Organization: Pearson
Product Name: enVisionmath2.0 Custom Grade 3
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Curriculum Standards:


Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. - M.2.3
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. - M.2.4
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). - M.2.1
Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. - M.2.2
Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, = and < symbols to record the results of comparisons. - M.2.8
Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. - 4.1.2.3
Count within 1000 and skip-count by 5s, 10s and 100s. - M.2.6
Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. - M.2.9
Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids. - NC.3.G.1.b
Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals. - NC.3.G.1.a
Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - NC.2.NBT.5.a
Comparing addition and subtraction strategies, and explaining why they work. - NC.2.NBT.5.b
Selecting an appropriate strategy in order to efficiently compute sums and differences. - NC.2.NBT.5.c
Demonstrate that equal shares of identical wholes need not have the same shape. - 2.GM.A.3a
Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. - 3.4.1.1
Demonstrate fluency with addition and subtraction within 20. - 2.RA.A.1
Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. - 4.1.1.3
Use an understanding of place value to multiply a number by 10, 100 and 1000. - 4.1.1.2
Understand the relationship between numbers in order to simplify and solve problems involving perimeter. - 3.MD.26
Write and solve two-step problems involving variables using any of the four operations. - 3.RA.D.9
Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. - 4.N.2.4
Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations (e.g., ¾ = ¼ + ¼ + ¼). - 4.N.2.3
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 (e.g., describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8). - M.3.2
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). - M.3.3
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). - M.3.1
Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). - M.3.6
Learn multiplication tables (facts) with speed and memory in order to 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 that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. - M.3.7
Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. - 4.1.1.6
Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 =?). - M.3.4
Apply properties of operations as strategies to multiply and divide (e.g., 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. Instructional Note: Students need not use formal terms for these properties. - M.3.5
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. Instructional Note: This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). - M.3.8
Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). - M.3.9
Count within 1000; skip-count by 5s, 10s, and 100s. - NC.2.NBT.2
Know the value of a penny, nickel, dime and quarter. - 1.GM.C.9
Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. - NC.2.NBT.4
Add up to three two-digit numbers using strategies based on place value and properties of operations. - NC.2.NBT.6
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. - NC.2.NBT.8
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. - M.2.11
Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900. - M.2.12
Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. - M.2.13
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers), and equations with a symbol for the unknown number to represent the problem. - M.2.18
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - M.2.14
Measure the length of an object twice, using length units of different lengths for the two measurements, describe how the two measurements relate to the size of the unit chosen. - M.2.15
The student will collect, organize, and represent data in pictographs or bar graphs. - 3.15a
Estimate lengths using units of inches, feet, centimeters, and meters. - M.2.16
The student will read and interpret data represented in pictographs and bar graphs. - 3.15b
Determine if a set of objects has an odd or even number of members. - 2.RA.B.2
Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. - 2.RA.B.3
Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. - 4.N.1.2
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). - M.2.21
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. - M.2.23
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - M.2.24
Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). - 4.N.1.6
Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. - 4.N.1.5
Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. - 4.N.1.3
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - M.2.20
Measure distances around objects. - 3.3.2.3
Find the perimeter of a polygon by adding the lengths of the sides. - 3.3.2.2
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - M.2.25
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. - M.2.26
Use place value to compare and order whole numbers up to 1,000 using comparative language, numbers, and symbols (e.g., 425 > 276, 73 < 107, page 351 comes after page 350, 753 is between 700 and 800). - 2.N.1.6
Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. - 2.N.1.4
Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. - 2.N.1.1
Represent problems using equations with a letter standing for the unknown quantity. - NC.4.OA.3.c
Interpret remainders in word problems. - NC.4.OA.3.b
Use estimation strategies to assess reasonableness of answers. - NC.4.OA.3.a
Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units. - NC.3.MD.2.c
Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters. - 3.GM.D.16
Solve problems involving perimeters of polygons. - 3.GM.D.15
Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit. - NC.3.MD.2.a
Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. - NC.3.MD.2.b
Think addition to subtract quickly and accurately. - 2.OA.6
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. - M.3.12
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. - M.3.11
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. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.13
Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons. - 3.3.1.2
Use place value understanding to round whole numbers to the nearest 10 or 100. - M.3.10
Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids. - 3.3.1.1
Know relationships among units of time. - 3.3.3.2
Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. - 3.3.3.1
The student will define polygon. - 3.12a
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. - M.3.19
Find the perimeter of different polygons. - 3.MD.21
The student will identify and name polygons with 10 or fewer sides. - 3.12b
Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius. - 3.3.3.4
Make change up to one dollar in several different ways, including with as few coins as possible. - 3.3.3.3
Make sense of quantities and relationships in problems. - 3.MD.20
The student will combine and subdivide polygons with three or four sides and name the resulting polygon(s). - 3.12c
Tell and write time to the nearest minute, 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). - M.3.16
Use the given sides of a polygon and the known perimeter to find the unknown side length. - 3.MD.23
Find the perimeter of different polygons with common shapes. - 3.MD.22
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 (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). - M.3.18
Understand the relationship of shapes with the same area and different perimeters. - 3.MD.25
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. Instructional Note: Exclude compound units such as cm3 and finding the geometric volume of a container. - M.3.17
Understand the relationship of shapes with the same perimeter and different areas. - 3.MD.24
Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. - 3.A.2.2
Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. - 2.N.2.6
Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. - 2.N.2.5
Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences. - 3.A.2.1
Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. - 2.N.2.4
Demonstrate fluency with basic addition facts and related subtraction facts up to 20. - 2.N.2.2
Use the relationship between addition and subtraction to generate basic facts up to 20. - 2.N.2.1
Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes. - 2.GM.A.1a
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. - M.3.23
Use standard units to estimate liquid volume. - 3.MD.16
Solve word problems involving addition and subtraction to measure quantities of time. - 3.MD.15
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 ¼ or the area of the shape. - M.3.25
Use a pan balance with metric weights to measure the mass of objects in grams and kilograms. - 3.MD.18
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), 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. - M.3.24
Use standard units to estimate the masses of solid objects. - 3.MD.17
Recognize the relationship between adjacent digits in a multi-digit number. - 4.NC.2
Use pictures to help solve problems about mass and volume. - 3.MD.19
Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units). - M.3.21
Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. - NC.4.NF.3
Use scaled bar graphs to represent data sets. - 3.MD.10
Use estimation strategies to assess reasonableness of answers. - NC.3.NBT.2.a
Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. - NC.3.NBT.2.b
Use words, symbols, and numbers to accurately and precisely solve math problems. - 3.MD.12
Use graphs to solve problems. - 3.MD.11
Use expanded form to decompose numbers and then find sums and differences. - NC.3.NBT.2.c
Tell and write time to the nearest minute and measure time intervals in minutes. - 3.MD.14
Show and tell time to the nearest minute using analog and digital clocks. - 3.MD.13
Model and solve two-step problems using equations. - 2.OA.18
Tell if a group of objects is even or odd. - 2.OA.11
Find the total number of objects in a set of rows and columns. - 2.OA.13
Develop an understanding of angles and angle measurement. - NC.4.MD.6
Use half units when measuring distances. - 3.3.2.1
Decompose a rectangle into smaller rectangles to find the area of the original rectangle. - 3.GM.C.14
Find rectangular arrangements that can be formed for a given area. - 3.GM.C.13
Multiply whole-number side lengths to solve problems involving the area of rectangles. - 3.GM.C.12
Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value. - 3.GM.C.11
Label area measurements with squared units. - 3.GM.C.10
Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. - 3.A.1.1
Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths. - 2.N.3.2
Identify the parts of a set and area that represent fractions for halves, thirds, and fourths. - 2.N.3.1
Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. - NC.4.NBT.5
Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or - NC.4.NBT.6


Count by 2s to 100 starting with any even number. - 2.RA.B.2a
Express even numbers as pairings or groups of 2, and write an expression to represent the number using addends of 2. - 2.RA.B.2b
Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000. - NC.4.NBT.1
Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form. - NC.4.NBT.2
