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The
third-grade standards place emphasis
on learning multiplication and division
facts through the nines table. Concrete
materials and two-dimensional representations
will be used to introduce addition
and subtraction with fractions and
decimals and the concept of probability
as chance. Students will use standard
units (U.S. Customary and metric)
for temperature, length, liquid volume,
and weight and identify relevant properties
of shapes, line segments, and angles.
While learning mathematics, students
will be actively engaged, using concrete
materials and appropriate technologies
such as calculators and computers. However,
facility in the use of technology shall
not be regarded as a substitute for
a student's understanding of quantitative
concepts and relationships or for proficiency
in basic computations.
Mathematics has its own language,
and the acquisition of specialized
vocabulary and language patterns is
crucial to a student's understanding
and appreciation of the subject. Students
should be encouraged to use correctly
the concepts, skills, symbols, and
vocabulary identified in the following
set of standards.
Problem solving has been integrated
throughout the six content strands.
The development of problem-solving
skills should be a major goal of the
mathematics program at every grade
level. Instruction in the process
of problem solving will need to be
integrated early and continuously
into each student's mathematics education.
Students must be helped to develop
a wide range of skills and strategies
for solving a variety of problem types. |
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Number
and Number Sense
|
| 3.1 |
The
student will
read and write
six-digit numerals
and identify
the place
value for
each digit. |
| 3.2 |
The
student will round a whole
number, 9,999 or less, to
the nearest ten, hundred, and
thousand. |
| 3.3 |
The
student will compare two whole
numbers between 0 and 9,999, using
symbols (>, <, or = ) and
words (greater than, less
than, or equal to). |
| 3.4 |
The
student will recognize and use
the inverse relationships between
addition/subtraction and multiplication/division
to complete basic fact sentences.
Students will use these relationships
to solve problems such as 5 +
3 = 8 and 8 – 3 = ____. |
| 3.5 |
The
student
will
- divide regions
and sets to represent a
fraction; and
- name
and
write
the fractions represented
by
a
given
model
(area/region,
length/measurement,
and
set).
Fractions
(including
mixed
numbers)
will
include
halves,
thirds,
fourths,
eighths,
and
tenths.
|
| 3.6 |
The
student will compare the numerical
value of two fractions having
like and unlike denominators,
using concrete or pictorial models
involving areas/regions, lengths/measurements,
and sets. |
| 3.7 |
The
student will read and write decimals
expressed as tenths and hundredths,
using concrete materials and models. |
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Computation
and Estimation
|
| 3.8 |
The
student will solve problems involving
the sum or difference of two whole
numbers, each 9,999 or less, with
or without regrouping, using various
computational methods, including
calculators, paper and pencil,
mental computation, and estimation. |
| 3.9 |
The
student will recall the multiplication
and division facts through
the nines table. |
| 3.10 |
The
student will represent multiplication
and division, using area and set
models, and create and solve problems
that involve multiplication of
two whole numbers, one factor
99 or less and the second factor
5 or less. |
| 3.11 |
The
student will add and subtract
with proper fractions having like
denominators of 10 or less, using
concrete materials and pictorial
models representing areas/regions,
lengths/measurements, and sets. |
| 3.12 |
The
student will add and subtract
with decimals expressed as tenths,
using concrete materials, pictorial
representations, and paper and
pencil. |
|
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| 3.13 |
The
student will determine by counting
the value of a collection of bills
and coins whose total value is
$5.00 or less, compare the value
of the coins or bills, and make
change. |
| 3.14 |
The
student will estimate and then
use actual measuring devices with
metric and U.S. Customary units
to measure
- length–inches,
feet, yards, centimeters,
and meters;
- liquid volume–cups,
pints, quarts, gallons,
and liters; and
- weight/mass–ounces,
pounds, grams, and kilograms.
|
| 3.15 |
The
student will tell time to
the nearest five-minute interval
and to the nearest minute, using analog
and digital clocks. |
| 3.16 |
The
student will identify equivalent
periods of time, including relationships
among days, months, and years,
as well as minutes and hours. |
| 3.17 |
The
student will read temperature
to the nearest degree from a Celsius thermometer
and a Fahrenheit thermometer.
Real thermometers and physical
models of thermometers will be
used. |
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| 3.18 |
The
student will analyze two-dimensional
(plane) and three-dimensional (solid)
geometric figures (circle, square,
rectangle, triangle, cube, rectangular
solid [prism], square pyramid,
sphere, cone, and cylinder) and
identify relevant properties,
including the number of corners,
square corners, edges, and the
number and shape of
faces, using concrete models. |
| 3.19 |
The
student will identify and draw
representations of line segments
and angles,
using a ruler or straightedge. |
| 3.20 |
The
student, given appropriate drawings
or models, will identify and describe
congruent and symmetrical, two-dimensional
(plane) figures, using tracing
procedures. |
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Probability
and Statistics
|
| 3.21 |
The
student, given grid paper, will
- collect and
organize data on a given
topic of his/her choice,
using observations, measurements,
surveys, or experiments;
and
- construct
a line plot, a picture graph,
or a bar graph to represent
the results. Each graph
will include an appropriate
title and key.
|
| 3.22 |
The student will
read and interpret data represented
in line plots, bar graphs, and
picture graphs and write a sentence
analyzing the data. |
| 3.23 |
The
student will investigate and describe
the concept of probability as
chance and list possible results
of a given situation. |
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| 3.24 |
The
student will recognize and describe
a variety of patterns formed using
concrete objects, numbers, tables,
and pictures, and extend the pattern,
using the same or different forms
(concrete objects, numbers, tables,
and pictures). |
| 3.25 |
The
student will
- investigate and create patterns
involving numbers, operations
(addition and multiplication),
and relations that model the
identity and commutative properties
for addition and multiplication;
and
- demonstrate
an understanding
of equality
by recognizing
that the equal
sign (=)
links
equivalent
quantities,
such as
4 • 3
= 2 • 6.
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Equipment
Available
Updated
Thursday, November 17, 2005