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1 | STANDARD | RANKING OF IMPORTANCE | DOK | SEQUENCE | EVIDENCE STATEMENT | SAMPLE ITEM / ITEM SPECIFICATIONS | Performance Level Descriptors (PLDs) | |||||||||||||||||||
2 | 3.NS.1: Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000. | High | 2 | Students match or create a place value model with its corresponding number written in standard form. Students identify numbers in non-traditional expanded form (e.g., 285 = 28 × 10 + 5 × 1 or 2 × 100 + 6 × 10 + 25 × 1). | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.NS.1.htm&grade=grade3&subject=Mathematics | Below - Matches standard-form and expanded-form whole numbers up to 10,000. App - When given the standard form, writes the expanded form of numbers up to 10,000. At - Reads and writes whole numbers up to 10,000. Uses words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000. Above - Applies equivalent forms of whole numbers up to 10,000 to other mathematical context (e.g., 45 is also 4 tens and 5 ones or 45 ones). | ||||||||||||||||||||
3 | 3.NS.2: Compare two whole numbers up to 10,000 using >, =, and < symbols. | Medium | 2 | Students create a comparison or evaluate a statement for two whole numbers. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.NS.2.htm&grade=grade3&subject=Mathematics | Below - Compares two whole numbers up to 10,000 using models. App - Compares two whole numbers up to 10,000 using >, =, and < symbols using models. At - Compares two whole numbers up to 10,000 using >, =, and < symbols. Above - Orders a set of whole numbers up to 10,000 from least to greatest. | ||||||||||||||||||||
4 | 3.NS.3: 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. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.] | High | 1,2,3 | 1. Identify a model given a fraction. 2. Identify a fraction given a model. 3. Partition a whole into equal parts and identify that each part is a unit fraction. 4. Recognize fractions in the form of a/b where a > b. 5. Build fractions from unit fractions: combine/put together unit fractions to form a whole, to form a fractional part of a whole, or to form an “improper” fraction. 6. Specify a fractional-part of a whole and construct the whole figure. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.NF.1.htm | Below - Matches a given model to unit fractions, using halves, thirds, and fourths. App - Matches a given model to fractions, using halves, thirds, and fourths. At - Matches a given model to fractions. Above - Identifies the fractional part required to complete a shape. Matches a given model to fractions greater than 1. Identifies correctly partitioned shapes where each section shows equal area. | ||||||||||||||||||||
5 | 3.NS.4: Represent a fraction, 1/b, on a number line 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. | Medium | 2 | 1. Identify and represent unit fractions of 1/b on a number line. 2. Identify and represent fractions of size a/b as “a” lengths 1/b from 0 on the number line. 3. Identify and interpret fractional values on number lines. 4. Reason, compare and draw conclusions about equi-partitioning wholes and constructing fractional models and number line representations to justify. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.NF.2.htm | Below - Identifies unit fractions on a given number line with scale increments of halves and fourths. App - Identifies unit fractions on a partitioned number line. At - Represents a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognizes 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. Above - Represents unit fractions on number lines. More than two fractions may be identified on the number line. | ||||||||||||||||||||
6 | 3.NS.5: Represent a fraction, a/b, on a number line by marking off 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. | Medium | 2 | 1. Identify and represent unit fractions of 1/b on a number line. 2. Identify and represent fractions of size a/b as “a” lengths 1/b from 0 on the number line. 3. Identify and interpret fractional values on number lines. 4. Reason, compare and draw conclusions about equi-partitioning wholes and constructing fractional models and number line representations to justify. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.NF.2.htm | Below - Identifies fractions on a given number line with scale increments of halves and fourths. App - Identifies fractions on partitioned number lines. At - Represents a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognizes that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line. Above - Represents fractions on number lines. More than two fractions may be identified on the number line. | ||||||||||||||||||||
7 | 3.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line. | Medium | 2,3 | 1. Represent equivalent fractions. 2. Compare fractions with the same denominator. 3. Express whole numbers as fractions (over 1) and recognize equivalent fraction forms of whole numbers (n*p/p). 4. Represent and explain equivalent fractions by creating fraction models. 5. Compare fractions with the same numerator and unlike denominators. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.NF.3.htm | Below - Identifies equivalent fractions from area models based on the same whole using halves and fourths. App - Identifies equivalent fractions from area models based on the same whole or same point on a number line using halves and fourths. At - Identifies two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line. Above - Identifies more than two equivalent fractions from models based on the same whole or same point on a number line. | ||||||||||||||||||||