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. - M.4.11
Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. - M.4.10
Recognize and draw shapes having specified attributes, such as a given number of angles or sides. - 2.GM.A.1
Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares. - 2.GM.A.2
Solve problems using information presented in line plots, picture graphs and bar graphs. - 2.DS.A.4
Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. - 2.GM.A.3
Draw conclusions from line plots, picture graphs and bar graphs. - 2.DS.A.5
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: - M.4.23
The student will solve practical problems that involve addition and subtraction with proper fractions having like denominators of 12 or less. - 3.5
Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Identify these in two-dimensional figures. - M.4.26
Recognize trapezoids and hexagons. - 2.GM.1.1
Describe, compare, and classify two-dimensional figures according to their geometric attributes. - 2.GM.1.2
The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). - 2.13
Use a combination of coins to represent a given amount of money up to one dollar. - 2.N.4.2
Determine the value of a collection(s) of coins up to one dollar using the cent symbol. - 2.N.4.1
Add or subtract within 1000, and justify the solution. - 2.NBT.B.8
Demonstrate fluency with addition and subtraction within 100. - 2.NBT.B.6
Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units. - 2.GM.C.8
Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems. - NC.4.MD.6.c
Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. - NC.3.MD.3.b
Draw and identify perpendicular, parallel, and intersecting lines. - 4.G.1
Understand angles as geometric shapes that are formed wherever two rays share a common endpoint, and are measured in degrees. - NC.4.MD.6.a
Solve one and two-step “how many more” and “how many less” problems using information from these graphs. - NC.3.MD.3.c
Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends. - 2.RA.B.2c
Collect data by asking a question that yields data in up to four categories. - NC.3.MD.3.a
Identify arithmetic patterns and explain the patterns using properties of operations. - 3.RA.E.11
Measure the length of an object by selecting and using appropriate tools. - 2.GM.B.4
Analyze the results of measuring the same object with different units. - 2.GM.B.5
Estimate lengths using units of inches, feet, yards, centimeters and meters. - 2.GM.B.6
Interpret quotients of whole numbers. - 3.RA.A.2
Interpret products of whole numbers. - 3.RA.A.1
Compare two three-digit numbers using the symbols >, = or <. - 2.NBT.A.5
Use multiplication and division within 100 to solve problems. - 3.RA.A.4
Read and write numbers to 1000 using number names, base-ten numerals and expanded form. - 2.NBT.A.4
Describe in words or drawings a problem that illustrates a multiplication or division situation. - 3.RA.A.3
Count within 1000 by 1s, 10s and 100s starting with any number. - 2.NBT.A.3
Determine the unknown number in a multiplication or division equation relating three whole numbers. - 3.RA.A.5
The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. - 2.17
The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. - 2.16
Explain that equal shares of identical wholes need not have the same shape. - NC.2.G.3.c
The student will tell time and write time to the nearest five minutes, using analog and digital clocks. - 2.9
Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. - 2.GM.2.1
Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. - 2.GM.2.2
Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of. - NC.2.G.3.a
Describe the whole as two halves, three thirds, four fourths. - NC.2.G.3.b
Interpret patterns of multiplication on a hundreds board and/or multiplication table. - NC.3.OA.9
Add within 100 using place-value strategies and a hundred chart. - 2.NC.1
Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. - NC.3.OA.8
Add tens to two-digit numbers using an open number line. - 2.NC.2
Represent, interpret, and solve one-step problems involving multiplication and division. - NC.3.OA.3
Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. - NC.3.OA.7
Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. - NC.3.OA.6
The student will compare and order whole numbers between 0 and 999. - 2.1c
The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. - 2.1b
The student will investigate and describe the concept of probability as a measurement of chance and list possible outcomes for a single event. - 3.14
The student will identify and describe congruent and noncongruent figures. - 3.13
The student will identify and draw representations of points, lines, line segments, rays, and angles. - 3.11
The student will read temperature to the nearest degree. - 3.10
Add and subtract whole numbers up to and including 1,000. - NC.3.NBT.2
Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90. - NC.3.NBT.3
Apply properties of operations as strategies to multiply and divide. - 3.RA.B.6
The student will use objects to determine whether a number is even or odd. - 2.2c
The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. - 2.2a
The student will read and interpret data represented in pictographs and bar graphs. - 2.15b
The student will create equations to represent equivalent mathematical relationships. - 3.17
The student will identify, describe, create, and extend patterns found in objects, pictures, numbers and tables. - 3.16
The student will collect, organize, and represent data in pictographs and bar graphs. - 2.15a
Use data shown in a line plot to answer questions. - 3.DS.A.4
Create a line plot to represent data. - 3.DS.A.3
Solve one- and two-step problems using information presented in bar and/or picture graphs. - 3.DS.A.2
Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. - 3.DS.A.1
Demonstrate fluency with products within 100. - 3.RA.C.8
Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. - 3.RA.C.7
The student will compare and order whole numbers, each 9,999 or less. - 3.1c
The student will round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand. - 3.1b
The student will read, write, and identify the place and value of each digit in a six-digit whole number, with and without models. - 3.1a
The student will represent fractional parts with models and with symbols. - 2.4b
The student will name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths. - 2.4a
Find the measure of an angle that turns through a fraction of a circle. - 4.MD.13
Recognize and draw lines, rays, and angles with different measures. - 4.MD.12
Add to/Take from- Change Unknown - NC.2.OA.1.b.1
Add to/Take from- Change Unknown - NC.2.OA.1.b.2
Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - NC.2.MD.1
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - NC.2.MD.7
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. - M.4.23a
Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. - NC.2.MD.3
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. - NC.2.MD.2
Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. - NC.2.MD.5
One-Step problems: - NC.2.OA.1.a
Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. - 2.3.3.2
Two-Step problems involving single digits: - NC.2.OA.1.b
The student will compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ≠), with models. - 3.2c
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. - NC.4.NF.3.a
The student will represent fractions and mixed numbers with models and symbols. - 3.2b
Decompose a fraction into a sum of unit fractions and a sum of fractions with the same denominator in more than one way using area models, length models, and equations. - NC.4.NF.3.b
The student will name and write fractions and mixed numbers represented by a model. - 3.2a
The student will demonstrate fluency with addition and subtraction within 20. - 2.5b
The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. - 2.5a
Compare and order whole numbers up to 100,000. - 3.1.1.5
Tell time to the nearest five minutes. - 2.MD.5
Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. - 2.3.2.2
Solve problems with dollar bills. - 2.MD.3
Solve problems involving addition and subtraction of minutes. - 3.GM.B.6
Solve problems with coins. - 2.MD.1
Estimate time intervals in minutes. - 3.GM.B.5
Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units. - 3.GM.B.8
Measure or estimate length, liquid volume and weight of objects. - 3.GM.B.7
Tell and write time to the nearest minute. - 3.GM.B.4
Construct viable arguments and critique the reasoning of others. - 3.MP.3
Reason abstractly and quantitatively. - 3.MP.2
Make sense of problems and persevere in solving them. - 3.MP.1
Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. - 4.RA.A.2
Look for and make use of structure. - 3.MP.7
Attend to precision. - 3.MP.6
Use appropriate tools strategically. - 3.MP.5
Model with mathematics. - 3.MP.4
Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius. - 3.GM.2.6
Find the area of two-dimensional figures by counting total number of same size unit squares that fill the shape without gaps or overlaps. - 3.GM.2.8
Look for and express regularity in repeated reasoning. - 3.MP.8
Develop and use formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. - 3.GM.2.2
Find perimeter of polygon, given whole number lengths of the sides, in real-world and mathematical situations. - 3.GM.2.1
The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. - 3.3b
The student will estimate and determine the sum or difference of two whole numbers. - 3.3a
Choose an appropriate measurement instrument and measure the length of objects to the nearest whole yard, whole foot, or half inch. - 3.GM.2.4
The student will create and solve single-step and two-step practical problems involving addition and subtraction. - 2.6c
The student will determine sums and differences, using various methods. - 2.6b
Use sharing to separate equal groups and to think about division. - 3.OA.5
Use repeated subtraction to show the relationship between division and subtraction. - 3.OA.6
Think strategically about available tools that can be used to solve problems. - 3.OA.7
Gain fluency in multiplication when using 2and 5 as factors. - 3.OA.8
Use repeated addition to show the relationship between multiplication and addition. - 3.OA.1
Use number lines to join equal groups. - 3.OA.2
Use arrays as one way to think about and understand multiplication. - 3.OA.3
Understand and use the Commutative Property of Multiplication. - 3.OA.4
Critique the reasoning of others by asking questions, identifying mistakes, and providing suggestions for improvement. - 3.OA.40
Gain fluency in multiplication when using 9 as a factor. - 3.OA.9
Use the structures of multiplication and division to compare expressions. - 3.OA.36
The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. - 2.7b
Draw diagrams and write equations to solve two-step problems involving addition and subtraction of whole numbers. - 3.OA.37
The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. - 2.7a
The student will read, write, and identify the place and value of each digit in a nine-digit whole number. - 4.1a
Draw diagrams and write equations to solve two-step problems involving multiplication and division of whole numbers. - 3.OA.38
Examine relationships between quantities in a two-step word problem by writing equations. Choose and apply the operations needed to find the answer. - 3.OA.39
