Page 1 of 16 Map: MATH Type: Consensus Grade Level: 3 School Year: 2007-2008 Author: Dede De Angelis District/Building: Minisink Valley CSD/Intermediate School Created: 12/08/2008 Last Updated: 12/08/2008 This map copied from: MATH by Karen Davies << Refresh Map Content << Printable Version PLACE VALUE AND MONEY How do you use numbers? How do you use numbers to show order? How can we read numbers using place value? How can you name the same number in different ways? How do you read and write 4- digit numbers? What steps can help you understand a problem? PLACE VALUE AND MONEY A. Ways to Use Numbers B. Numbers in the Hundreds C. Place Value Patterns D. Numbers in the Thousands E. Problem-Solving Skills PLACE VALUE AND MONEY A. Identified orally and wrote different ways to use numbers. A number can be used to locate, name, or measure something, or to show quantity B. Our number system is based on groups of ten. Ten ones equal one ten. Ten tens equal one hundred C. Generate equivalent representation for a number by composing and decomposing numbers D. Read and write numbers in the thousands / Ten hundreds equals one thousand. E. Tell in words what is known and what needs to be determined in given word problems PLACE VALUE AND MONEY Howework MST3-3.N.2 MST3-3.N.4 MST3-3.N.5 MST3-3.PS.3 MST3-3.PS.7 ADDITION AND SUBTRACTION NUMBER SENSE What is the commutative property? What is the associative property? What is the identity property? ADDITION AND SUBTRACTION NUMBER SENSE A. Addition Properties B. Relating Addtion and Subtration C. Find a Rule D. Estimating Sums ADDITION AND SUBTRACTION NUMBER SENSE A. Uses addition properties to find sums B. Uses inverse relationships between addition and subtraction to write related sentences, solve problems with missing nimbers, and verify solutions C. Completes tables representing patterns and gives the rules for the patterns ADDITION AND SUBTRACTION NUMBER SENSE MST3-3.N.6 MST3-3.N.9 MST3-3.N.17 MST3-3.N.25 MST3-3.N.26 MST3-3.N.27 MST3-3.N.24 MST3-3.N.4 MST3-3.N.18 MST3-3.A.1

Page 2 of 16 How are addition and subtraction related? How can you find a rule? When do you need an exact answer or an estimate? How can you estimate sums? What are other ways to estimate? E. Overestimates and Underestimates F. Estimation Differences ADDING AND SUBTRACTING A. Models for Adding 3- Digit Numbers B. Adding 3-Digit Numbers D. Estimates sums using rounding, front-end estimation, and compatible numbers E. Decides whether an estimate is an overestimate or underestimate F. Estimates differences using rounding, frontend estimation, and compatible numbers ADDING AND SUBTRACTING A. Adds three-digit numbers using place-value blocks and models ADDING AND SUBTRACTING What are overestimates and underestimates? C. Adding 3 or More Numbers B. Adds three-digit numbers using paper and pencil methods How can you estimate differences? What are other ways to estimate differences? ADDING AND SUBTRACTING Why do you add? How can you add with placevalue blocks? How can you record your work with place-value blocks? How can you regroup to add? How do you add with two regroupings? How do you add more than two numbers? How do you draw a picture to solve a problem? D. Draw a Picture E. Regrouping F. Subtracting 2-Digit Numbers G. Models for Subtracting 3-Digit Numbers H. Subtracting 3-Digit Numbers I. Subtracting Across Zero J. Equality and Inequality C. Adds three or more two-and/or three-digit numbers using paper and pencil methods D. Draws pictures that represent the information given in problems E. Regroups a 2 or 3 digit number in preparation for subtraction F. Subtracts 2 digit numbers using paper and pencil methods G. Subtracts 3 digit numbers using place-value blocks, a picture, or paper and pencil methods H. Subtracts 3 digit numbers using paper and pencil methods I. Subtracts 3 digit numbers across zeros using paper and pencil methods J. Compare numbers and expressions using relational symbols (<, >, =) and supplies numbers that make given inequalities true When can you draw a picture? How can you regroup with place-value blocks? How can you record regrouping? How can you subtract two-digit numbers? How can you subtract with place-value blocks?