8 | 3.NS.7: 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). | High | 2,3 | 1. Represent equivalent fractions. 2. Compare fractions with the same denominator. 3. Express whole numbers as fractions (over 1) and recognize equivalent fraction forms of whole numbers (n*p/p). 4. Represent and explain equivalent fractions by creating fraction models. 5. Compare fractions with the same numerator and unlike denominators. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.NF.3.htm | Below - Identifies equivalent fractions of halves and fourths using models based on the same whole. App - Generates equivalent fractions of halves and fourths using models based on the same whole. At - Recognizes and generates simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explains why the fractions are equivalent (e.g., by using a visual fraction model). Above - Generates more than two equivalent fractions. | ||||||||||||||||||||
9 | 3.NS.8: Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). | Medium | 2,3 | 1. Represent equivalent fractions. 2. Compare fractions with the same denominator. 3. Express whole numbers as fractions (over 1) and recognize equivalent fraction forms of whole numbers (n*p/p). 4. Represent and explain equivalent fractions by creating fraction models. 5. Compare fractions with the same numerator and unlike denominators. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.NF.3.htm | Below - Given two fractions with same numerators or same denominators on a number line, compares the fractions. Identifies that comparisons are valid only when the two fractions refer to the same whole. App - Compares two fractions with same numerators or same denominators, when given a visual. Identifies that comparisons are valid only when the two fractions refer to the same whole. Records the results of comparisons with symbols >, =, or <. At - Compares two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Records the results of comparisons with the symbols >, =, or <, and justifies the conclusions (e.g., by using a visual fraction model). Above - Compares more than two fractions with same numerators or same denominators. Identifies that comparisons are valid only when the two fractions refer to the same whole. Records the results of comparisons with symbols >, =, or <, and justifies the conclusions. | ||||||||||||||||||||
10 | 3.NS.9: Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100. | Medium | 1,2 | 1. Identify the value of a given number rounded to the nearest 10 or 100. 2. Identify the numbers that round to a given value. 3. Plot points to represent values that round to a given value. 4. Interpret and distinguish between different rounding procedures used in rounding to a number in order to create a number that fits certain parameters. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.NBT.1.htm | Below - Identifies a place value within a 2-digit whole number and a 3-digit whole number. App - Uses place value understanding to round 2- and 3-digit whole numbers to nearest 10 or 100 when given a model such as a number line. At - Uses place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100. Above - Generates numbers that would round to a given value. | ||||||||||||||||||||
11 | 3.C.1: Add and subtract whole numbers fluently within 1000. | High | 1 | Calculate the sum or difference of two or more numbers. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.NBT.2.htm | Below - Identifies and attempts the process of adding and subtracting within 1000. App - Adds and subtracts whole numbers fluently within 1000 using models or pictures. At - Adds and subtracts whole numbers fluently within 1000. Above - Adds and subtracts whole numbers fluently within 1000 and verifies the results using multiple approaches. | ||||||||||||||||||||
12 | 3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the properties of 0 and 1 in multiplication. | High | 2 | Students determine the answer to a multiplication problem given an array, equal-sized groups, number line, or area models. Given a visual array/group/model/number line, students identify/match the corresponding equation. Students create an array to model a product. Given a multiplication equation, students identify/match the corresponding model(s). | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.C.2.htm&grade=grade3&subject=Mathematics | Below - Identifies the models for multiplication (equal-sized groups, arrays, area models, and equal “jumps” on a number line). App - Identifies the concept of multiplication of whole numbers when given the following models: equal-sized groups, arrays, area models, and equal “jumps” on a number line. At - Represents the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal “jumps” on a number line. Applies the properties of 0 and 1 in multiplication. Above - Explains the properties of 0 and 1 in multiplication using equal-sized groups, arrays, area models, and equal “jumps” on a number line. | ||||||||||||||||||||