Use strategies such as skip counting and properties of operations to multiply. - 3.OA.32
Solve multiplication and division problems that involve different strategies and representations. - 3.OA.33
Identify pennies, nickels, dimes and quarters. - K.GM.B.5
Use multiplication to write and solve real-world problems involving equal groups. - 3.OA.34
Use division to write and solve real-world problems involving equal groups. - 3.OA.35
Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. - NC.4.G.1
The student will solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less. - 3.4d
The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. - 3.4c
The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. - 3.4b
The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. - 3.4a
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. - NC.3.MD.7.a
Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. - 3.GM.A.1
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. - NC.3.OA.7.c
Know from memory all products with factors up to and including 10. - NC.3.OA.7.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. - M.3.20a
Illustrate and explain using the relationship between multiplication and division. - NC.3.OA.7.b
Tell time to the quarter-hour and distinguish between a.m. and p.m. - 2.3.3.1
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 b unit squares is said to have an area of b square units. - M.3.20b
Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole. - 3.GM.A.3
Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories. - 3.GM.A.2
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning. - NC.3.MD.7.b
Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles. - NC.3.MD.7.c
Make sense of problems and persevere in solving them. - MP.1
Reason abstractly and quantitatively. - MP.2
Look for and make use of structure. - MP.7
Look for and express regularity in repeated reasoning. - MP.8
Use fraction strips and number lines to add fractions. - 4.NC.49
Use the Associative Property of Multiplication to group 3 factors and multiply. - 3.OA.20
Construct viable arguments and critique the reasoning of others. - MP.3
Model with mathematics. - MP.4
Use appropriate tools strategically. - MP.5
Attend to precision. - MP.6
Use the Distributive Property to solve problems involving multiplication within 100. - 3.OA.14
The student will compare the value of two sets of coins or two sets of coins and bills. - 3.6b
Use appropriate tools and the Distributive Property to break apart unknown facts with 3 as a factor. - 3.OA.15
The student will determine the value of a collection of bills and coins whose total value is $5.00 or less. - 3.6a
Use the Distributive Property to break apart unknown facts with 4 as a factor. - 3.OA.16
Use the Distributive Property to break apart unknown facts with 6 or 7 as a factor. - 3.OA.17
Gain fluency in multiplication when multiplying by 0 or 1. - 3.OA.10
Gain fluency in multiplication when multiplying by 10. - 3.OA.11
Students will use number relationships and patterns to develop reasoning strategies to support their recall of the basic multiplication facts. - 3.OA.12
Decompose a fraction or mixed number into a sum of fractions in more than one way. - 4.NC.50
Use previously learned concepts and skills to represent and solve problems. - 3.OA.13
Use the Distributive Property and known facts to break apart unknown facts with 8 as a factor. - 3.OA.18
Use strategies such as bar diagrams and arrays with known facts to solve multiplication problems. - 3.OA.19
The student will make change from $5.00 or less. - 3.6c
Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. - 3.N.3.3
Describe the numerator as representing the number of pieces being considered. - 3.NF.A.2a
Solve real-world problems using properties of addition. - 3.NC.1
Construct fractions using length, set, and area models. - 3.N.3.2
Use models and number lines to order and compare fractions that are related to the same whole. - 3.N.3.4
Use mental math to subtract. - 3.NC.5
Use mental math to add. - 3.NC.4
Read and write fractions with words and symbols. - 3.N.3.1
Use place value and a number line to round numbers. - 3.NC.3
Identify patterns in the addition table and explain them using algebraic thinking. - 3.NC.2
Solve one-step and multi-step problems by modeling with math. - 3.NC.9
Round whole numbers to the nearest 10 or 100. - 3.NBT.A.1
Solve one-step and multi-step problems using strategies based on the relationship between addition and subtraction. - 3.NC.8
Use rounding or compatible numbers to estimate a difference. - 3.NC.7
Use a multiplication table to find the missing factor in a division problem. - 3.OA.30
Use number sense and reasoning while practicing multiplication and division basic facts. - 3.OA.31
Use rounding or compatible numbers to estimate a sum. - 3.NC.6
Use objects and number lines to represent number sentences. - 2.A.2.1
Multiply whole numbers by multiples of 10 in the range 10-90. - 3.NBT.A.4
Generate real-world situations to represent number sentences and vice versa. - 2.A.2.2
Demonstrate fluency with addition and subtraction within 1000. - 3.NBT.A.3
Describe the denominator as the number of pieces that make the whole. - 3.NF.A.2b
Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form. - 3.NBT.A.2
Solve division problems and interpret remainders. - 4.NC.36
The student will estimate and determine sums, differences, and products of whole numbers. - 4.4b
Use properties to understand division involving 0 and 1. - 3.OA.25
The student will estimate and use U.S. Customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters. - 3.7b
Use patterns and known facts to find unknown multiplication facts. Use multiplication facts to find related division facts. - 3.OA.26