Page 3 of 16 How can you record subtraction with regrouping? How do you subtract with two regroupings? How do you subtract from a number with zero in the tens place? What is greater than, less than, and equal to? What could the hidden number be? TIME, DATA, GRAPHS How do you tell time to the nearest half hour and quarter hour? How do you use 'am' and 'pm' when saying time? How do you estimate time? How do you tell time to the nearesy minute using a clock? How do you collect and organize data? How do you make a tally chart? How do you use a pictograph? How do you use a bar graph? How do you write a good comparison? How do you make a pictograph? TIME, DATA, GRAPHS A. Time to the Half Hour and Quarter Hour B. Time to the Minute C. Using Tally Charts to Organize Data D. Reading Pictographs and Bar Graphs E. Writing to Compare F. Making Pictographs G. Making Bar Graphs H. Make a Graph MULTIPLICATION CONCEPTS AND FACTS A. Multiplication as Repeated Addition B. Arrays and TIME, DATA, GRAPHS A. Tells time to the nearest half hour and quarter hour using analog and digital closks, identifies time as 'am' or 'pm', and estimates with various units of time B. Identifies time in minutes using an analog clock C. Uses tally chats to record and organize data D. Reads and interprets a pictograph and a bar graph E. Writes comparison statements using data from graphs F. Makes a pictograph from a table or tally chart G. Makes a bar graph to represent the data in a table H. Makes and uses a pictograph and bar graph to solve problems MULTIPLICATION CONCEPTS AND FACTS TIME, DATA, GRAPHS MULTIPLICATION CONCEPTS AND FACTS MST3-3.N.16 MST3-3.N.19 MST3-3.N.20 MST3-3.N.21 MST3-3.N.7 MST3-3.N.8 MST3-3.M.9 MST3-3.M.8 MST3-3.RP.6 MST3-3.CM.5 MST3-3.R.1 MST3-3.S.4 MST3-3.S.5 MST3-3.S.6 MST3-3.S.7 MST3-3.S.8 MST3-3.S.1 MST3-3.S.2

Page 4 of 16 How do you make a bar graph? How do you use a graph to solve problems? MULTIPLICATION CONCEPTS AND FACTS How can you find the total? How does an array show multiplication? Does it matter in what order you multiply? Multiplication C. Writing Multiplication Stories D-H. 2, 5, 10, 0, 1, and 9 as a Factor I. Practicing Multiplication Facts A. Write multiplication number sentences using the 'X' symbol B. Write multiplication sentences and facts using arrays C. Write stories for multiplication facts D-H. Find and give products for 0,1,2,5,9,and 10 / Using patterns can help you remember multiplication facts. I. Give products with factors of 0, 1, 2, 5, 9, and 10 Worksheets and Wookbook What is a multiplication story? When and how do you make a table to solve a problem? How can you use patterns to help multiply by 2? When do you multiply? How does a hundred's chart show 10s facts? What is the rule to find patterns with multiples of 1 and 0? What are the patterns with 9? How can you practice basic facts? MORE MULTIPLICATION FACTS How can you break apart arrays to multiply with 3? How can you use doubles to multiply with 4? When can you multiply? MORE MULTIPLICATION FACTS A.-D. 3, 4, 6, 7, and 8 as a Factor E. Practicing Multiplication Facts F. Using Multiplication to MORE MULTIPLICATION FACTS A.-D. Use known facts to find products involving factors of 3, 4, 6, 7, and 8 E. Memorize multiplication facts F. Use multiplication and a comparison to find the size of a group MORE MULTIPLICATION FACTS MST3-3.PS.3 MST3-3.PS.11 MST3-3.PS.16 MST3-3.PS.18 MST3-3.CM.2 MST3-3.CM.3 MST3-3.N.20 MST3-3.N.21 MST3-3.N.23

