# Third Grade – Mathematics

Number Sense

1.2 Identify and name numbers and parts of numbers using place value (ones through 999,999)

1.3/1.4  in 86,500, the 6 is in the thousands place.

1.6  in 86,500, the 6 has a value of 6 thousand

1.7 ADJ. Generate multiple equivalent representations of numbers (ones through 10,000).

• 1.6 1,243 = 12 hundreds + 43 ones
• 1.7 800 + 2 + 802
• 3,246 = 3,000 + 200 + 40 + 6

2.1  Compare and order positive rational numbers.

http://www.topmarks.co.uk/ordering-and-sequencing/caterpillar-ordering

2.2  Read, write and use symbols to show relationships (=, ≠, >, <) between and among numbers (ones to thousands).

2.3  Round positive rational numbers.

http://www.funbrain.com/tens/index.html

2.4 Round numbers to any given place (tens to thousands).

http://www.sheppardsoftware.com/mathgames/round/mathman_round_hundreds.htm

http://www.sheppardsoftware.com/mathgames/round/mathman_round_thousands.htm

4.1  Add positive rational numbers.

4.2  Apply Commutative, Associative and Zero Properties of Addition.

4.3  Estimate sums.

4.4  Use a number line.

http://www.sheppardsoftware.com/mathgames/earlymath/FS_NumberLine_minus.htm

Add whole numbers (through thousands) with regrouping.

http://mrnussbaum.com/drag-and-drop-math

5.1  Subtract positive rational numbers.

5.2  Recognize that subtraction is the inverse of addition.

5.3  Estimate differences.

5.4  Find a difference by adding up on a number line.

http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=16180

5.5  Subtract whole numbers (through thousands) with regrouping.

http://mrnussbaum.com/drag-and-drop-math

http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7636

8.1  Demonstrate meaning of multiplication and division with whole numbers.

8.2  Use mental math to multiply with 2, 4, 5, 10, 1, and 0

8.3  Model multiplication (combining groups of equal size, repeated addition, array/area model)

8.4  Count by multiples of 5 to 200

http://www.sheppardsoftware.com/mathgames/multiple/multiple_frenzy.htm

8.5  Count by multiples of 10 to 400

http://www.sheppardsoftware.com/mathgames/multiple/multiple_frenzy.htm

8.6  Understand the Commutative Property of Multiplication

http://www.aaamath.com/pro74bx2.htm

8.8  Understand the Identity Property of Multiplication and the Zero Property of Multiplication

9.2  Demonstrate the meaning of multiplication with whole numbers.

9.3  Use mental math to multiply with 3, 6, 7, 8, and 9

9.4  Model multiplication (combining groups of equal size, repeated addition, array/area model)

9.5  Apply the Distributive Property

http://www.aaamath.com/pro74bx2.htm

9.6  Apply the Commutative Property of Multiplication

http://www.aaamath.com/pro74bx2.htm

9.8  Understand and apply the Associative Property of Multiplication

http://www.aaamath.com/pro74bx2.htm

9.9  Select and apply appropriate strategies to solve problems.

18.1  Generate multiple equivalent representations of numbers.

18.2  Read and write fractions.

http://www.321know.com/fra16_x2.htm

18.3  Find fractional parts of a whole.

18.4  Find fractional parts of a set.

http://harcourtschool.com/activity/fraction_race_b/

Basic Facts:

Mixed Addition and subtraction facts through 20.

Multiplication facts 0 – 10.

Division facts 0 – 10.