The student will estimate and determine quotients of whole numbers, with and without remainders. - 4.4c
The student will estimate and use U.S. Customary and metric units to measure length to the nearest ½ inch, inch, foot, yard, centimeter, and meter. - 3.7a
Use multiplication and division facts to find unknown values in equations. - 3.OA.27
The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. - 4.4d
Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. - 2.2.2.2
Use previously learned concepts to find and answer hidden questions to solve problems. - 3.OA.28
Use repeated reasoning with known facts to make generalizations when multiplying. - 3.OA.21
Use multiplication facts to divide. - 3.OA.22
Use multiplication facts to find related division facts. - 3.OA.23
Use knowledge of even and odd numbers to identify multiplication patterns. - 3.OA.24
Use the multiplication table and the Distributive Property to find patterns in factors and products. - 3.OA.29
The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. - 4.4a
Add to/Take from-Start Unknown - NC.2.OA.1.a.1
Compare-Bigger Unknown - NC.2.OA.1.a.2
Compare-Smaller Unknown - NC.2.OA.1.a.3
Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. - 3.RA.D.10
Measure the length and height of objects using different metric units. - 2.MD.14
Estimate measures and use a ruler to measure length and height to the nearest centimeter. - 2.MD.12
The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. - 4.5c
The student will estimate and count the number of square units needed to cover a given surface in order to determine its area. - 3.8b
The student will estimate and measure the distance around a polygon in order to determine its perimeter using U.S. Customary and metric units. - 3.8a
Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. - 3.GM.C.9
Reason with two-dimensional shapes and their attributes. - NC.3.G.1
Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. - 3.N.2.8
Recognize the relationship between multiplication and division to represent and solve real-world problems. - 3.N.2.7
The student will add and subtract fractions and mixed numbers having like and unlike denominators. - 4.5b
Recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences. - 3.N.2.4
Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. - 3.N.2.3
Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. - 3.N.2.6
Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. - 3.N.2.5
Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. - 2.3.1.2
Apply reflections (flips) to figures by reflecting over vertical or horizontal lines and relate reflections to lines of symmetry. - 4.3.3.2
Demonstrate fluency of multiplication facts with factors up to 10. - 3.N.2.2
Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. - 3.N.2.1
Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line. - 3.NF.A.4
Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. - 3.NF.A.5
Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution. - 3.NF.A.6
Explain why fraction comparisons are only valid when the two fractions refer to the same whole. - 3.NF.A.7
Identify quadrilaterals and use attributes to describe them. - 3.G.1
Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. - 2.A.1.1
Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts. - 3.NF.A.1
Draw conclusions for graphs. - 2.MD.25
Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. - 3.NF.A.2
Represent fractions on a number line. - 3.NF.A.3
The student will identify equivalent periods of time and solve practical problems related to equivalent periods of time. - 3.9c
Solve problems by adding or subtracting length measurements. - 2.MD.17
The student will solve practical problems related to elapsed time in one-hour increments within a 12-hour period. - 3.9b
Classify shapes according to their attributes. - 3.G.2
The student will tell time to the nearest minute, using analog and digital clocks. - 3.9a
Analyze and compare quadrilaterals and group them by their attributes. - 3.G.3
Solve math problems precisely, efficiently, and accurately by using appropriate tools and mathematics vocabulary. - 3.G.4
Determine the solutions to problems involving addition and subtraction of time in intervals of 5 minutes, up to one hour, using pictorial models, number line diagrams, or other tools. - 3.GM.3.2
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. (e.g., 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.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15c
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). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15b
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. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15a
Construct math arguments using fractions. - 3.NC.36
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). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15d
Use fraction names to represent whole numbers. - 3.NC.35
Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares. - NC.3.MD.5
Represent and interpret scaled picture and bar graphs: - NC.3.MD.3
Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. - 3.2.2.1
Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. - 3.2.2.2
Add or subtract mentally 10 or 100 to or from a given number within 1000. - 2.NBT.B.10
Relate area to the operations of multiplication and addition. - NC.3.MD.7
Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length. - NC.3.MD.8
Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. - NC.3.NF.3.c
Explaining that a fraction with the same numerator and denominator equals one whole. - NC.3.NF.3.b
Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. - NC.3.NF.3.a
Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. - NC.3.MD.1
