**Represent and solve problems involving multiplication and division.**

*Math.3.OA.A.3*: Use multiplication and division within 100 to solve word problems 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.

Activity | Page |
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Multiplication Within 100 | 13 |

Division Within 100 | 14 |

Multiplication and Division Within 100 | 16 |

Word Problems with Mixed Operations | 17 |

Multiplication Within 100 | 38 |

Division Within 100 | 39 |

Multiplication and Division Within 100 | 41 |

Word Problems with Mixed Operations | 42 |

Multiplication Within 100 | 63 |

Division Within 100 | 64 |

Multiplication and Division Within 100 | 66 |

Word Problems with Mixed Operations | 67 |

**Understand properties of multiplication and the relationship between multiplication and division.**

*Math.3.OA.B.5*: Apply properties of operations as strategies to multiply and divide. *Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)*

Activity | Page |
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Relating Multiplication and Division Within 100 | 15 |

Relating Multiplication and Division Within 100 | 40 |

Relating Multiplication and Division Within 100 | 65 |

**Solve problems involving the four operations, and identify and explain patterns in arithmetic.**

*Math.3.OA.D.8*: 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; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order).

Activity | Page |
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Word Problems with Mixed Operations | 17 |

Multiple-step Problems with Two Questions | 18 |

Multiple-step Problems with a Hidden Question | 19 |

Estimate Sums | 21 |

Estimate Products | 22 |

Word Problems with Mixed Operations | 42 |

Multiple-step Problems with Two Questions | 43 |

Multiple-step Problems with a Hidden Question | 44 |

Estimate Sums | 46 |

Estimate Products | 47 |

Word Problems with Mixed Operations | 67 |

Multiple-step Problems with Two Questions | 68 |

Multiple-step Problems with a Hidden Question | 69 |

Estimate Sums | 71 |

Estimate Products | 72 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.2*: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Activity | Page |
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Addition and Subtraction | 10 |

Addition and Subtraction | 35 |

Addition and Subtraction | 60 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.1*: Use place value understanding to round whole numbers to the nearest 10 or 100.

Activity | Page |
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Estimation and Rounding | 20 |

Estimate Sums | 21 |

Estimation and Rounding | 45 |

Estimate Sums | 46 |

Estimation and Rounding | 70 |

Estimate Sums | 71 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.3*: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Activity | Page |
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Estimate Products | 22 |

Estimate Products | 47 |

Estimate Products | 72 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.2*: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Activity | Page |
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Fractions | 23 |

Fractions | 48 |

Fractions | 73 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.3*: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Activity | Page |
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Comparing Fractions | 24 |

Comparing Fractions | 49 |

Comparing Fractions | 74 |

**Understand a fraction as a number on the number line; represent fractions on a number line diagram.**

*Math.3.NF.A.2a*: Represent a fraction 1/*b* on a number line diagram 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.

Activity | Page |
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Fractions | 23 |

Fractions | 48 |

Fractions | 73 |

**Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.**

*Math.3.NF.A.3b*: 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.

Activity | Page |
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Comparing Fractions | 24 |

Comparing Fractions | 49 |

Comparing Fractions | 74 |

**Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.**

*Math.3.NF.A.3a*: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Activity | Page |
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Comparing Fractions | 24 |

Comparing Fractions | 49 |

Comparing Fractions | 74 |

**Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.**

*Math.3.NF.A.3c*: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. *Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram*.

Activity | Page |
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More Fractions | 25 |

More Fractions | 50 |

More Fractions | 75 |

**Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.**

*Math.3.MD.A.2*: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).(Excludes compound units such as cm3 and finding the geometric volume of a container) Add, subtract, multiply, or divide to solve one-step word 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.(Excludes multiplicative comparison problems (problems involving notions of "times as much").

Activity | Page |
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Metric Units | 26 |

Metric Units | 51 |

Metric Units | 76 |

**Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.**

*Math.3.MD.A.1*: 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, e.g., by representing the problem on a number line diagram.

Activity | Page |
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Time to the Half Hour and Quarter Hour | 28 |

Time to the Minute | 29 |

Elapsed Time | 30 |

Units of Time | 31 |

Time to the Half Hour and Quarter Hour | 53 |

Time to the Minute | 54 |

Elapsed Time | 55 |

Units of Time | 56 |

Time to the Half Hour and Quarter Hour | 78 |

Time to the Minute | 79 |

Elapsed Time | 80 |

Units of Time | 81 |

**Represent and interpret data.**

*Math.3.MD.B.3*: 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*.

Activity | Page |
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Addition and Subtraction with Bar Graphs | 11 |

Addition and Subtraction with Pictographs | 12 |

Addition and Subtraction with Bar Graphs | 36 |

Addition and Subtraction with Pictographs | 37 |

Addition and Subtraction with Bar Graphs | 61 |

Addition and Subtraction with Pictographs | 62 |

**Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**

*Math.3.MD.C.5*: Recognize area as an attribute of plane figures and understand concepts of area measurement.

Activity | Page |
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Area | 33 |

Area | 58 |

Area | 83 |

**Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**

*Math.3.MD.C.7*: Relate area to the operations of multiplication and addition.

Activity | Page |
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Area | 33 |

Area | 58 |

Area | 83 |

**Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.**

*Math.3.MD.D.8*: 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 areas or with the same area and different perimeters.

Activity | Page |
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Perimeter | 32 |

Perimeter and Area | 34 |

Perimeter | 57 |

Perimeter and Area | 59 |

Perimeter | 82 |

Perimeter and Area | 84 |

**Reason with shapes and their attributes.**

*Math.3.G.A.1*: Understand that shapes in different categories (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 rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Activity | Page |
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Two-dimensional Shapes | 27 |

Two-dimensional Shapes | 52 |

Two-dimensional Shapes | 77 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.