## Unit 1

**3.MD.1**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.

**Standard Mathematical Practices:**

Practice 1: Make sense of problems and persevere in solving them

Practice 2: Reason abstractly and quantitatively

Practice 3: Construct viable arguments and critique the reasoning of others

Practice 4: Model with mathematics

Practice 5: Use appropriate tools strategically

Practice 6. Attend to precision

Practice 7: Look for and make use of structure

Practice 8: Look for and express regularity in repeated reasoning

Remember that all of these practices may not be used on a daily basis, and should be woven throughout the unit!

## Unit 2

**3.NBT.3**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.

**3.OA.1**Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7

**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.2

3.OA.2

**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 = ?**

3.OA.4

3.OA.4

**3.OA.6**Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8

**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. By the end of Grade 3, know from memory all products of two one-digit numbers**

3.OA.7

3.OA.7

**3.OA.8**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

**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.**

3.OA.9

3.OA.9

**3.MD.C.5**Recognize area as an attribute of plane figures and understand concepts of area measurement.

**3.MD.C.6**Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

## Unit 3

**3.NF.1**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*.

**3.NF.A.2a**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.

**3.NF.A.2b**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.3a**Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

**3.NF.A.3b**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.3c**Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: 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.3d**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.

**3.MD.B.4**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.

## Unit 4

**3.NF.1.**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.

**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.3b.

3.NF.3b.

**3.NF.3d.**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.

## Unit 5

**3.OA.8**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