Parent Friendly Standards for 3^{rd} grade *(Actual standard in bold; my “parent friendly revision” in italics).*

**3.OA.1- 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.**

*Your child should be able to understand the concept of multiplication such as in the problem 5 x 7, there are 5 bags of apples with 7 apples in each bag. Your child should know that he/she needs to find the total number of apples in all of the bags!*

**3.OA.2- 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.**

*Your child should be able to understand the concept of division such as in the problem 56 ÷ 8, there are 56 kids are playing soccer and there are 8 teams. Your child should know that he/she needs to find how many kids are playing soccer on each team!*

**3.OA.3- 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.**

*Your child should be able to solve multiplication and division word problems using numbers within 100. He/she should use a variety of strategies such as drawing pictures of equal groups, drawing rectangular arrays (a rectangle with a certain number of rows and columns that will make boxes inside the rectangle that your child can count), and units of measure.*

**3.OA.4- 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 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?**

*Your child should be able to solve for a missing number in a multiplication or division equation such as 8 x ? = 48. He/she should realize that there are 48 total objects and 8 groups of objects and he/she needs to find how many objects are in each group. He/she can use the inverse of multiplication (which is division) to solve this problem: 48 ÷ 8 = 6!*

**3.OA.5- Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)**

*Your child should be able to use the commutative, associative and distributive properties to solve multiplication problems. The commutative property states that 2 numbers can be multiplied in any order and result in the same product such as 5 x 7 = 35 and 7 x 5 = 35. The associative property states that 3 numbers can be multiplied in any order and they will still result in the same product such as 3 x 5 x 2 = 30 and 5 x 2 x 3 = 30. The distributive property states that the sum of 2 numbers multiplied by a number is the same as an addend times a number plus an addend times that same number such as 8 x (5 + 2) = 8 x 7 = 56 and 8 x 5 + 8 x 2 = 40 + 16 = 56.*

**3.OA.6- Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.**

*Your child should be able to solve division problems by using the inverse of division; multiplication. So, the equation 32 ÷ 8 would turn into 8 x ? = 32! *

**3.OA.7- Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.**

*Your child should be able to solve multiplication and division problems within 100 using multiplication and division inverse properties. So, if your child needed to solve the problem 8 x 5 = 40, he/she should also know that 40 ÷ 5 = 8 and 40 ÷ 8 = 5!*

**3.OA.8- 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.**

*Your child should be able to solve addition, subtraction, multiplication and division word problems with more than one step. He/she should be able to use mental math and estimation to help them solve two-step word problems. So, if your child needed to solve the following word problem: Amy has 3 bunches of grapes. Each bunch of grapes has 9 grapes on it. Amy needs 30 grapes in order to share with each person in her class. How many more grapes does she need? To solve this problem, your child can round 3 x 9 to 3 x 10 which equals 30 so he/she knows his/her answer should be close to 30. When he/she finds that the product of 3 x 9 = 27, he/she next needs to subtract 30 – 27 to find out that Amy needs 3 more grapes in order to share with her entire class!*

**3.OA.9- Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.**

*Your child should be able to find arithmetic patterns in solving addition, subtraction, multiplication and division problems. Such as, he/she should know that an even number plus an even number will always give you an even number sum (same is true for multiplication.) So, 4 + 6 = 10 and 4 x 6 = 24 both results in even numbers!*

**Number & Operations in Base Ten**

**3.NBT.1- Use place value understanding to round whole numbers to the nearest 10 or 100.**

*Your child should be able to round numbers within 1,000 to the nearest 10 or 100.*

**3.NBT.2- 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.**

*Your child should be able to add and subtract numbers within 1,000 using his/her knowledge of place value. So, if your child needs to solve 231 – 129, he/she should recognize that he/she can’t take 9 away from 1 since there is only 1 to take away from 1. He/she needs to borrow a group of ten from the 3 in the tens place, change the 3 to a 2, and move the group of 10 to the ones place so he/she now has 11 – 9. Since he/she can subtract 11 – 9, he/she can continue on with the problem!*

**3.NBT.3- 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.**

*Your child should be able to multiply one digit numbers by multiples of 10 in the range of 10 – 90. So, he/she should know how to solve 9 x 80 and 5 x 60 by multiplying 9 x 8 = 72 + 0 = 720 and 5 x 60 = 5 x 6 = 30 + 0 = 300!*

**Numbers & Operations-Fractions**

**3.NF.1- 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.**

*Your child should be able to understand that a fraction is a whole number (1) broken up or divided into smaller parts such as halves, thirds, quarters, etc.*

**3.NF.2A- 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.**

*Your child should be able to understand that a fraction falls between 0 and 1 on a number line since a fraction is not a whole number. He/she should be able to recognize halves, thirds, fourths, and tenths on a blank number line sectioned into parts.*

**3.NF.2B- 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.**

*Your child should be able to recognize halves, thirds, fourths, and tenths on a blank number line sectioned into parts.*

**3.NF.3A- 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.**

*Your child should be able to recognize equivalent fractions especially when comparing two number lines. ½ and 2/4 are equivalent fractions!*