13 | 3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division. | High | 2 | Students create a division model. Students write/identify an equivalent multiplication expression. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.C.3.htm&grade=grade3&subject=Mathematics | Below - Identifies the models for division (partitioning, sharing, and an inverse of multiplication). App - Identifies the concept of division of whole numbers when given the following models: partitioning, sharing, and an inverse of multiplication. At - Represents the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Applies the properties of 0 and 1 in division. Above - Explains the properties of 0 and 1 in division using partitioning, sharing, and an inverse of multiplication. | ||||||||||||||||||||
14 | 3.C.4: 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). | Medium | 1,2 | 1. Identify the quotient for a given problem. 2. Find a number to answer a question based on the interpretation of a quotient within a context. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.OA.2.htm | Below - Identifies a model for a division problem showing the quotient divided into equal shares. App - Identifies that the quotient of a division problem represents an unknown number of groups or an unknown number of objects in a group. At - Interprets 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) Above - Creates a model to show both types of division based on the same division equation. | ||||||||||||||||||||
15 | 3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations. | Medium | 2 | Create an equivalent expression based on applying a particular property (i.e., Commutative, Associative, Distributive) | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.OA.5.htm | Below - Identifies models that represent multiplication and division within 100. App - Multiplies and divides within 100 when given models or strategies. At - Multiplies and divides 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. Above - Uses multiple strategies and models to multiply and divide within 100. | ||||||||||||||||||||
16 | 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. | Medium | 1 | Students will find a product/quotient. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.C.6.htm&grade=grade3&subject=Mathematics | Below - Demonstrates fluency with some multiplication facts and corresponding division facts of 0 to 10 when given models. App - Demonstrates fluency with some multiplication facts and corresponding division facts of 0 to 10 when given models At - Demonstrates fluency with multiplication facts and corresponding division facts of 0 to 10. Above - Demonstrates fluency with multiplication facts and corresponding division facts of 0 to 10. | ||||||||||||||||||||
17 | 3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). | High | 2 | Students create and solve an equation to solve a story problem. Students create a model to represent a story problem. Students enter the missing number to complete an equation. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.AT.1.htm&grade=grade3&subject=Mathematics | Below - Identifies real-world problems as addition or subtraction. App - Solves real-world problems involving addition and subtraction of whole numbers within 1000 when given models or equations. At - Solves real-world problems involving addition and subtraction of whole numbers within 1000. Above - Solves real-world problems involving addition and subtraction of whole numbers within 1000, including complex situations. | ||||||||||||||||||||
18 | 3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 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). | Medium | 2,3 | 1. Solve a simple word problem involving multiplication or division 2. Create an equation to model a simple situation with multiplication or division. 3. Model multiplication and division equations by sorting objects into equal groups. 4. Create an equation to model a complex situation with multiplication or division. 5. Create a model using a multiplication or division equation that represents a complex situation. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.OA.3.htm | Below - Identifies real-world problems as multiplication or division. App - Solves real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities when given models. At - Solves real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities. Above - Solves complex real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities. | ||||||||||||||||||||
19 | 3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). | Medium | 2,3 | 1. Determine a solution to a two-step word problem. 2. Determine whether an answer is reasonable based on estimation and/or rounding. 3. Construct an equation that models a multi-step word problem. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.OA.8.htm | Below - Identifies the correct two-step math sentence that can be used to solve problems. App - Solves two-step real-world problems using the four operations of addition, subtraction, multiplication, and division when given a model or equation. At - Solves two-step real-world problems using the four operations of addition, subtraction, multiplication, and division. Above - Solves complex two-step real-world problems using the four operations of addition, subtraction, multiplication, and division. | ||||||||||||||||||||