Page 5 of 16 How can you break apart arrays to multiply with 6? How can you break apart arrays to multiply with 7? How can you multiply with 8? What is a square number? What strategies do you know? How can you find a pattern and when might you look for a pattern? What does times as many mean? Can you find product patterns? How can you multiply three numbers? How can you find a rule for a pattern? DIVISION CONCEPTS AND FACTS How many are in each group? How many equal groups? Compare G. Patterns on a Table H. Multiplying with Three Factors I. Find a Rule DIVISION CONCEPTS AND FACTS A. Division as Sharing B. Division as Repeated Subtraction C. Writing Division Stories D. Relating Multiplication and Division E.-H. Dividing with 2 and 5, 3 and 4, 6 and 7, and 8 and 9 I. Dividing with 0 and 1 J. Remainders K. Division Patterns with 10, 11, and 12 G. Recognize patterns on a multiplication fact table H. Multiply three numbers I. Recognize and extend a pattern, give a rule that relates inputs and outputs, and, given a rule, determine the output when given the input and vice versa DIVISION CONCEPTS AND FACTS A. Write division number sentences for situations involving sharing B. Use repeated subtraction to find answers C. Write and solve number stories involving division D. Give all the facts in a multiplication/division fact family E.-H. Give quotients for division facts with divisors of 2 or 5, 3 or 4, 6 or 7, and 8 or 9 I. Use patterns and related multiplication and division fatcs to find answers to division facts with 0 and 1 J. Find remainders for simple division problems K. Recognize which numbers are divisible by 10, 11, and 12 DIVISION CONCEPTS AND FACTS MST3-3.N.24 MST3-3.N.22 What is the main idea of a division story? How can you write a division story? How does an array show division? How can a fact family help you divide? How can you use multiplication to divide by 2 and 5? How do you divide by 3 and 4? What multiplication fact can you use?

Page 6 of 16 How can you divide by 8 and 9? What are the division rules for 0 and 1? How many are left over? How many can be left over? What's the pattern? GEOMETRY AND What are some of the solid figures in the world around you? What happens when you combine or split solid figures? How can you describe a solid figure? What are the parts of solid figures that do not roll? What is important to know about lines? What are some real-world examples of lines? How do you describe angles? What are some real-world examples of angles? What is a polygon? How are polygons named? How can you describe triangles by their size? GEOMETRY AND A. Solid Figures B. Relating Solids and Shapes C. Lines and Line Segments D. Angles E. Polygons F. Triangles G. Quadrilaterals H. Congruent Figures and Motion I. Symmetry J. Perimeter K. Area L. Volume M. Writing to Describe GEOMETRY AND A. Identify space figures (solids) by name, identify the similarities and differences, and draw logical conclusions about geometric shapes B. Classify space figures, identify faces, edges, corners of certain space figures C. Identify points, lines, line segments, rays, parallel lines, and intersecting lines D. Identify angles and classify an angle as a right angle, greater than a right angle, or smaller than a right angle E. Identify and classify polygons F. Identify triangles based on the length of their sides as equilateral, isosceles, or scalene, and based on the size of their angles as right, acute, or obtuse G. Identify quadrilaterals that are squares, rectangles, parallelograms, rhombi, and trapezoids H. Identify congruent figures and determine if a congruent figure has been transformed by a slide, flip, or turn I. Make and identify symmetrical figures and draw a line of symmetry GEOMETRY AND MST3-3.G.1 MST3-3.G.2 MST3-3.G.3 MST3-3.G.4 MST3-3.G.5 How can you describe triangles by their angles? J. Find the perimeter of polygons using nonstandard and standard units of length, and

Page 7 of 16 What are some special quadrilaterals? How do you flip a figure? What are some other ways to move figures? What are symmetric figures? estimate the perimeter (circumference) of a circle using non-standard units K. Estimate or find areas of figures in square units L. Find the volume of solid figures constructed of cubes M. Describe similarities in geometric figures Can a shape have more than one line of symmetry? What is the perimeter of a figure? How do you find perimeter using measurements? How do you measure area? How can you multiply to find area? How can we measure the space inside a solid figure? FRACTIONS AND How can you divide a whole into equal parts? What do you call hte equal parts of a whole? What is a fraction? How can different fractions have the same value? How can you compare unit fraction strips? How do you compare fractions? How do you order fractions? FRACTIONS AND A. Equal Parts of a Whole B. Naming Fractional Parts C. Equivalent Fractions D. Comparing and Ordering Fractions E. Estimating Fractional Amounts F. Fractions on the Number Line G. Fractions and Sets FRACTIONS AND A. Identify regions that have been divided into equal-sized parts, and divide regions into equalsized parts B. Identify and draw fractional parts of regions C. Find equivalent fractions using models such as fraction strips D. Compare and order fractions E. Estimate fractional parts of regions F. Identify and locate fractions on a number line G. Identify fractional parts of sets or groups and divide sets to show fractional parts FRACTIONS AND MST3-3.N.10 MST3-3.N.11 MST3-3.N.15 MST3-3.N.13 MST3-3.N.24 MST3-3.M.2 MST3-3.M.1

