Only Grade 3 mathematics is shown here. Current and transition frameworks remain separate. A provisional target is not proof that every clause is taught or assessed.
Mathematics · 2017 framework
Grade 3 · 25 / 25 statements targeted
| Standard | Instruction status | Source text |
|---|---|---|
| math-2017:3.OA.1 | Provisional target; review pending | Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. (Note: These standards are written with the convention that a x b means a groups of b objects each; however, because of the commutative property, students may also interpret 5 x 7 as the total number of objects in 7 groups of 5 objects each). |
| math-2017:3.OA.2 | Provisional target; review pending | 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. |
| math-2017:3.OA.3 | Provisional target; review pending | 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 Table 2, page 95. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:3.OA.4 | Provisional target; review pending | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × □ = 48; 5 = □ ÷ 3; 6 × 6 = □ . |
| math-2017:3.OA.5 | Provisional target; review pending | Apply properties of operations as strategies to multiply and divide. For example, 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). Students need not use formal terms for these properties. |
| math-2017:3.OA.6 | Provisional target; review pending | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. |
| math-2017:3.OA.7 | Provisional target; review pending | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8, or properties of operations. Limit to division without remainders. By the end of Grade 3, know from memory all products of two one-digit numbers. |
| math-2017:3.OA.8 | Provisional target; review pending | Solve two-step word problems using the four operations. Represent these problems using equations with a letter or a symbol, which stands for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole number answers. Students may use parentheses for clarification since algebraic order of operations is not expected. |
| math-2017:3.OA.9 | Provisional target; review pending | 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. |
| math-2017:3.NBT.1 | Provisional target; review pending | Use place value understanding to round whole numbers to the nearest 10 or 100. |
| math-2017:3.NBT.2 | Provisional target; review pending | 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. |
| math-2017:3.NBT.3 | Provisional target; review pending | 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. |
| math-2017:3.NF.1 | Provisional target; review pending | 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. |
| math-2017:3.NF.2 | Provisional target; review pending | Understand a fraction as a number on the number line; represent fractions on a number line diagram. |
| math-2017:3.NF.3 | Provisional target; review pending | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| math-2017:3.MD.1 | Provisional target; review pending | Work with time and money. |
| math-2017:3.MD.2 | Provisional target; review pending | Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply, or divide whole numbers 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. Excludes multiplicative comparison problems involving notions of "times as much"; see Table 2, page 95. |
| math-2017:3.MD.3 | Provisional target; review pending | Create scaled picture graphs to represent a data set with several categories. Create scaled bar graphs to represent a data set with several categories. Solve two-step "how many more" and "how many less" problems using information presented in the scaled graphs. For example, create a bar graph in which each square in the bar graph might represent 5 pets, then determine how many more/less in two given categories. |
| math-2017:3.MD.4 | Provisional target; review pending | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by creating a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. |
| math-2017:3.MD.5 | Provisional target; review pending | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| math-2017:3.MD.6 | Provisional target; review pending | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). |
| math-2017:3.MD.7 | Provisional target; review pending | Relate area to the operations of multiplication and addition. |
| math-2017:3.MD.8 | Provisional target; review pending | 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. |
| math-2017:3.G.1 | Provisional target; review pending | Draw and describe triangles, quadrilaterals (rhombuses, rectangles, and squares), and polygons (up to 8 sides) based on the number of sides and the presence or absence of square corners (right angles). |
| math-2017:3.G.2 | Provisional target; review pending | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. |