20 | 3.AT.4: Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations. | Medium | 2,3 | 1. Interpret and/or describe what factor pairs represent in a given arrangement. 2. Create a multiplication problem that describes a given arrangement. 3. Create multiple pairs of factors to create a given arrangement. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.OA.1.htm | Below - Identifies multiplication equations as equal groups when given a model. App - Creates equations when given a verbal statement of equal groups. At - Interprets multiplication equations as equal groups. Represents verbal statements of equal groups as multiplication equations. Above - When given products for a situation involving equal groups, creates multiple equations to represent the situation. | ||||||||||||||||||||
21 | 3.AT.5: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. | Medium | 2 | Find the unknown number in a given multiplication or division equation. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.OA.4.htm | Below - Determines the unknown whole number in a multiplication or division equation relating three whole numbers where the unknown is the product in a multiplication problem or the quotient in a division problem when given models. App - Determines the unknown whole number in a multiplication or division equation relating three whole numbers where the unknown is the product in a multiplication problem or the quotient in a division problem. At - Determines the unknown whole number in a multiplication or division equation relating three whole numbers. Above - Creates equivalent equations for either a multiplication or a division equation. | ||||||||||||||||||||
22 | 3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 100. | Medium | 2,3 | 1. Identify unknown numbers in a pattern. 2. Identify the pattern in a sequence of numbers. 3. Determine characteristics or trends across numerical situations such as sum, doubles, and/or multiples. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.OA.9.htm | Below - Extends number patterns using multiplication within 100 using multiples of 2, 5, or 10. App - Extends and identifies an appropriate rule for number patterns using multiplication within 100 using multiples of 2, 5, or 10. At - Creates, extends, and identifies an appropriate rule for number patterns using multiplication within 100. Above - Creates, extends, and identifies an appropriate rule for number patterns using multiplication within 100. | ||||||||||||||||||||
23 | 3.G.1: Identify and describe the following: cube, sphere, prism, pyramid, cone, and cylinder. | Low | 2 | Given a real-world object, students select a shape that models it. Given a shape, students identify a real-world object that it models. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.G.1.htm&grade=grade3&subject=Mathematics | Below - Matches an image of shape to a name: cube, sphere, prism, pyramid, cone, and cylinder. App - Matches a shape to a description: cube, sphere, prism, pyramid, cone, and cylinder. At - Identifies and describes the following: cube, sphere, prism, pyramid, cone, and cylinder. Above - Provides a real-world example of the shapes: cube, sphere, prism, pyramid, cone, and cylinder. | ||||||||||||||||||||
24 | 3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories. | High | 1,2,3 | 1. Select properties that are shared by a set of shapes. 2. Select shapes that belong to the same sub-categories 3. Use a set of qualifications to construct a shape. 4. Use a set of qualifications to name a shape. 5. Classify shapes based on properties. 6. Given a set of shapes in two groups, explain why the shapes were classified this way. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.G.1.htm | Below - Identifies that shapes may share attributes, and that the shared attributes can define a larger category. Identifies rectangles and squares as examples of quadrilaterals. App - Identifies that shapes may share attributes, and that the shared attributes can define a larger category. Identifies and draws rectangles and squares as examples of quadrilaterals. At - Explains that shapes may share attributes, and that the shared attributes can define a larger category. Identifies and draws rhombuses, rectangles, and squares as examples of quadrilaterals. Identifies and draws examples of quadrilaterals that do not belong to any of these subcategories. Above - Analyzes similarities and differences between given quadrilaterals. | ||||||||||||||||||||
25 | 3.G.3: Identify, describe and draw points, lines and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes. | High | 1,2 | 1. Identify geometric objects and properties noted by the standard, either as individual objects or as part of a more complex figure. 2. Construct a geometric figure based on given constraints/properties. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f4.G.1.htm | Below - Identifies points, lines and line segments and uses these terms when describing two-dimensional shapes. App - Identifies and draws points, lines and line segments using appropriate tools, and uses these terms when describing two-dimensional shapes. At - Identifies, describes, and draws points, lines and line segments using appropriate tools, and uses these terms when describing two-dimensional shapes. Above - Uses appropriate tools to construct two-dimensional shapes with a prescribed number of vertices, lines, and line segments. | ||||||||||||||||||||