Page 8 of 16 How do you compare fractions to estimate? How do you find fractions on a number line? How do fractions name part of a set? How can you divide to find a fraction of a set? How do you use fraction strips to add or subtract fractions? How can you use fractions to share equally? What are mixed numbers? Can an object have two different lengths? Why do you use inches to measure? How do you measure to a fraction of an inch? How do you measure in feet and inches? How can you change from feet to inches? What are some ways you can measure distance? How do you change units? H. Finding Fractional Parts of a Set I. Adding and Subtracting Fractions J. Mixed Numbers K. Length L. Measuring to the nearest 1/2 and 1/4 inch M. Length in Feet and Inches N. Feet, Yards, and Miles H. Find the number of objects in a fractional part of a set where the numerator is 1 I. Add and subtract fractions with like denominators J. Read and write mixed numbers, and use objects or pictures to show mixed numbers K. Measure length using objects and using inches L. Measure lengths to the nearest 1/2 inch and to the nearest 1/4 inch M. Estimate and measure lengths in feet and inches, and change measures given in feet to inches N. Change measure between inches, feet, and yards,choose the best unit of measure for a given object, and compare measures DECIMALS AND How are fractions and decimals alike? DECIMALS AND A. Tenths B. Hundredths DECIMALS AND A. Write fractions and decimals in tenths B. Write fractions and decimals in hundredths C. Compare and order decimals to hundredths DECIMALS AND MST3-4.M.1 MST3-4.M.3 MST3-4.N.10 MST3-4.N.11 MST3-4.N.12 MST3-4.N.24

Page 9 of 16 What if the amount is greater than 1? How do your show hundredths? How can you read and write decimals using place value? How can you use models to compare and order decimals? C. Comparing and Ordering Decimals D. Adding and Subtracting Decimals E. Centimeters and Decimeters F. Meters and Kilometers D. Add and subtract decimals in tenths and hundredths E. Estimate and measure lengths in centimeters and decimeters F. Estimate and measure lengths in meters, choose the best unit of metric measurement, and use patterns to change between units MST3-4.N.25 Can tenths and hundredths name the same amount? How can you find the total when adding and subtracting decimals? How is subtracting decimals like subtracting whole numbers? How do you use a centimeter ruler? How long is a meter? How long is a kilometer? MULTIPLYING AND DIVIDING GREATER NUMBERS How do you multiply with 100 and 1,000? How can you multiply by multiples of 10, 100, and 1,000? What's the rule? Exact answers or estimate? How can you estimate products? MULTIPLYING AND DIVIDING GREATER NUMBERS A. Mental Math: Multiplication Patterns B. Estimating Products C. Mental Math: Division Patterns D. Estimating Quotients E. Multiplication and Arrays F. Breaking Numbers Apart to Multiply MULTIPLYING AND DIVIDING GREATER NUMBERS A. Use mental math to multiply by multiples of 10, 100, and 1,000 B. Estimate products by rounding C. Use mental math to divide multiples of 10 and 100 D. Estimate quotients using basic division facts E. Use an array or draw a picture to multiply 1- digit abd 2-digit numbers F. Use partial products to multiply a 1-digit and a 2-digit number MULTIPLYING AND DIVIDING GREATER NUMBERS Teacher Observation MST3-3.N.24 MST3-3.N.25 MST3-4.N.18 MST3-3.N.23 MST3-4.N.21 MST3-4.N.22

Page 10 of 16 Can you find the pattern? How can you use mental math to divide with multiples of 10 and 100? How can you estimate quotients? How can you use an array to show how to multiply with greater numbers? How do you draw a picture to help multiply? How can you use place- value to multiply? What data do you need? How do you regroup to multiply? Is the answer reasonable? How do you multiply hundreds? When do you multiply money? How do you multiply money? When do you use different methods to solve a problem? How can you multiply division with greater numbers? How can you use place-value to divide? How do you record division? Where do you start dividing? How do you know what to do with a remainder? G. Multiplying Two-Digit Numbers H. Multiplying Three-Digit Numbers I. Multiplying Money J. Choose a Computation Method K. Using Objects to Divide L. Breaking Numbers Apart to Divide M. Dividing N. Interpreting Remainders G. Use the traditional algorithm to multiply a 1- digit and a 2-digit number H. Use the traditional algorithm to multiply a 1- digit and a 3-digit number I. Multiple an amount of money given in dollars and cents by a 1-digit number J. Decide what method to use to multiply and then multiply K. Model a division situation using place-value blocks L. Break apart numbers to find a quotient M. Divide 2-digit numbers by 1-digit numbers using paper and pencil N. Decide how to use the quotient and remainder to answer the question in a division problem

Page 11 of 16 AND PROBABILITY How much does a container hold? How can you change from one unit of capacity to another? How can you measure capacity with metric units? How can you change between liters and milliliters? How much does an object weigh? How do you change between pounds and ounces? How can I tell how heavy an object is using metric measures? How do you change between units? AND PROBABILITY A. Customary Units of Capacity B. Milliliters and Liters C. Customary Units of Weight D. Grams and Kilograms E. Temperature F. Describing Chances G. Fair and Unfair H. Probability AND PROBABILITY A. Measure in cups, pints, quarts, and gallons, change between units, and choose the better estimate for a given amount B. Measure in milliliters and liters, change between units, and choose the better estimate for a given amount C. Estimate and measure weights in pounds, change between pounds and ounces, and choose the better estimate for a given weight. D. Estimate and measure to find how heavy an object is in metric units, choose the better estimate, and change grams to kilograms and vice versa. E. Read temperatures above and below zero on Fahrenheit and Celsius thermometers, and determine appropriate temperatures for given activities F. Describe if an event is certain, impossible, or possible / if an event is possible, decide if it is likely or unlikely AND PROBABILITY Teacher Observation MST3-3.M.4 MST3-3.M.6 MST3-3.M.10 MST3-3.M.3 MST3-3.A.2 MST3-4.S.5 How are temperatures measured? What are the chances an event will happen? How do you know if a game is fair? G. Give the chances of each outcome for a spinner, and determine if spinner games are fair or unfair H. Use a fraction to express the probability of an event How do you find a probability? How do you compare probabilities? REVIEW PROBLEM-SOLVING SKILLS AND STRATEGIES What steps can help you undersatnd a problem? REVIEW PROBLEM- SOLVING SKILLS AND STRATEGIES A. Read and Understand REVIEW PROBLEM-SOLVING SKILLS AND STRATEGIES A. Tell in words what is known and what needs to be determined in given word problems REVIEW PROBLEM- SOLVING SKILLS AND STRATEGIES MST3-3.N.24 MST3-3.R.1 How can you make a plan to solve a problem? B. Plan and Solve C. Look Back and Check B. Give appropriate strategies and alternate strategies for solving word problems