Solve problems involving customary measurement. - NC.3.MD.2
Interpret the factors as representing the number of equal groups and the number of objects in each group. - NC.3.OA.1.a
Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. - 2.D.1.3
Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. - NC.3.OA.1.b
Draw conclusions and make predictions from information in a graph. - 2.D.1.4
Draw and identify points, lines, line segments, rays, angles, perpendicular lines and parallel lines. - 4.GM.A.1
Understand a fraction as a number on the number line and 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. (e.g., Given that a/b represents 3/4 or 6/4, students partition the number line into fourths and represent these fractions accurately on the same number line; students extend the number line to include the number of wholes required for the given fractions.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.14b
Understand a fraction as a number on the number line and 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. (e.g., Given that b parts is 4 parts, then 1/b represents 1/4. Students partition the number line into fourths and locate 1/4 on the number line.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.14a
Reason abstractly and quantitatively. - PS.2
Partition circles and rectangles into two, three, or four equal shares. - NC.2.G.3
Compare angles according to size. Classify angles as acute, right and obtuse. - 4.3.2.2
Measure angles in geometric figures and real-world objects with a protractor or angle ruler. - 4.3.2.1
Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. - NC.2.G.1
Look for and express regularity in repeated reasoning. - PS.8
Look for and make use of structure. - PS.7
Model with mathematics. - PS.4
Construct viable arguments and critique the reasoning of others. - PS.3
Identify points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines in various contexts. - 4.GM.1.1
Understand the whole is partitioned into equal parts. - 3.NF.A.3b
Understand the whole is the interval from 0 to 1. - 3.NF.A.3a
Use different strategies to find products when one factor is a multiple of 10. - 3.NC.19
Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. - 2.1.2.4
Add 3-digit numbers using mental math strategies. - 2.NC.48
Use properties of multiplication to find products when one factor is a multiple of 10. - 3.NC.18
Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. - 2.1.2.1
Use an open number line to find products when one factor is a multiple of 10. - 3.NC.17
Demonstrate fluency with basic addition facts and related subtraction facts. - 2.1.2.2
Use addition and subtraction to justify a conjecture. - 3.NC.16
Subtract a 3-digit number from another 3-digit number with one or more zeros by using the standard algorithm. - 3.NC.15
Subtract 3-digit numbers using the standard algorithm. - 3.NC.14
Subtract multi-digit numbers using the expanded algorithm. - 3.NC.13
Use models and properties of operations to multiply 2-digit numbers by multiples of ten. - 4.NC.23
Understand a fraction represents the endpoint of the length a given number of partitions from 0. - 3.NF.A.3c
Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. - NC.3.OA.2.b
Determine and draw the whole (unit) given one part (unit fraction). - 3.NC.23
Use a fraction to represent multiple copies of a unit fraction. - 3.NC.22
Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. - 3.1.3.1
Understand how to read and write unit fractions for equal-size parts of a region. - 3.NC.21
Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. - NC.3.OA.2.a
Understand that the size of a fractional part is relative to the size of the whole. - 3.1.3.2
Use the structure of multiplication and place value to find products when one factor is a multiple of 10. - 3.NC.20
Subtract 10 or 100 mentally using place-value strategies. - 2.NC.53
Use mental math to subtract. - 2.NC.56
Find equivalent fractions that name the same part of the whole. - 3.NC.29
Determine when a problem has either extra or missing information. - 3.NC.28
Measure length to the nearest half inch and show the data on a line plot. - 3.NC.27
Measure length to the nearest fourth inch and show the data on a line plot. - 3.NC.26
Represent fractions greater than 1 on a number line. - 3.NC.25
Represent fractions on a number line. - 3.NC.24
Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. - 4.NF.B.6
Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. - NC.3.NF.4
Understand addition and subtraction of fractions as joining or composing and separating or decomposing parts referring to the same whole. - 4.NF.B.4
Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. - NC.3.NF.2
Decompose a fraction into a sum of fractions with the same denominator and record each decomposition with an equation and justification. - 4.NF.B.5
Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. - NC.2.MD.8.a
Write and solve problems involving addition and subtraction within 100. - 2.NBT.C.11
Multiply multiples of 10, 100, and 1,000 using mental math and place-value strategies - 4.NC.12
Whole dollar amounts, using the $ symbol appropriately. - NC.2.MD.8.b
Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. - 2.2.1.1
Use mental-math strategies to multiply 2-digit by 2-digit multiples of ten. - 4.NC.22
Organize, represent, and interpret data with up to four categories. - NC.2.MD.10
Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; - NC.3.NF.1
Use a number line to compare fractions. - 3.NC.34
Use benchmark numbers to compare fractions. - 3.NC.33
Use models such as fraction strips to compare fractions that refer to the same whole and have the same numerator. - 3.NC.32
Solve two-step word problems involving the four operations with whole numbers. - NC.4.OA.3
