[ad_1]
In search of free content material that’s aligned to your requirements? You’ve come to the proper place!
Get Free third Grade Math Content material
Khan Academy is a nonprofit with hundreds of free movies, articles, and apply questions for almost each normal.
No adverts, no subscriptions – simply 100% free, eternally.
| Operations and Algebraic Pondering |
|---|
| OA |
| Signify and clear up issues involving multiplication and division. |
| 1 Illustrate the product of two complete numbers as equal teams by figuring out the variety of teams and the quantity in every group and characterize as a written expression. |
| 2 Illustrate and interpret the quotient of two complete numbers because the variety of objects in every group or the variety of teams when the entire is partitioned into equal shares. |
| 3 Remedy phrase conditions utilizing multiplication and division inside 100 involving equal teams, arrays, and measurement portions; characterize the state of affairs utilizing fashions, drawings, and equations with a logo for the unknown quantity. |
| 4 Decide the unknown complete quantity in a multiplication or division equation relating three complete numbers. |
| Perceive properties of multiplication and the connection between multiplication and division. |
| 5 Develop and apply properties of operations as methods to multiply and divide. |
| 6 Use the connection between multiplication and division to characterize division as an equation with an unknown issue. |
| Multiply and divide inside 100. |
| 7 Use methods based mostly on properties and patterns of multiplication to display fluency with multiplication and division inside 100. |
| 7.a: Fluently decide all merchandise obtained by multiplying two one-digit numbers. |
| 7.b: State robotically all merchandise of two one-digit numbers by the tip of third grade. |
| Remedy issues involving the 4 operations and determine and clarify patterns in arithmetic. |
| 8 Decide and justify options for two-step phrase issues utilizing the 4 operations and write an equation with a letter standing for the unknown amount. Decide reasonableness of solutions utilizing quantity sense, context, psychological computation, and estimation methods together with rounding. |
| 9 Acknowledge and clarify arithmetic patterns utilizing properties of operations. |
| Operations with Numbers: Base Ten |
|---|
| NBT |
| Use place worth understanding and properties of operations to carry out multi-digit arithmetic. |
| 10 Determine the closest 10 or 100 when rounding complete numbers, utilizing place worth understanding. |
| 11 Use numerous methods so as to add and subtract fluently inside 1000. |
| 12 Use concrete supplies and pictorial fashions based mostly on place worth and properties of operations to search out the product of a one-digit complete quantity by a a number of of ten (from 10 to 90). |
| Operations with Numbers: Fractions |
|---|
| NF |
| Develop understanding of fractions as numbers. |
| 13 Show {that a} unit fraction represents one a part of an space mannequin or size mannequin of an entire that has been equally partitioned; clarify {that a} numerator higher than one signifies the variety of unit items represented by the fraction. |
| 14 Interpret a fraction as a quantity on the quantity line; find or characterize fractions on a quantity line diagram. |
| 14.a: Signify a unit fraction (1/b) on a quantity line by defining the interval from 0 to 1 as the entire and partitioning it into equal elements as specified by the denominator. |
| 14.b: Signify a fraction (a/b) on a quantity line by marking off a lengths of dimension (1/b) from zero. |
| 15 Clarify equivalence and examine fractions by reasoning about their dimension utilizing visible fraction fashions and quantity strains. |
| 15.a: Categorical complete numbers as fractions and acknowledge fractions which might be equal to complete numbers. |
| 15.b: Examine two fractions with the identical numerator or with the identical denominator by reasoning about their dimension (recognizing that fractions should discuss with the identical complete for the comparability to be legitimate). File comparisons utilizing < , >, or = and justify conclusions. |
| Knowledge Evaluation |
|---|
| DA |
| Signify and interpret knowledge. |
| 16 For a given or collected set of knowledge, create a scaled (one-to-many) image graph and scaled bar graph to characterize a knowledge set with a number of classes. |
| 16.a: Decide a easy likelihood from a context that features a image. |
| 16.b: Remedy one- and two-step “what number of extra” and “what number of much less” issues utilizing info introduced in scaled graphs. |
| 17 Measure lengths utilizing rulers marked with halves and fourths of an inch to generate knowledge and create a line plot marked off in applicable models to show the information. |
| Measurement |
|---|
| M |
| Remedy issues involving measurement and estimation of intervals of time, liquid volumes, and lots more and plenty of objects. |
| 18 Inform and write time to the closest minute; measure time intervals in minutes (inside 90 minutes.) |
| 18.a: Remedy real-world issues involving addition and subtraction of time intervals in minutes by representing the issue on a quantity line diagram. |
| 19 Estimate and measure liquid volumes and lots more and plenty of objects utilizing liters (l), grams (g), and kilograms (kg). |
| 19.a: Use the 4 operations to resolve one-step phrase issues involving plenty or volumes given in the identical metric models. |
| Geometric measurement: perceive ideas of space and relate space to multiplication and to addition. |
| 20 Discover the realm of a rectangle with complete quantity aspect lengths by tiling with out gaps or overlays and counting unit squares. |
| 21 Depend unit squares (sq. cm, sq. m, sq. in, sq. ft, and improvised or non-standard models) to find out space. |
| 22 Relate space to the operations of multiplication utilizing real-world issues, concrete supplies, mathematical reasoning, and the distributive property. |
| 23 Decompose rectilinear figures into smaller rectangles to search out the realm, utilizing concrete supplies. |
| Geometric measurement: Acknowledge perimeter as an attribute of airplane figures and distinguish between linear and space measures. |
| 24 Assemble rectangles with the identical perimeter and completely different areas or the identical space and completely different perimeters. |
| 25 Remedy real-world issues involving perimeters of polygons, together with discovering the perimeter given the aspect lengths and discovering an unknown aspect size of rectangles. |
| Geometry |
|---|
| G |
| Cause with shapes and their attributes. |
| 26 Acknowledge and describe polygons (as much as 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based mostly on the variety of sides and the presence or absence of sq. corners. |
| 26.a: Draw examples of quadrilaterals which might be and are usually not rhombuses, rectangles, and squares. |
[ad_2]
Source link