26 | 3.G.4: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8). | High | 1,2,3 | 1. Recognize the fraction an area of a shape represents. 2. Identify the shapes that are divided into equal parts. 3. Partition a shape into equal areas. 4. Shade a fraction of shape. 5. Match given partitions with the fraction each represents. 6. Construct a complete shape given only one of the partitioned areas of the whole shape. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.G.2.htm | Below - Partitions shapes into halves with equal areas. App - Partitions shapes into halves and fourths with equal areas. Describes the area of each part as a unit fraction of the whole. At - Partitions shapes into parts with equal areas. Describes the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8). Above - Identifies multiple ways to partition a shape to show parts with equal area where the area is a unit fraction. | ||||||||||||||||||||
27 | 3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world 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). | Medium | 1,2 | 1. Identify a given measured amount. 2. Estimate an unknown quantity by comparing it with a given measurement. 3. Interpret and calculate a one-step word problem involving measurement. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.MD.2.htm | Below - Measures the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt) and gallons (gal). App - Measures the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Adds or subtracts to solve one-step real-world problems involving masses or volumes that are given in the same units. At - Estimates and measures the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Adds, subtracts, multiplies, or divides to solve one-step real-world problems involving masses or volumes that are given in the same units Above - Adds, subtracts, multiplies, or divides to solve complex real-world problems involving masses or volumes that are given in the same units. | ||||||||||||||||||||
28 | 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. | High | 2 | Students identify the tool or unit that should be used to measure an object. Students identify a given measurement of an object. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.M.2.htm&grade=grade3&subject=Mathematics | Below - Identifies length, weight, and temperature from a given model. App - Chooses and uses appropriate units and tools to measure length, weight, and temperature. Measures length to a half-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. At - Chooses and uses appropriate units and tools to estimate and measure length, weight, and temperature. Estimates and measures length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. Above - Chooses and uses appropriate units and tools to estimate and measure length, weight, and temperature. Estimates and measures length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. Describes a real-world example that could be measured in those units. | ||||||||||||||||||||
29 | 3.M.3: Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems involving addition and subtraction of time intervals in minutes. | High | 1,2,3 | 1. Recognize and identify a time shown to a single-minute increment on a clock. 2. Calculate a change of time. 3. Show change of time on a number line or clock. 4. Construct a schedule by adding and subtracting time intervals. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.MD.1.htm | Below - Tells and writes time to the nearest minute from analog clocks, using a.m. and p.m., and measures time intervals in minutes within the same hour. App - Tells and writes time to the nearest minute from analog clocks, using a.m. and p.m., and measures time intervals in minutes within the same hour. Solves real-world problems involving addition time intervals in minutes without regrouping. At - Tells and writes time to the nearest minute from analog clocks, using a.m. and p.m., and measures time intervals in minutes. Solves real-world problems involving addition and subtraction of time intervals in minutes. Above - Tells and writes time to the nearest minute from analog clocks, using a.m. and p.m., and measures time intervals in minutes. Solves complex real-world problems involving addition and subtraction of time intervals in minutes. | ||||||||||||||||||||
30 | 3.M.4: Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is enough money to make a purchase. | High | 2 | Given a picture of coins and/or bills, students determine the dollar amount. Students create a model for a given amount of money. Given an amount of money, a picture of money, or a one-step problem, students determine if there is enough to purchase given items. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/InIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2fin%2fMA.3.M.4.htm&grade=grade3&subject=Mathematics | Below - Finds the value of a collection of coins and bills, limited to a single denomination of coins. Writes amounts less than a dollar using the ¢ symbol and writes larger amounts using the $ symbol in the form of dollars and cents. App - Finds the value of any collection of coins and bills. Writes amounts less than a dollar using the ¢ symbol and writes larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). At - Finds the value of any collection of coins and bills. Writes amounts less than a dollar using the ¢ symbol and writes larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solves real-world problems to determine whether there is enough money to make a purchase. Above - Finds the value of any collection of coins and bills. Writes amounts less than a dollar using the ¢ symbol and writes larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solves complex real-world problems to determine whether there is enough money to make a purchase. | ||||||||||||||||||||