Use models such as fraction strips to compare fractions that refer to the same whole and have the same denominator. - 3.NC.31
Skip count by 5s, 10s, and 100s using a number line. - 2.NC.42
Represent equivalent fractions on a number line. - 3.NC.30
Compare numbers using place value. - 2.NC.43
Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph. - NC.2.MD.10.b
Draw a picture graph and a bar graph with a single-unit scale to represent a data set. - NC.2.MD.10.a
Compare and order whole numbers up to 1000. - 2.1.1.5
Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. - 2.1.1.2
Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. - 2.1.1.3
Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 2.1.1.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g., recognize that 700 ÷ 70 = 10 by applying concepts of place value and division). - M.4.6
Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 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. - M.4.3
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. - NC.2.OA.4
Demonstrate fluency with addition and subtraction, within 20, using mental strategies. - NC.2.OA.2
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. - M.4.7
Represent and identify unit fractions using area and length models. - NC.3.NF.1.b
Strategies based on place value - NC.2.NBT.7.b
Explain that a unit fraction is one of those parts. - NC.3.NF.1.a
Properties of operations - NC.2.NBT.7.c
Relationship between addition and subtraction - NC.2.NBT.7.d
Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. - NC.3.OA.3.a
Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. - NC.3.OA.3.b
Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. - 3.1.2.1
Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. - 4.NBT.A.6
Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. - 3.1.2.2
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. - 4.NBT.A.7
The student will identify and describe points, lines, line segments, rays, and angles, including endpoints and vertices. - 4.10a
Use place value and models to subtract 2-digit numbers. - 2.NC.30
Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. - 3.1.2.3
The student will identify and describe intersecting, parallel, and perpendicular lines. - 4.10b
Pairing objects, then counting them by 2s. - NC.2.OA.3.a
Concrete models or drawings - NC.2.NBT.7.a
Use models and equations to solve word problems. - 2.NC.34
Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. - 3.D.1.2
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. - M.3.22c
Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. - 3.1.3.3
Determining whether objects can be placed into two equal groups. - NC.2.OA.3.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. - M.3.22b
Writing an equation to express an even number as a sum of two equal addends. - NC.2.OA.3.c
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. - M.3.22a
Relate area to the operations of multiplication and addition. Recognize area as additive and 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. - M.3.22d
Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. - M.4.14a
Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation and justify decompositions by using a visual fraction model (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). - M.4.14b
Add three or more numbers using the standard algorithm. - 3.NC.12
Add 3-digit numbers using the standard algorithm. - 3.NC.11
Add two 3-digit numbers by breaking apart problems into simpler problems. - 3.NC.10
Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. - 2.1.2.5
Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. - 3.D.1.1
Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. - 2.1.2.6
Use standard units to measure the area of a shape. - 3.MD.3
Use unit squares to find the area of a figure. - 3.MD.2
Use unit squares to find the area of a shape. - 3.MD.1
Describe plane shapes by how they look. - 1.G.2
Solve problems by breaking apart or changing the problem into simpler problems. - 3.MD.7
Use areas of rectangles to find the area of irregular shapes. - 3.MD.6
Use areas of rectangles to model the Distributive Property of Multiplication. - 3.MD.5
Use unit squares and multiplication to find the areas of squares and rectangles. - 3.MD.4
Use frequency tables and picture graphs to compare and interpret data. - 3.MD.9
Use graphs to compare and interpret data. - 3.MD.8
Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0. - NC.3.NF.2.b
Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction. - NC.3.NF.2.a
Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks. - 3.1.1.1
Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones. - 3.1.1.2
Divide rectangles into equal squares. - 1.G.5
Divide circles and rectangles into halves, thirds, and fourths. - 1.G.6
Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences. - 3.1.1.4
Find combinations of coins that equal a given amount. - 2.GM.D.13
Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. - 3.1.2.4
Identify quarters, dimes, and nickels and relate their values to pennies. - NC.1.MD.5
Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. - 3.1.2.5
Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form. - 4.NBT.A.2
Understand that in a multi-digit whole number, a digit represent 10 times what it would represents in the place to its right. - 4.NBT.A.4
Identify and estimate angles and their measure. - 4.GM.B.4
Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. - 2.GM.D.12
Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. - 2.GM.D.11
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - 2.GM.D.10




List of all Files Validated:


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