Page 12 of 16 How can you check your answer after you have solved a problem? How do you write a number sentence to solve a problem? How do you draw a picture to solve a problem? When can you draw a picture? When is an estimate enough to solve a problem? How do you write a good comparison? How do you use a graph to solve problems? How do you make a table to solve a problem? When might you make a table? How do you find hidden questions? How can you find a pattern? When might you look for a pattern? How can you find the main idea? How can you try, check, and revise to solve a problem? How do you translate words to numerical expressions? D. Write a Number Sentence E. Draw a Picture F. Exact Answer or Estimate G. Writing to Compare H. Make a Graph I. Make a Table J. Multiple-Step Problems K. Look for a Pattern L. Choose an Operation M. Try, Check, and Revise N. Translating Words to Expressions O. Act It Out P. Writing to Describe Q. Solve a Simpler Problem R. Extra or Missing Information S. Make an Organized List T. Writing to Explain C. Tell whether and why the work shown for given problems is correct or not D. Write number sentences for word problems, and use complete sentences to write answers to word problems E. Draw pictures that represent the information given in problems F. Add and subtract with exact and estimated results to solve problems in real-world contexts G. Write comparison statements using data from graphs H. Make and use a line graph, pictograph, bar graph, and line plot to solve problems I. Make tables and use them to solve word problems J. Solve multiple-step word problems K. Give missing numbers or figures in a pattern L. Use multiplication facts, along with addition and subtraction, to solve problems M. When there seems to be many possible answers, the strategy Try, Check. and Revise can provide a starting point N. Write number expressions for phrases O. Some problems can be solved by showing actions with objects P. Describe similarities in geometric figures How can you act out a problem to solve it? How do you write a good description? How do you solve a simpler problem? How do you decide what information you need? How do you make an orgainzed list? U. Use Logical Reasoning V. Work Backward Q. Solve hard problems by breaking them apart or changing them into smaller parts R. Solve problems involving too much information by using only the information needed, and decide when there is not enough information to solve a problem S. Make an orgaized list to represent information given in a problem T. Write brief explanations of how to solve certain problems, or of why a certain method or type of answer is needed; write to explain a pattern, prediction

Page 13 of 16 How do you write a good explanation? How do you work backward to solve a problem? U. Use the information given in the problem and reasoning to draw conclusions V. Solve problems that require finding the original times, measurements, or quantities that led to a result that is given Key to Standards used in this Map MST3-3.PS.3 [2 occurrences] - MST Standard 3 - Problem Solving Strand - Students will build new mathematical knowledge through problem solving. - Performance Indicator 3.PS.3 - interpret information correctly, identify the problem, and generate possible solutions [Grade 3] MST3-3.PS.7 [1 occurrence] - MST Standard 3 - Problem Solving Strand - Students will solve problems that arise in mathematics and in other contexts. - Performance Indicator 3.PS.7 - represent problem situations in oral, written, concrete, pictorial, and graphical forms [Grade 3] MST3-3.PS.11 [1 occurrence] - MST Standard 3 - Problem Solving Strand - Students will apply and adapt a variety of appropriate strategies to solve problems. - Performance Indicator 3.PS.11 - make pictures/diagrams of problems [Grade 3] MST3-3.PS.16 [1 occurrence] - MST Standard 3 - Problem Solving Strand - Students will apply and adapt a variety of appropriate strategies to solve problems. - Performance Indicator 3.PS.16 - analyze problems by identifying relationships [Grade 3] MST3-3.PS.18 [1 occurrence] - MST Standard 3 - Problem Solving Strand - Students will apply and adapt a variety of appropriate strategies to solve problems. - Performance Indicator 3.PS.18 - analyze problems by observing patterns [Grade 3] MST3-3.RP.6 [1 occurrence] - MST Standard 3 - Reasoning and Proof Strand - Students will develop and evaluate mathematical arguments and proofs. - Performance Indicator 3.RP.6 - develop and explain an argument using oral, written, concrete, pictorial, and/or graphical forms [Grade 3] MST3-3.CM.2 [1 occurrence] - MST Standard 3 - Communication Strand - Students will organize and consolidate their mathematical thinking through communication. - Performance Indicator 3.CM.2 - verbally explain their rationale for strategy selection [Grade 3] MST3-3.CM.3 [1 occurrence] - MST Standard 3 - Communication Strand - Students will organize and consolidate their mathematical thinking through communication. - Performance Indicator 3.CM.3 - provide reasoning both in written and verbal form [Grade 3] MST3-3.CM.5 [1 occurrence] - MST Standard 3 - Communication Strand - Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others. - Performance Indicator 3.CM.5 - share organized mathematical ideas through the manipulation of objects, drawings, pictures, charts, graphs, tables, diagrams, models, symbols, and expressions in written and verbal form [Grade 3] MST3-3.R.1 [2 occurrences] - MST Standard 3 - Representation Strand - Students will create and use representations to organize, record, and communicate mathematical ideas. - Performance Indicator 3.R.1 - use verbal and written language, physical models, drawing charts, graphs, tables, symbols, and equations as representations [Grade 3] MST3-3.N.2 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.2 - read and write whole numbers to 1,000 [Grade 3] MST3-3.N.4 [2 occurrences] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.4 - understand the place value structure of the base ten number system: 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand [Grade 3] MST3-3.N.5 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.5 - use a variety of strategies to compose and decompose three-digit numbers [Grade 3] MST3-3.N.6 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.6 - use and explain the commutative property of addition and multiplication [Grade 3] MST3-3.N.7 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.7 - use 1 as the identity element for multiplication [Grade 3] MST3-3.N.8 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.8 - use the zero property of multiplication [Grade 3]

