Grade+3+Math

This page provides families an overview of what to expect in Third Grade Mathematics. Information about the Massachusetts mathematics content and practice standards and enVisionMATH Common Core 2012 program resources are included. Each domain listed in the "What to Expect" table below links to student activities and interactive tools that families may use to engage their children in optional learning experiences at home.

**Quick Links** What to Expect in Third Grade Mathematics How Learning is Assessed Standards of Mathematical Practice iTunes Apps

=What to Expect in Third Grade Mathematics=  =How Learning is Assessed=
 * [[image:http://learnheaps.com.au/wp-content/uploads/2012/11/Magic-Triangles-Multiplication.jpg width="199" height="141" align="center"]] || [[image:https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcSHKUMDipwzqp_qDQtbzz8JCndnxZikVGPB_I0xR8EbisEbHYLp0g width="176" height="144" align="center"]] || [[image:https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQu5B2YQx_vElCMFEShbWXFOqW1ygNIn_BieMmQlqtS2HC1MaPN4Q width="211" height="160"]] ||
 * **Term 1 Domains (Sep - Nov)**
 * Operations and Algebraic Thinking
 * Number and Operations (Base Ten) || **Term 2 Domains (Nov - Feb)**
 * Number and Operations (Fractions) || **Term 3 Domains (Mar - Jun)**
 * Measurement and Data
 * Geometry ||

** Operations and Algebraic Thinking **

 * **Assessment Indicator** || **Term(s)** ||
 * Demonstrates an understanding of multiplication as equal groups ||  ||
 * Demonstrates an understanding of division as partitioning equal shares ||  ||
 * Demonstrates an understanding of the patterns and properties of multiplication and division ||  ||
 * Represents and solves problems involving multiplication and division to/within 100 ||  ||
 * Demonstrates automaticity with multiplication and division facts to/within 100 ||  ||
 * Solves multi-step problems involving the four operations ||  ||

** Number and Operations (Base Ten) **

 * **Assessment Indicator** || **Term(s)** ||
 * Uses place value to round whole numbers to the nearest 10 or 100 ||  ||
 * Uses place value and properties of operations to add and subtract within 1,000 ||  ||
 * Multiplies 1-digit numbers by multiples of 10 ||  ||


 * **Assessment Indicator** || **Term(s)** ||
 * Demonstrates an understanding of fractions as parts of a whole and numbers on a number line ||  ||
 * Demonstrates an understanding of equivalent fractions ||  ||
 * Compares fractions with like numerators or like denominators ||  ||

** Measurement and Data **

 * **Assessment Indicator** || **Term(s)** ||
 * Tells and writes time to the nearest minute and solves time interval problems ||  ||
 * Solves problems involving measurement and estimation of liquid volumes and masses of objects ||  ||
 * Represents and interprets data using scaled picture graphs, scaled bar graphs, and line plots ||  ||
 * Demonstrates an understanding of area and perimeter ||  ||

** Geometry **
 **Standards of Mathematical Practice**  =iTunes Apps= Math Tappers - [] = =
 * **Assessment Indicator** || **Term(s)** ||
 * Analyzes, compares, and classifies two dimensional shapes ||  ||
 * Partitions shapes into parts with equal areas and expresses the area of each as a fraction ||  ||
 * 1) **__Make sense of problems and persevere in solving them__** - In third grade, students look for meaning in problems and identify ways to solve them. They engage in discussions about tools and strategies, use concrete objects or pictures to help them conceptualize, and check their thinking by asking, "Does this make sense?" Third grade students will often use another method to check their answers.
 * 2) __**Reason abstractly and quantitatively**__ - Third graders recognize that a number represents a specific quantity. They connect the quantity to written symbols and create a logical representation of the problem, considering both the appropriate units and the meaning of the quantities.
 * 3) __**Construct viable arguments and critique the reasoning of others**__ - Third graders may use concrete objects to construct arguments. They refine their mathematical communication skills during which they explain their thinking to others and respond to others' reasoning. Questions such as, "How did you get that?" and "Why is that true?" are asked.
 * 4) __**Model with mathematics**__ - Students experiment with representing problems in different ways and should be provided multiple opportunities to connect representations including numbers, mathematical language, pictures, objects, equations, etc. Third graders should evaluate their results in the context of the situation and reflect on whether the results make sense.
 * 5) **__Use appropriate tools strategically__** - Third graders consider the available tools (including estimation) when solving mathematical problems, and decide when certain tools might be helpful. For example, they may use graph paper to find all the possible rectangles that have a given perimeter, compile the possibilities into an organized list or table, and determine whether they have all the possible rectangles.
 * 6) **__Attend to precision__** - As third grade students develop communication skills, they attempt to use math vocabulary in discussions with others and in their own reasoning. They are careful about specifying units of measure and state the meaning of units they choose.
 * 7) __**Look for and make use of structure**__ - Third graders look closely to discover a pattern or structure. For example, they use commutative and distributive properties of operations to multiply and divide.
 * 8) **Look for and express regularity in repeated reasoning** - In grade three, students notice repetitive actions in computing and look for more shortcuts. For example, they may use the distributive property as a strategy for using products they know to solve products they don't know (e.g., to solve 7x8, 7 is decomposed into 5 and 2. 8x5=40 and 8x2=16; 40+16=56, therefore 7x8=56). Children continue to check their work by asking, "Does this make sense?"