

Skills (Performance) Targets

- I can show examples of simple equivalent fractions using a visual model.
- I can use a number line to compare, order, and show equivalent fractions.

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to represent equivalent fractions, explain equivalencies, order fractions, and compare fractions with same numerators or denominators using >,<,= symbols with minimal error.

I can compare and order fractions on a number line.

I can use >,<,= symbols to compare fractions.

I can show equivalent fractions using a visual model and explain why fractions are equivalent.
Model and Explain Equivalencies

Use Symbols to Compare Fractions

Compare and Order Simple Fractions on a Number Line
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
Student is able to demonstrate understanding of fraction equivalency concepts, but has multiple errors or misconceptions in any one area.

I can compare and order fractions on a number line, but I may have mistakes.

I can use >,<,= symbols to compare fractions.

I can show equivalent fractions using a visual model and explain why fractions are equivalent.
Model and Explain Equivalencies

Use Symbols to Compare Fractions

Compare and Order Simple Fractions on a Number Line
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0
Student is able to demonstrate beginning understanding of fraction equivalency concepts, but has multiple errors or misconceptions in all areas.

I can compare and order fractions on a number line, but I have mistakes.

I can use >,<,= symbols to compare fractions, but I have mistakes.

I can show some equivalent fractions using a visual model and explain why fractions are equivalent, but I have mistakes.
Model and Explain Equivalencies

Use Symbols to Compare Fractions

Compare and Order Simple Fractions on a Number Line
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2
- Learnzillion 3

Vocabulary

- fraction
- equal parts
- equivalent
- numerator
- denominator
- compare
- model
- >, greater than
- <, less than
- =, equal to
- justify
- order
- number line
- equal distance
- halves
- thirds
- fourths
- sixths
- eighths

MAT-03.NF.03.a

Under Development

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.03.a 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NF.03.b

Under Development

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.03.b 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NF.03.c

Under Development

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.03.c 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NF.03.d

Under Development

MAT-03 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Develop understanding of fractions as numbers.

MAT-03.NF.03.d 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.01

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

MAT-03.MD.01 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Student Learning Targets:

Skills (Performance) Targets

- I can solve word problem about things that happen over time.
- I can read and write time to the minute using analog and digital clocks.
- I can draw hands on a clock to show the time.

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to tell time to the nearest minute and measure time intervals in minutes and solve word problems involving addition and subtraction of time intervals in minutes with only minor error.

I can solve word problems about things that happen over time.

I can read and write time to the minute using analog and digital clocks.

I can draw hands on a clock to show the time.
-
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
Student is able to tell time to the nearest minute without error, but demonstrates partial understanding of measuring time intervals in minutes and solving word problems about elapsed time.

I can read and write time to the minute using analog and digital clocks with no errors.

I can draw hands on a clock to show the time with no errors.

I can sometimes solve word problems about things that happen over time.
-
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0
Student is able to demonstrate beginning understanding of telling time to the minute and the concept of elapsed time.

I can sometimes read and write time to the minute using analog and digital clocks.

I can sometimes draw hands on a clock to show the time.

I can sometimes solve word problems about things that happen over time.
-
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2

Vocabulary

- time
- clock
- analog clock
- digital clock
- time intervals
- elapsed time
- hour
- minute
- nearest minute

MAT-03.MD.02

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

MAT-03.MD.02 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.03

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Represent and interpret data.

MAT-03.MD.03 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.04

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Represent and interpret data.

MAT-03.MD.04 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.05

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.05 Recognize area as an attribute of plane figures and understand concepts of area measurement.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.05.a

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.05.a Recognize area as an attribute of plane figures and understand concepts of area measurement. -A square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be used to measure area.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.05.b

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.05.b Recognize area as an attribute of plane figures and understand concepts of area measurement. -A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.06

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.06 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.07

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.07 Relate area to the operations of multiplication and addition:

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.07.a

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.07.a 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.07.b

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.07.b 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.07.c

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.07.c 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 x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.07.d

Under Development

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

MAT-03.MD.07.d 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.MD.08

MAT-03 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

MAT-03.MD.08 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 area or with the same area and different perimeters

Student Learning Targets:

Skills (Performance) Targets

- I can solve real-world problems involving perimeter and area.
- I can show examples of shapes that have the same perimeter and different areas or have the same area and different perimeters.
- I can find the perimeter of a rectangle when all side lengths are given.
- I can find the perimeter of a rectangle when some side lengths are missing.

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to correctly solve real word and mathematical problems involving perimeters of polygons, including: finding the perimeter given all side lengths, finding an unknown side, and showing rectangles with the same perimeter and different areas or same area and different perimeters.

I can solve problems about area and perimeter.

I can show examples of shapes that have the same perimeter and different areas or have the same area and different perimeters.

I can find the perimeter of rectangles when some side lengths are missing.

I can find the perimeter of rectangles when all side lengths are given.
-
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to demonstrate understanding of perimeter and is able to solve problems that contain missing side lengths. I can find the perimeter of rectangles when some side lengths are missing. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to demonstrate understanding of perimeter and is able to solve problems given all side lengths. I can find the perimeter of rectangles when given the lengths of all sides. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion

Vocabulary

- attribute
- polygon
- perimeter
- area
- length
- width
- units of measurement
- square units
- units
- inches
- centimeters
- feet
- yards

MAT-03.G.01

MAT-03 Targeted Standards
(G) Domain: Geometry
Cluster: Reason with shapes and their attributes.

