**Key Ideas and Details**

*ELA.RI.3.3*: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Activity | Page |
---|---|

Sequencing Events | 16 |

Giant Bubbles | 76 |

Using Schedules | 88 |

**Key Ideas and Details**

*ELA.RI.3.1*: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Activity | Page |
---|---|

Sequencing Events | 16 |

Irrelevant Details | 28 |

The Secret | 36 |

Giant Bubbles | 76 |

Using Schedules | 88 |

**Key Ideas and Details**

*ELA.RI.3.2*: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Activity | Page |
---|---|

On the Beach | 48 |

Farmer Grey’s Morning | 68 |

**Craft and Structure**

*ELA.RI.3.4*: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a *grade 3 topic or subject area*.

Activity | Page |
---|---|

Prefixes | 12 |

Suffixes | 24 |

Sneaky Snake | 32 |

Compound Words | 44 |

Seeing and Hearing | 52 |

Synonyms | 64 |

Antonyms | 72 |

Giant Bubbles | 76 |

Rodeo Sounds | 84 |

Using Schedules | 88 |

**Integration of Knowledge and Ideas**

*ELA.RI.3.8*: Describe the logical connection between particular sentences and paragraphs in a text(e.g., *comparison, cause/effect, first/second/third in a sequence*).

Activity | Page |
---|---|

Sequencing Events | 16 |

**Integration of Knowledge and Ideas**

*ELA.RI.3.7*: Use information gained from illustrations (e.g., *maps, photographs*) and the words in a text to demonstrate understanding of the text (e.g., *where, when, why, and how key events occur*).

Activity | Page |
---|---|

On the Beach | 48 |

Movie Poster | 56 |

Farmer Grey’s Morning | 68 |

Using Schedules | 88 |

**Text Types and Purposes**

*ELA.W.3.2*: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Activity | Page |
---|---|

It’s Crunchy! | 46 |

Lists | 54 |

Adding Adjectives | 82 |

**Production and Distribution of Writing**

*ELA.W.3.4*: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Activity | Page |
---|---|

Capitalization | 14 |

Alliteration | 18 |

What Do You Mean? | 34 |

Acting Out Verbs | 38 |

It’s Crunchy! | 46 |

In Charge | 86 |

**Research to Build and Present Knowledge**

*ELA.W.3.8*: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Activity | Page |
---|---|

It’s Crunchy! | 46 |

Sizzling Sounds | 58 |

Which Comes First? | 70 |

**Range of Writing**

*ELA.W.3.10*: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Activity | Page |
---|---|

Capitalization | 14 |

Alliteration | 18 |

What Do You Mean? | 34 |

Defining Descriptions | 42 |

It’s Crunchy! | 46 |

Lists | 54 |

Making Sentences | 62 |

Show Me | 66 |

Which Comes First? | 70 |

Super Synonyms | 78 |

In Charge | 86 |

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

*Math.3.OA.A.1*: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. *For example, describe a context in which a total number of objects can be expressed as 5 × 7*.

Activity | Page |
---|---|

Counting Sets | 41 |

Twos and Threes | 45 |

Grouping | 53 |

Brain Busters | 59 |

Word Problems | 71 |

Your Own Words | 75 |

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

*Math.3.OA.A.4*: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. *For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?*

Activity | Page |
---|---|

Twos and Threes | 45 |

It's Easy to Divide! | 51 |

Grouping | 53 |

Share Evenly | 57 |

Your Own Words | 75 |

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

*Math.3.OA.A.2*: 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. *For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8*.

Activity | Page |
---|---|

It's Easy to Divide! | 51 |

Find the Number | 55 |

Share Evenly | 57 |

A Fair Share | 67 |

Solving Problems | 85 |

**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 |
---|---|

Grouping | 53 |

Share Evenly | 57 |

Brain Busters | 59 |

Word Problems | 71 |

Your Own Words | 75 |

Solving Problems | 85 |

**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 |
---|---|

Multiplication Table | 43 |

It's Easy to Divide! | 51 |

Grouping | 53 |

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

*Math.3.OA.B.6*: Understand division as an unknown-factor problem. *For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8*.

Activity | Page |
---|---|

Share Evenly | 57 |

Brain Busters | 59 |

Your Own Words | 75 |

**Multiply and divide within 100.**

*Math.3.OA.C.7*: Fluently multiply and divide 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. By the end of Grade 3, know from memory all products of two one-digit numbers.

Activity | