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1 | Upton Elementary School Math Priority Standards | ||||||||||||||||||||||||||||

2 | Required fluency | Multiply/Divide within 100 Add/Subtract within 1,000 Fluent in the standard means fast and accurate. Mathematical practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision,. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. | Grade 3 Proficiency Scales | ||||||||||||||||||||||||||

3 | Math Sequence | Standards (priorty "P" and supporting "S") | I can statements... | Vocabulary | |||||||||||||||||||||||||

4 | 3.OA.1 Priority | 1. Represent and solve problems involving multiplication and division. 3. Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4. Multiply and divide within 100 | I can represent multiplication and division in a variety of ways and relate it to a number equation. | Multiplication, factors, products, array, commutative property of multiplication, multiples, identity property of multiplication, zero property of multiplication associative property of multiplication,distributive property of multiplication, division, dividend, divisor, quotient, fact families | |||||||||||||||||||||||||

5 | 3.OA.2 P | Represent and solve problems involving multiplication and division. For example, describe a context in which a number of shares or a number of groups can be expressed as 56/8 | I can solve problems to find quotients of whole numbers. | ||||||||||||||||||||||||||

6 | 3.OA.3 P | Represent and solve problems involving multiplication and division. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities by using drawings, and equations with a symbol for the unknown number. Mathematical practice 4,8 | I can solve word problems with numbers to 100 using multiplication and division. | ||||||||||||||||||||||||||

7 | 3.OA.4 P | Represent and solve problems involving multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers Mathematical practice 1,4 | I can find the missing number in a multiplication or division equation. | ||||||||||||||||||||||||||

8 | 3.OA.5 P | Understand properties of multiplication and the relationship between multiplication and division. Apply properties of operations as strategies to multiply and divide.Commutative property, Associative property, and Distributive property. Mathematical property 4, 7, 8. | I can use the Commutative, Associative, and Distributive properties of multiplication to multiply and divide. | ||||||||||||||||||||||||||

9 | 3.OA.6 P | Understand properties of multiplication and the relationship between multiplication and division. Understand division as an unknown factor problem. For example, find 32/8 by finding the number that makes 32 when multiplied by 8. Mathematical practice 7,8 | I can find the quotient by finding the missing factor. | ||||||||||||||||||||||||||

10 | 3.OA.7 P | Multiply and divide withing 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division. By the end of third grade know from memory all products of two one-digit numbers. Mathematical practice 7,8 | I can recite and write from memory all products of two one-digit numbers. I can attend to precision. I can look for and express regularity in repeated reasoning. | ||||||||||||||||||||||||||

11 | 3.OA.8 P | Solve problems involving the four operations, and identify and explain patterns in arithmetic. Solve two step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole number answers. Mathematical practice 1,2. | I can solve single and two step word problems involving addition, subtraction, multiplication, and division. I can analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question. I can make sense of problems and persevere in solving them. I can construct viable arguments and critique the reasoning of others. I can attend to precision. | ||||||||||||||||||||||||||

12 | 3.OA.9 P | Solve problems involving the four operations, and identify and explain patterns in arithmetic. Identify arithmetic patterns including patterns in the addition table or multiplication table, and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Mathematical practice 1,4,8 | I can identify patterns in the addition or multiplication table. | ||||||||||||||||||||||||||

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14 | 3.NBT.2, P | Use place value understanding and properties of operations to perform multidigit arithmetic. Fluentlyadd and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction. Mathematical practice 6,7,8 | I can fluently add and subtract whole numbers using regroupin | digits, place value,standard form, expanded form, word form, period, compare, order,addends, sum, estimate, compatible numbers, equation, difference, | |||||||||||||||||||||||||

15 | 3.NBT.3 P | Use place value understanding and properties of operations to perform multi digit arithmetic. Multiply one digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations. Mathematical practice 6,7 | I can multiply a one digit number by a multiple of 10 I can look for and make use of structure. I can look for and express regularity in repeated reasoning. | ||||||||||||||||||||||||||

16 | 3.NBT.1 Supporting | Use place value understanding and properties of operations to perform multi digit arithmetic. Use place value understanding to round whole numbers to the nearest 10 or 100. Mathematical practice 4,6 | I can round whole numbers through 10,000 to the nearest ten and hundred. | ||||||||||||||||||||||||||

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18 | 3.NF.1 P | Develop understanding of fractions as numbers. 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. Mathematical practice 4,5 | I can represent, compare, and order fractions with denominators of 2,3,4,6,8. I can model with mathematics. I can use appropriate tools strategically. | halves, thirds, fourths, fifths, sixths, eighths, tenths, twelfths, fraction, unit fraction, numerator, denominator, mixed numbers, benchmark fractions, equivalent fractions, simplest form, | |||||||||||||||||||||||||