31 | 3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters. | High | 1,2,3 | 1. Find the area of a rectangle using various strategies, such as multiplying side lengths and using tiling to demonstrate the distributive property as it relates to area. 2. Find the area of rectilinear figures by decomposing them into non-overlapping rectangles. 3. Draw conclusions about unknown side lengths in order to calculate the area of a rectilinear figure | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.MD.7.htm | Below - Finds the area of a rectangle with whole-number side lengths when given a model with unit squares. App - Finds the area of a rectangle with whole-number side lengths when given a model with unit squares, and shows that the area is the same as would be found by multiplying the side lengths. At - Finds the area of a rectangle with whole-number side lengths by modeling with unit squares, and shows that the area is the same as would be found by multiplying the side lengths. Identifies and draws rectangles with the same perimeter and different areas or with the same area and different perimeters. Above - Finds the area of a rectangle with whole-number side lengths. Identifies and draws rectangles with the same perimeter and different areas or with the same area and different perimeters. | ||||||||||||||||||||
32 | 3.M.6: Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. | Medium | 1,2,3 | 1. Find the area of a rectangle using various strategies, such as multiplying side lengths and using tiling to demonstrate the distributive property as it relates to area. 2. Find the area of rectilinear figures by decomposing them into non-overlapping rectangles. 3. Draw conclusions about unknown side lengths in order to calculate the area of a rectilinear figure. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.MD.7.htm | Below - Given a diagram, identifies the correct mathematical sentence that represents the problem. App - Given a diagram, multiplies side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems. At - Multiplies side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and represents whole-number products as rectangular areas in mathematical reasoning. Above - Multiplies side lengths to find areas of rectangles with whole-number side lengths to solve complex real-world problems and other mathematical problems, and represents whole-number products as rectangular areas in mathematical reasoning. | ||||||||||||||||||||
33 | 3.M.7: Find perimeters of polygons given the side lengths or by finding an unknown side length. | Medium | 1,2,3 | 1. Identify what the perimeter of a figure means and represents. 2. Construct a polygon with a given perimeter or area. 3. Find the perimeter of a polygon given the side lengths. 4. Find an unknown side length of a polygon given the perimeter. 5. Construct a rectangle with a given perimeter based on area (or a given area based on perimeter) | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.MD.8.htm | Below - Given a polygon model, identifies the correct mathematical sentence that represents the problem. App - Finds perimeters of polygons given the side lengths. At - Finds perimeters of polygons given the side lengths or by finding an unknown side length. Above - Using regular polygons and a given perimeter, finds the length of one side of the polygon. | ||||||||||||||||||||
34 | 3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data. | Medium | 1,2,3 | 1. Compare two or more data values from a given graph to solve one- and two-step word problems. 2. Construct a scaled bar or picture graph based on given data. 3. Create a scale for given data and construct a graph. 4. Construct a scaled bar or picture graph based on parameters. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.MD.3.htm | Below - Creates scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. App - Creates scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solves one-step “how many more” and “how many less” problems regarding the data. At - Creates scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments— with several categories. Solves one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data. Above - Creates scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solves one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data. Revises graph and predictions based on new incoming data. | ||||||||||||||||||||
35 | 3.DA.2: Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters. | Medium | 1,2 | 1. Measure the length of a given object. 2. Classify and/or sort objects based on their measure. 3. Construct a line plot based on given data. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/Home/CcIntermediate?linkPath=http%3a%2f%2fiasstandardviewer-878159656.us-east-2.elb.amazonaws.com%2fstandards%2ficcr%2f3.MD.4.htm | Below - Generates measurement data by measuring lengths with rulers to the nearest inch. Identifies the data presented on a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers. App - Generates measurement data by measuring lengths with rulers to the nearest whole or half of an inch. Identifies the data presented on a line plot, where the horizontal scale is marked off in appropriate units, such as whole and half numbers. At - Generates measurement data by measuring lengths with rulers to the nearest quarter of an inch. Displays the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters. Above - Analyzes and compares the data from more than one source, by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters. | ||||||||||||||||||||
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38 | P.1: Make sense of problems and persevere in solving them | Medium | 1,2,3 | Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/standards/smarter/G3-5_Claim2_Spec_v4.pdf | Below - Identifies important unknown quantities and key terms in order to solve real-world problems. App - Identifies the overall objective to develop ideas and plan strategies to solve real-world problems. At - Perseveres in developing and implementing strategies to solve real-world problems. Solves or checks the reasonableness of solutions and methods. Above - Perseveres in developing and implementing multiple strategies to solve unconventional real-world problems. Solves or checks the reasonableness of solutions and methods using different methods. | ||||||||||||||||||||
39 | P.2: Reason abstractly and quantitatively | Medium | 1,2,3 | Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/standards/smarter/G3-5_Claim2and3_Spec_v4.pdf | Below - Identifies quantities and operations necessary for solving problems. App - Represents quantitative problems without considering all possible constraints or units. At - Applies reasoning to create coherent representations of quantitative and abstract problems, considering relevant referents. Above - Applies reasoning to create coherent representations of problems, considering relevant referents. Flexibly uses a variety of properties and operations. | ||||||||||||||||||||
40 | P.3: Construct viable arguments and crtique the reasoning of others | Medium | 1,2,3 | Students clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/standards/smarter/G3-5_Claim3_Spec_v4.pdf | Below - Generates responses based on limited prior knowledge or understanding of evidence. App - Develops arguments based on limited prior knowledge or understanding of evidence. At - Develops and defends arguments, taking into consideration prior knowledge or evidence, to test conjectures or critique others' conjectures for clarity or improvement. Above - Develops and defends arguments, taking into consideration prior knowledge, evidence, and other possible explanations, to test conjectures or critique others' conjectures for clarity or improvement. Asks useful and probing question to strengthen conjectures or the conjectures of others. | ||||||||||||||||||||
41 | P.4: Model with mathematics | Medium | 1,2,3,4 | Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/standards/smarter/G3-5_Claim4_Spec_v4.pdf | Below - Identifies models to represent situations. App - Develops appropriate models to solve real-world problems using mathematical knowledge. At - Models real-world problems using appropriate tools to analyze and draw mathematical conclusions. Interprets results for reasonableness and possible revision. Above - Develops and compares multiple models to solve real-world problems. | ||||||||||||||||||||
42 | P.5: Use appropriate tools strategically | Medium | 1,2,3 | Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/standards/smarter/G3-5_Claim2_Spec_v4.pdf | Below - Identifies tools to solve problems. App - Uses given tools correctly for the tasks at hand. At - Identifies and uses tools to solve problems with an understanding of mathematical concepts. Above - Uses a variety of tools to develop mathematical understanding, reasoning, and problem solving. | ||||||||||||||||||||
43 | P.6: Attend to precision | Medium | 1,2,3 | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/standards/smarter/PT-MATH.pdf | Below - Computes solutions to problems without attending to precision. App - Computes solutions to problems and explains with limited mathematical vocabulary. At - Precisely communicates mathematical reasoning using appropriate vocabulary. Performs calculations with precision and efficiency, checking validity of results. Above - Uses appropriate mathematical vocabulary to precisely and logically explain the validity of results in the context of problems. | |||||||||||||||||||||
44 | P.7: Look for and make use of structure | Medium | 1,2,3 | Students clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/standards/smarter/G3-5_Claim3_Spec_v4.pdf | Below - Applies basic ideas of mathematical principles to solve simple problems. App - Applies ideas of mathematical principles to solve any problem. Identifies simple patterns to solve related problems. At - Identifies patterns in mathematics to solve related problems. Applies ideas of mathematical principles to solve any problem. Provides different representations of the same math concept to solve problems. Above - Analyzes patterns and structures to make predictions about related problems. | ||||||||||||||||||||
45 | P.8: Look for and express regularity in repeated reasoning | Medium | 1,2,3 | Students clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. | http://iasstandardviewer-878159656.us-east-2.elb.amazonaws.com/standards/smarter/G3-5_Claim3_Spec_v4.pdf | Below - Recognizes that a general method or rule is possible for repeated calculations. App - Applies general methods and rules for repeated calculations. At - Develops general methods and rules for solving mathematical problems. Above - Evaluates the reasonableness of general methods and rules. | ||||||||||||||||||||
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