Page 14 of 16 MST3-3.N.9 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.9 - understand and use the associative property of addition [Grade 3] MST3-3.N.10 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.10 - develop an understanding of fractions as part of a whole unit and as parts of a collection [Grade 3] MST3-3.N.11 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.11 - use manipulatives, visual models, and illustrations to name and represent unit fractions as part of a whole or a set of objects [Grade 3] MST3-3.N.13 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.13 - recognize fractional numbers as equal parts of a whole [Grade 3] MST3-3.N.15 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 3.N.15 - compare and order unit fractions and find their approximate locations on a number line [Grade 3] MST3-3.N.16 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Theory] - Performance Indicator 3.N.16 - identify odd and even numbers [Grade 3] MST3-3.N.17 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Theory] - Performance Indicator 3.N.17 - develop an understanding of the properties of odd/even numbers as a result of addition or subtraction [Grade 3] MST3-3.N.18 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 3.N.18 - use a variety of strategies to add and subtract 3-digit numbers (with and without regrouping) [Grade 3] MST3-3.N.19 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 3.N.19 - develop fluency with single-digit multiplication facts [Grade 3] MST3-3.N.20 [2 occurrences] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 3.N.20 - use a variety of strategies to solve multiplication problems with factors up to 12 x 12 [Grade 3] MST3-3.N.21 [2 occurrences] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 3.N.21 - use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication [Grade 3] MST3-3.N.22 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 3.N.22 - demonstrate fluency and apply single-digit division facts [Grade 3] MST3-3.N.23 [2 occurrences] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 3.N.23 - use tables, patterns, halving, and manipulatives to provide meaning for division [Grade 3] MST3-3.N.24 [5 occurrences] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 3.N.24 - develop strategies for selecting the appropriate computational and operational method in problem solving situations [Grade 3] MST3-3.N.25 [2 occurrences] - MST Standard 3 - Number Sense and Operations Strand - Students will compute accurately and make reasonable estimates. [Estimation] - Performance Indicator 3.N.25 - estimate numbers up to 500 [Grade 3] MST3-3.N.26 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will compute accurately and make reasonable estimates. [Estimation] - Performance Indicator 3.N.26 - recognize real world situations in which an estimate (rounding) is more appropriate [Grade 3] MST3-3.N.27 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will compute accurately and make reasonable estimates. [Estimation] - Performance Indicator 3.N.27 - check reasonableness of an answer by using estimation [Grade 3] MST3-4.N.10 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 4.N.10 - develop an understanding of decimals as part of a whole [Grade 4] MST3-4.N.11 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 4.N.11 - read and write decimals to hundredths, using money as a context [Grade 4] MST3-4.N.12 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Systems] - Performance Indicator 4.N.12 - use concrete materials and visual models to compare and order decimals (less than 1) to the hundredths place in the context of money [Grade 4]

