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Step 1: Determine Power and Supporting Standards# of Total Standards=50# of Power Standards=16# of Support Standards=34
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Standard NumberStandardEnduranceLeverageReadinessExternal
Exam		Power or
Support
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NC.3.OA.1For products of whole numbers with two factors up to and including 10: *Interpret the factors as representing the number of equal groups and the number of objects in each group *Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative propertiesYesYesYesYesPower
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NC.3.OA.1.aInterpret the factors as representing the number of equal groups and the number of objects in each group.NoNoYesYesSupport
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NC.3.OA.1.bIllustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative propertiesNoNoYesNoSupport
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NC.3.OA.2For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient: *Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group *Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.YesYesYesYesPower
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NC.3.OA.2.aInterpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each groupNoNoYesYesSupport
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NC.3.OA.2.bIllustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.NoNoYesNoSupport
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NC.3.OA.3Represent, interpret, and solve one-step problems involving multiplication and division.NoNoYesNoSupport
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NC.3.OA.3.aSolve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.NoNoYesYesSupport
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NC.3.OA.3.bSolve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.NoNoYesYesSupport
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NC.3.OA.6Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problemYesNoNoYesSupport
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NC.3.OA.7Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10.YesYesYesYesPower
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NC.3.OA.7.aKnow from memory all products with factors up to and including 10.YesNoYesNoSupport
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NC.3.OA.7.bIllustrate and explain using the relationship between multiplication and division.YesYesYesYesPower
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NC.3.OA.7.cDetermine the unknown whole number in a multiplication or division equation relating three whole numbers.NoYesNoYesSupport
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NC.3.OA.8Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol
for the unknown number		YesYesYesYesPower
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NC.3.OA.9Interpret patterns of multiplication on a hundreds board and/or multiplication table.NoYesNoNoSupport
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NC.3.NBT.2Add and subtract whole numbers up to and including 1,000.YesYesYesYesPower
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NC.3.NBT.2.aUse estimation strategies to assess reasonableness of answers.YesYesNoNoSupport
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NC.3.NBT.2.bModel and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems.YesYesNoNoSupport
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NC.3.NBT.2.cUse expanded form to decompose numbers and then find sums and differencesYesNoNoNoSupport
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NC.3.NBT.3Use concrete and pictorial models, based on place value and the
properties of operations, to find the product of a one-digit whole
number by a multiple of 10 in the range 10–90.		NoNoNoNoSupport
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NC.3.NF.1Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts;NoYesYesYesPower
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NC.3.NF.1.aExplain that a unit fraction is one of those parts.YesYesYesNoPower
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NC.3.NF.1.bRepresent and identify unit fractions using area and length models.YesNoYesYesSupport
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NC.3.NF.2Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area
and length models		NoNoYesYesSupport
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NC.3.NF.2.aUsing an area model, explain that the numerator of a fraction
represents the number of equal parts of the unit fraction		NoNoYesYesSupport
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NC.3.NF.2.bUsing a number line, explain that the numerator of a fraction
represents the number of lengths of the unit fraction from 0.		NoNoYesYesSupport
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NC.3.NF.3Represent equivalent fractions with area and length models by:NoNoYesYesSupport
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NC.3.NF.3.aComposing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixthsNoNoNoYesSupport
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NC.3.NF.3.bExplaining that a fraction with the same numerator and denominator equals one whole.NoNoYesYesSupport
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NC.3.NF.3.cExpressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.YesNoYesYesPower
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NC.3.NF.4Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length
models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths		YesYesYesYesPower
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NC.3.MD.1Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hourYesNoYesYesPower
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NC.3.MD.2Solve problems involving customary measurement.YesNoNoYesSupport
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NC.3.MD.2.aEstimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit.YesNoNoYesSupport
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NC.3.MD.2.bEstimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds.YesNoNoYesSupport
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NC.3.MD.2.cAdd, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units.NoNoNoYesSupport
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NC.3.MD.3Represent and interpret scaled picture and bar graphs:YesYesYesYesPower
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NC.3.MD.3.aCollect data by asking a question that yields data in up to four categories.NoYesYesNoSupport
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NC.3.MD.3.bMake a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes providedNoNoYesYesSupport
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NC.3.MD.3.cSolve one and two-step “how many more” and “how many less” problems using information from these graphsNoNoNoYesSupport
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NC.3.MD.5Find the area of a rectangle with whole-number side lengths by tiling
without gaps or overlaps and counting unit squares.		NoNoNoYesSupport
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NC.3.MD.7Relate area to the operations of multiplication and additionYesYesYesNoPower
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NC.3.MD.7.aFind the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengthsNoNoNoYesSupport
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NC.3.MD.7.bMultiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoningYesNoYesYesPower
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NC.3.MD.7.cUse tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles.NoNoYesYesSupport
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NC.3.MD.8Solve problems involving perimeters of polygons, including finding
the perimeter given the side lengths, and finding an unknown side length.		YesNoYesYesPower
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NC.3.G.1Reason with two-dimensional shapes and their attributes.YesNoYesYesPower
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NC.3.G.1.aInvestigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilateralsYesNoYesYesSupport
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NC.3.G.1.bRecognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoidsNoNoYesYesSupport
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