19.1  Compare and order positive rational numbers.

19.2  Read, write, and use symbols to show relationships (>, <, =) between and among fractions

19.4  Add positive rational numbers.

20.1  Read and write positive rational numbers.

20.2  Generate multiple equivalent representations of numbers o read and write decimals through the tenths place

http://nlvm.usu.edu/en/nav/frames_asid_264_g_1_t_1.html?open=instructions&from=search.html

http://www.sheppardsoftware.com/mathgames/decimals/BalloonDecimalPatterns.htm

http://www.sheppardsoftware.com/mathgames/decimals/CompareDecimals.htm

20.3  Write fractions with denominators of 100 as decimals

http://www.sheppardsoftware.com/mathgames/fractions/FractionsToDecimals.htm

21.1  Estimate products

21.2  Model multiplication (combining groups of equal size, repeated addition, array/area model)

21.3  Compose and decompose numbers to facilitate mental math strategies (see p. 591) [e.g. 12 × 4 = (10 × 4) + (2 × 4)]

21.4  Apply the Distributive Property

http://www.aaamath.com/pro74bx2.htm

22.1  Estimate quotients

22.2  Use mental math, patterns, and basic facts to divide

22.3  Model multiplication (combining groups of equal size, repeated addition, array/area model)

22.4  Recognize that division is the inverse of multiplication (make connections among fact families) understand remainders

Algebra

10.1/11.2  Demonstrate the meaning of division with whole numbers.

10.2/11.3  Use mental math to divide with 2, 5, 10, 1, and 0

10.3/11.4  Model division (separating groups of equal size, repeated subtraction, array/area model)

10.4/11.5  Recognize that division is the inverse of multiplication (make connections among fact families)

10.5 – 10.9/11.7 – 11.9  Understand rules for dividing with 1 and 0

10.8  Select and apply appropriate strategies to solve problems.

13.4  Use logical reasoning to solve problems.

http://www2.smarttutor.com/player/swf/Algebra_Functions_L3_V1_T4a.swf

14.4  Draw a model to solve problems.

15.5  Identify, describe and extend numeric and non-numeric patterns.

Geometry

12.1  Read and write measurements involving time.

http://www.abcya.com/tangrams.htm

http://harcourtschool.com/activity/con_math/g03c05.html

12.2  Identify time of day (e.g. noon, a.m.).

12.3  State multiple ways for the same time using 15-minute intervals (e.g. quarter past two, 2:15 p.m.).

12.4  Use a number line to find elapsed time.

13.1  Customary units of measure in the real world

13.3/13.6/13.7  Identify the appropriate unit to measure length, weight and capacity.

http://www.harcourtschool.com/activity/ounces_pounds/

14.2  ADJ  Compare and Order objects according to length using centimeters and meters.

http://www.funbrain.com/cgi-bin/meas.cgi?A1=s&A2=1&A3=0

http://www.harcourtschool.com/activity/length_strength2_centi/

http://mrnussbaum.com/measurement-workshop/

15.1  Draw, identify, classify and label characteristics of two-dimensional figures (e.g. parallel, ray).

15.2  Identify two-dimensional figures and their attributes (e.g. triangle, side).

http://www.mathlearningcenter.org/web-apps/pattern-shapes/

15.5  Identify, describe and extend numeric and non-numeric patterns. [

16.1  Identify congruent figures.

16.2  Identify lines of symmetry.

http://www.softschools.com/math/geometry/symmetry_game/

http://www.softschools.com/math/geometry/transformations/reflection/

17.2  Measure two-dimensional shapes and solids.

17.4  Find the perimeter of a figure.

http://www.shodor.org/interactivate/activities/PerimeterExplorer/

http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/PerimeterShapesShoot.htm

find the area of a figure (don’t use a formula)

Data Analysis & Probability

6.4  Represent and interpret data.

6.5  Represent data using tables and bar graphs.

http://www.mathgoodies.com/lessons/toc_vol11.html
http://nces.ed.gov/nceskids/createagraph/ http://illuminations.nctm.org/ActivityDetail.aspx?ID=204 http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html

6.6  Use comparative language to describe data.

6.7  Generate questions and answers from data represented in bar graphs.

6.7/EXT  Graph ordered pairs in the first quadrant of the coordinate plane.

http://www.oswego.org/ocsd-web/games/BillyBug/bugcoord.html

http://www.mathplayground.com/locate_aliens.html