MAT-03.G.01 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Student Learning Targets:

Knowledge Targets

- I can identify shapes that are quadrilaterals.

Reasoning Targets

- I can sort and classify shapes by their attributes.

Skills (Performance) Targets

- I can draw shapes that do not belong to a group according to their attributes and explain why.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to  identify quadrilaterals, classify shapes, and draw examples of quadrilaterals that are not in the same categories as square, rectangle, and rhombus without error.

I can draw quadrilaterals that do not belong to the same category as squares, rectangles, and rhombuses and explain why.

I can sort and classify shapes according to their attributes.

I can identify shapes that are quadrilaterals.
-
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to identify shapes that are quadrilaterals and sort and classify shapes based on their attributes without error. I can sort and classify shapes according to their attributes. I can identify shapes that are quadrilaterals. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to demonstrate beginning understanding that shapes belong in different categories and can  identify shapes that are quadrilaterals, but may exhibit errors. I can identify shapes that are quadrilaterals, but I may have some mistakes. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2

Vocabulary

- attributes / features
- category
- polygons
- quadrilateral
- open figure

- closed figure
- rhombus
- rectangle
- square

- properties
- trapezoid
- classify
- label
- characteristics

MAT-03.G.02

Under Development

MAT-03 Targeted Standards
(G) Domain: Geometry
Cluster: Reason with shapes and their attributes.

MAT-03.G.02 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-03.NBT

Domain (NBT)

Number and Operation in Base Ten

 Narrative for (NBT) Number and Operations in Base Ten

At 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

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-03.OA

Domain (OA)

Operations and Algebraic Thinking

Narrative for the (OA) Operations and Algebraic Thinking

Algebraic thinking is about generalizing arithmetic operations and operating on unknown quantities.  It involves recognizing and analysing patterns and developing generalizations about these patterns.  In algebra, symbols can be used to represent generalizations. Operations and Algebraic Thinking deals with the basic operations - addition, subtraction, multiplication, and division - the relationships they model, the kinds of problems they can be used to solve, as well as, their mathematical properties and relationships.

Students in Grade 3 begin the step to formal algebraic language by using a letter for the unknown quantity in expressions or equations for one and two-step problems. As with two-step problems at Grade 2, which involve only addition and subtraction, the Grade 3 two-step word problems vary greatly in difficulty and ease of representation. More difficult problems may require two steps of representation and solution rather than one

Students focus on understanding the meaning and properties of multiplication and division and on finding products of single-digit multiplying and related quotients.  These skills and understandings are crucial; students will rely on them for years to come as they learn to multiply and divide with multi-digit whole number and to add, subtract, multiply and divide with fractions and with decimals.

All of the understandings of multiplication and division situations, of the levels of representation and solving, and of patterns culminate by the end of Grade 3 in fluent multiplying and dividing all single-digit numbers and 10. This is the outcome of a carefully designed learning process that heavily involves the interplay of practice and reasoning about the relationship between multiplication and division facts.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and proficiency scales for individual standards within the Domain.

MAT-03.NF

Domain (NF)

Number and Operations - Fraction

Narrative for (NF) Number and Operations - Fractions

In 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 equivalent fractions.

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

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-03.MD

Domain (MD)

Measurement and Data

 Narrative for (MD) Measurement and Data

Students in Grade 3 learn to solve a variety of problems involving measurement and such attributes as length and area, liquid volume, mass, and time.They focus on solving real-world and mathematical problems involving perimeters of polygons. Third graders also focus on learning area. Students learn formulas to compute area, with those formulas based on, and summarizing, a firm conceptual foundation about what area is.

As students work with data in Grades K–5, they build foundations for their study of statistics and probability in Grades 6 and beyond, and they strengthen and apply what they are learning in arithmetic. In Grades 3–5, work with data is closely related to the number line, fraction concepts, fraction arithmetic, and solving problems that involve the four operations.

In Grade 3, the most important development in data representation for categorical data is that students now draw picture graphs in which each picture represents more than one object, and they draw bar graphs in which the height of a given bar in tick marks must be multiplied by the scale factor in order to yield the number of objects in the given category. These developments connect with the emphasis on multiplication in this grade. At the end of Grade 3, students can draw a scaled picture graph or a scaled bar graph to represent a data set with several categories (six or fewer categories).

Calculation Method for Domains

Domains are larger groups of related standards. So the DomainGrade is a calculation of all the related standards. So click on the standard name below each Domain to access the learning targets and proficiency scales for each Domain's related standards.

MAT-03.G

Domain (G)

Geometry

Narrative for the (G) Geometry Domain

Grade 3 students analyze, compare, and classify two-dimensional shapes by their properties. They explicitly relate and combine these classifications. Because they have built a firm foundation of several shape categories, these categories can be the foundation for thinking about the relationships between classes.

Students investigate, describe, and reason about decomposing and composing polygons to make other polygons. Problems such as finding all the possible different compositions of a set of shapes involve geometric problem solving and understanding of congruence and symmetry

Students in Grade 3 also develop more competence in the composition and decomposition of rectangular regions, spatially structuring rectangular arrays.  They count by the number of columns or rows, or use multiplication to determine the number of squares in the array.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.