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Standards for Mathematical Practice

Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

For more information, see pp. 16-18 and Appendix II of the 2017 Massachusetts Curriculum Framework for Mathematics.


	Mathematics \| 3
		Operations and Algebraic Thinking \| Represent and solve problems involving multiplication and division.
		3.OA.A.1 View Map Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in five groups of seven objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
		3.OA.A.2 View Map 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.
		3.OA.A.3 View Map 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. See Glossary, Table 2
		3.OA.A.4 View Map 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 = ?.
		Operations and Algebraic Thinking \| Understand properties of multiplication and the relationship between multiplication and division.
		3.OA.B.5 View Map Apply properties of operations to multiply. For example: When multiplying numbers order does not matter. If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication); The product 3 x 5 x 2 can be found by 3 x 5 = 15 then 15 x 2 = 30, or by 5 x 2 = 10 then 3 x 10 = 30 (Associative property of multiplication); When multiplying two numbers either number can be decomposed and multiplied; one can find 8 x 7 by knowing that 7 = 5 + 2 and that 8 x 5 = 40 and 8 x 2 = 16, resulting in 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive property); When a number is multiplied by 1 the result is the same number (Identity property of 1 for multiplication). [Note: Students need not use formal terms for these properties. Students are not expected to use distributive notation]
		3.OA.B.6 View Map Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
		Operations and Algebraic Thinking \| Multiply and divide within 100.
		3.OA.C.7 View Map 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 the end of grade 3, know from memory all products of two single-digit numbers and related division facts. For example, the product 4 x 7 = 28 has related division facts 28 ÷ 7 = 4 and 28 ÷ 4 = 7.
		Operations and Algebraic Thinking \| Solve problems involving the four operations, and identify and explain patterns in arithmetic.
		3.OA.D.8 View Map Solve two-step word problems using the four operations for problems posed with whole numbers and having whole number answers. 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. [Note: Students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations)]
		3.OA.D.9 View Map 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.
		Number and Operations in Base Ten \| Use place value understanding and properties of operations to perform multi-digit arithmetic.
		3.NBT.A.1 View Map Use place value understanding to round whole numbers to the nearest 10 or 100. [Note: A range of algorithms may be used.]
		3.NBT.A.2 View Map Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [Note: A range of algorithms may be used.]
		3.NBT.A.3 View Map 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. [Note: A range of algorithms may be used.]
		Number and Operations—Fractions \| Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8.
		3.NF.A.1 View Map Understand a fraction 1/b as the quantity formed by 1 part when a whole (a single unit) is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
		3.NF.A.2 View Map Understand a fraction as a number on the number line; represent fractions on a number line diagram.
		3.NF.A.2.a Represent a unit 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 fraction 1/b is located 1/b of a whole unit from 0 on the number line.
		3.NF.A.2.b 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.
		3.NF.A.3 View Map Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [Note: Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.]
		3.NF.A.3.a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
		3.NF.A.3.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.
		3.NF.A.3.c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, 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.
		3.NF.A.3.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.
		Measurement and Data \| Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
		3.MD.A.1 View Map 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.
		3.MD.A.2 View Map Measure and estimate liquid volumes and masses of objects using standard metric 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 metric units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. [Note: Excludes compound units such as cm³ and finding the geometric volume of a container. Excludes multiplicative comparison problems (problems involving notions of “times as much”; Glossary, Table 2).]
		Measurement and Data \| Represent and interpret data.
		3.MD.B.3 View Map 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.
		3.MD.B.4 View Map Generate measurement data by measuring lengths of objects using rulers marked with halves and fourths of an inch. Record and show the data by making a line plot (dot plot), where the horizontal scale is marked off in appropriate units—whole numbers, halves, or fourths. (See Glossary for example.)
		Measurement and Data \| Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
		3.MD.C.5 View Map Recognize area as an attribute of plane figures and understand concepts of area measurement.
		3.MD.C.5.a A square with side length one unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
		3.MD.C.5.b 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.
		3.MD.C.6 View Map Measure areas by counting unit squares (square cm, square m, square in., square ft., and non-standard units).
		3.MD.C.7 Relate area to the operations of multiplication and addition.
		3.MD.C.7.a View Map 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.
		3.MD.C.7.b View Map 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.
		3.MD.C.7.c View Map 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.
		3.MD.C.7.d View Map 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.
		Measurement and Data \| Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
		3.MD.D.8 View Map 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.
		Geometry \| Reason with shapes and their attributes.
		3.G.A.1 View Map 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). Compare and classify shapes by their sides and angles (right angle/non-right angle). Recognize rhombuses, rectangles, squares, and trapezoids as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
		3.G.A.2 View Map 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 areas, and describe the area of each part as 1/4 of the area of the shape.

Last Updated: March 11, 2024