Page 15 of 16 MST3-4.N.18 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 4.N.18 - use a variety of strategies to multiply two-digit numbers by one-digit numbers (with and without regrouping) [Grade 4] MST3-4.N.21 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 4.N.21 - use a variety of strategies to divide two-digit dividends by one-digit divisors (with and without remainders) [Grade 4] MST3-4.N.22 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 4.N.22 - interpret the meaning of remainders [Grade 4] MST3-4.N.24 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 4.N.24 - express decimals as an equivalent form of fractions to tenths and hundredths [Grade 4] MST3-4.N.25 [1 occurrence] - MST Standard 3 - Number Sense and Operations Strand - Students will understand meanings of operations and procedures, and how they relate to one another. [Operations] - Performance Indicator 4.N.25 - add and subtract decimals to tenths and hundredths using a hundreds chart [Grade 4] MST3-3.A.1 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Equations and Inequalities] - Performance Indicator 3.A.1 - use the symbols <, >, = (with and without the use of a number line) to compare whole numbers and unit fractions [Grade 3] MST3-3.A.2 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Patterns, Relations and Functions] - Performance Indicator 3.A.2 - describe and extend numeric (+, -) and geometric patterns [Grade 3] MST3-3.G.1 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. [Shapes] - Performance Indicator 3.G.1 - define and use correct terminology when referring to shapes (circle, triangle, square, rectangle, rhombus, trapezoid, and hexagon) [Grade 3] MST3-3.G.2 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. [Shapes] - Performance Indicator 3.G.2 - identify congruent and similar figures [Grade 3] MST3-3.G.3 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. [Shapes] - Performance Indicator 3.G.3 - name, describe, compare, and sort three-dimensional shapes: cube, cylinder, sphere, prism, and cone [Grade 3] MST3-3.G.4 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. [Shapes] - Performance Indicator 3.G.4 - identify the faces on a three-dimensional shape as two-dimensional shapes [Grade 3] MST3-3.G.5 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will apply transformations and symmetry to analyze problem solving situations. [Transformational Geometry] - Performance Indicator 3.G.5 - identify and construct lines of symmetry [Grade 3] MST3-3.M.1 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator 3.M.1 - select tools and units (customary) appropriate for the length measured [Grade 3] MST3-3.M.2 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator 3.M.2 - use a ruler/yardstick to measure to the nearest standard unit [Grade 3] MST3-3.M.3 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator 3.M.3 - measure objects, using ounces and pounds [Grade 3] MST3-3.M.4 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator 3.M.4 - recognize capacity as an attribute that can be measured [Grade 3] MST3-3.M.6 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator 3.M.6 - measure capacity, using cups, pints, quarts, and gallons [Grade 3] MST3-3.M.8 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will use units to give meaning to measurements. [Units] - Performance Indicator 3.M.8 - relate unit fractions to the face of the clock [Grade 3] MST3-3.M.9 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will develop strategies for estimating measurements. [Estimation] - Performance Indicator 3.M.9 - tell time to the minute, using digital and analog clocks [Grade 3] MST3-3.M.10 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will develop strategies for estimating measurements. [Estimation] - Performance Indicator 3.M.10 - select and use standard (customary) and non-standard units to estimate measurements [Grade 3] MST3-4.M.1 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator 4.M.1 - select tools and units (customary and metric) appropriate for the length measured [Grade 4] MST3-4.M.3 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator 4.M.3 - know and understand equivalent standard units of length [Grade 4] MST3-3.S.1 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Collection of Data] -

Page 16 of 16 Performance Indicator 3.S.1 - formulate questions about themselves and their surroundings [Grade 3] MST3-3.S.2 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Collection of Data] - Performance Indicator 3.S.2 - collect data using observation and surveys, and record appropriately [Grade 3] MST3-3.S.4 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator 3.S.4 - identify the parts of pictographs and bar graphs [Grade 3] MST3-3.S.5 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator 3.S.5 - display data in pictographs and bar graphs [Grade 3] MST3-3.S.6 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator 3.S.6 - state the relationships between pictographs and bar graphs [Grade 3] MST3-3.S.7 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Analysis of Data] - Performance Indicator 3.S.7 - read and interpret data in bar graphs and pictographs [Grade 3] MST3-3.S.8 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will make predictions that are based upon data analysis. [Predictions from Data] - Performance Indicator 3.S.8 - formulate conclusions and make predictions from graphs [Grade 3] MST3-4.S.5 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will make predictions that are based upon data analysis. [Predictions from Data] - Performance Indicator 4.S.5 - develop and make predictions that are based on data [Grade 4]