**3.NF.3B- 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.**

*Your child should be able to create equivalent fractions by realizing ½ = 2/4 and 2/3 = 4/6. Your child should also be able to divide up circles and/or rectangles to show the denominator and shade in the sections of the circle or rectangle that represent the numerator. *

**3.NF.3C- 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.**

*Your child should be able to recognize that when the denominator of a fraction is “1”, this represents a whole number such as 3/1 = 3! Also, he/she should be able to recognize that when a numerator and the denominator of a fraction are the same, the fraction equals a whole number such as 4/4 = 1!*

**3.NF.3D- 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.**

*Your child should be able to compare two fraction with like numerators or like denominators using >, <, = signs such as 2/3 > 1/3 because the numerator of “2” is larger than the numerator of “1”! He/she can draw out a visual model of the fractions by dividing up circles or rectangles if he/she cannot visualize the fractions in his/her head.*

**Measurement & Data**

**3.MD.1- 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.**

*Your child should be able to tell and write time to the nearest on both a digital and an analog clock. He/she should also be able to solve addition and subtraction word problems dealing with time in minutes. *

**3.MD.2- 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.**

*Your child should be able to estimate the measure of an object (both solid in grams and liquids in liters) when given the object or a picture of the object. Such as, “About how many liters are in a regular sized soda bottle that you can buy at the grocery store?” Your child should be able to estimate that a regular sized soda bottle has about 1liter of soda in it (actual size: 2 liters.) Also, your child should be able to solve one addition and subtraction word problem involving objects within the same unit of measure.*

**3.MD.3- 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.**

*Your child should be able to organize, record and understand data by answering questions about the total, how many in each category, and how many more and how many less in each category. For example, give your child a notebook and have him/her record the temperature outside for 2 weeks. Then, using a large piece of paper, have your child construct a pictograph or a bar graph using his/her data. Once he/she has finished putting his/her data in the graph, ask him/her questions such as, “How many days did the temperature reach 50 degrees? How many more days reached 45 degrees than 40 degrees?” etc.*

**3.MD.4- 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.**

*Your child should be able to use measuring tools such as rulers to measure objects to the nearest quarter or half of an inch. He/she can then make a line plot (a graph that has his/her measurement data on the horizontal axis and he/she “x’s” off the amount of objects measured and their measurements.*

**3.MD.5A- 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.**

*Your child should be able to understand that the area of a shape is how much space the inside of this shape takes up. This is measured in square units. Your child should be able to use grid paper to draw shapes such as squares and triangles to count the squares inside their perimeters in order to determine the shapes area!*

**3.MD.5B- 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.**

*Your child should be able to understand that the area of a shape is how much space the inside of this shape takes up. This is measured in square units. Your child should be able to use grid paper to draw shapes such as squares and triangles to count the squares inside their perimeters in order to determine the shapes area!*

**3.MD.6- Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).**

*Your child should be able to divide squares and rectangles into rows and columns creating squares inside these shapes. He/she will then count the squares to find the area of the shape!*

**3.MD.7A- 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.**

*Your child should be able to divide squares and rectangles into rows and columns creating squares inside these shapes. He/she will then count the squares to find the area of the shape and also use the measurements given for the shape to multiply the length times the width so he/she can make sure that the area is the same!*

**3.MD.7B- 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.**

*Your child should be able to multiply the length and width of a rectangle to come up with its area. Also, your child should be able to solve real-world word problems involving area such as, “Tony wants new carpet in his bedroom. When he measured it, he found out his room is 10 feet long and 8 feet wide. How many square feet of carpet would Tony need to fill his room?”*

**3.MD.7C- Relate area to the operations of multiplication and addition. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.**

*Your child should be able to use the distributive property in solving area problems. If your child has to solve for the area of a rectangle and is given the following measurements: width = 3 inches and length = 2 x (2 + 4) inches, your child would first solve the measurements involving the distributive property. So, 2 x (2 + 4) = 2 x 2 + 2 x 4 = 4 + 8 = 12 inches. Now, he/she will multiply the length of the rectangle times the width of the rectangle: 12 x 3 = 36 square inches!*

**3.MD.7D- 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.**

*Your child should be able to find the area of irregular shapes such as an “L” shape by dividing this shape up into 2 smaller rectangles, finding the area of each rectangle, and finally adding these 2 areas together to find the area of the overall shape!*

**3.MD.8- Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.**

*Your child should be able to find the perimeter (length around an entire shape) when given the measurements of each side of the shape. Also, your child should be able to use his/her knowledge of shapes (squares have all equal sides, rectangles have opposite sides that are equal, etc.) to find the measurement of an unknown length of a side and then the perimeter of the entire shape!*

**Geometry**

**3.G.1- 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.**

*Your child should be able to recognize traits belonging to specific shapes and then placing those shapes into a larger category with other shapes that share similar traits. Your child should also recognize that rhombuses have 4 equal sides and 2 opposite angles that are equal and a rectangle has 4 sides (opposite sides being equal in length) with 4 equal sides. These two shapes would be considered quadrilaterals because a quadrilateral is a closed 4 sided shape!*

**3.G.2- 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.**

*Your child should be able to divide up a shape, such as a rectangle, into 4 equal squares that have the same area. Then, your child should be able to express the areas of these shapes as fractions such as 1/4, ½, ¾, 4/4!*

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