19 | 3.NF,2 P | Develop understanding of fractions as numbers. Understand a fraction as a number on the number line represent fractions on a number line diagram. Mathematical practice 2,4,5 | I can represent, compare, and order fractions with denominators of 2,3,4,6,8 on a number line. I can model with mathematics. I can use appropriate tools strategically. I can attend to precision. I can represent and identify equivalent fractions with denominators of 2,3,4,6, and 8. | ||||||||||||||||||||||||||

20 | 3.NF.3 P | Develop understanding of fractions as numbers. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. A. Understand two fractions as equivalent if they are the same size or the same point on a number line. B. Recognize and generate simple equivalent fractions Explain why the fractions arre equivalent by using a visual fraction model. C. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers Mathematical practice 1,3 | I can make sense of problems and persevere in solving them. I can construct viable arguments and critique gthe reasoning of others. | ||||||||||||||||||||||||||

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22 | 3.MD.1, P | 1. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Tell and write time to the nearest minute and measure time intervals in minutes, solve word problems involving addition and subtraction of time intervals in minutes by representing the problem on a number line diagram. . Mathematical practice 4,6,7 | I can tell time to the nearest minute. I can solve word problems that involve addition and subtraction of time intervals in minutes. | hour, half hour, quarter hour, minute, seconds, A.M., P.M., elapsed time, perimeter, mile, area, square unit, capackity, cup, pint, quart, gallon, mililiter, liter, mass, gram, kilogram, weight, ounce, pound, ton, linr plot, pictograph, key, bar graph, scale | |||||||||||||||||||||||||

23 | 3.MD.2 P | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Measure and estimate liquid volumes and masses of objects using standard units of grams, liters, and kilograms. Add, subtract, multiply, or divide to solve one step word problems involving masses or volumes that are given in the same units by using drawings to represent the problem. Mathematical practice 5 | I can estimate and measure liquid volumes and masses of objects in standard units. I can solve word problems by using +, -, x, and / to find liquid voumes or masses of objects. | ||||||||||||||||||||||||||

24 | 3,MD.5 P | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Recognize area as an attribute of plane figures and understand concepts of area measurement. A. A square with side length of 1 unit is said to have one square unit of area and can be used to measure area. B. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Mathematical practice 5,6 | I can find the area of a rectangle. | ||||||||||||||||||||||||||

25 | 3.MD.6 P | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Measure areas by counting unit squares. Mathematical practice 4,6 | I can find the area of a plane figure by counting unit squares. | ||||||||||||||||||||||||||

26 | 3.MD.7 P | Relate area to the operations of multiplication and addition. A. Find 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 lengths. B. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems. and represent whole number products as rectangular areas in mathematical reasoning. C. Use tiling to show in a concrete case that the area of a rectangle with whole number side lengths A and B + C is the sum of AxBxC. Use area models to represent the distributive property in mathematical reasoning. D. Recognize area as additive. Find area of rectilinear figures by decomposing them into non overlaqpping rectangles and adding the areas of the non overlapping parts, applying this technique to solve real world problems. Mathematical practice 7,8 | I can look for and make use of structure. I can look for and express regularity in repeated reasoning. | ||||||||||||||||||||||||||

27 | 3.MD.8 P | Geometric measurement: Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different aareas or with the same area and different perimeters Mathematical practice 1,2,3 | I can make sense of problems and persevere in solving them. I can reason abstractly and quantitiatively. I can construct viable arguments and critique the reasoning of others. | ||||||||||||||||||||||||||

28 | 3.MD.3 Supporting | Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and two step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Mathematical practice 1,3,8 | I can draw a scaled picture graph and bar graph to represent data. I can solve one and two step problems using data from bar graphs. | ||||||||||||||||||||||||||

29 | 3.MD.4 Supporting | Represent and interpret data. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, quarters. Mathematical practice 2,8 | I can use a ruler with halves, and fourths of an inch to measure lengths. I can make a line plot using whole numbers, halves, or quarters. | ||||||||||||||||||||||||||

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31 | 3.G.1 (Supporting) | Reason with shapes and their attributes.Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category such as quadrilaterals.. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories. Mathematical practices, 2,3,4 | I can categorize shapes and classify their attributes. I can reason abstractly and quantitatively. I can model with mathematics. I can attend to precision .I can understand, recognize, and draw quadrilaterals that share the same attributes. | point, line, line segment, intersecting lines, parallel lines, ray, angle, vertex, right angle, perpendicular, acute angle, obtuse angle, polygon, side, diagonal, triangle, quadrilateral, pentagon, hexagon, octagon, decagon, equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, obtuse triangle, trapezoid, parallelogram, rectangle, rhombus, square | |||||||||||||||||||||||||

32 | 3.G.2 Supporting | Reason with shapes and their attributes. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Mathematical practice 2,3,4,5 | I can separate shapes into equal parts and express the parts as a fraction. I can reason abstractly and quantitatively. I can model with mathematics. I can use appropriate tools strategically. I can partition shapes into parts with equal area and express that part as a fraction. | ||||||||||||||||||||||||||

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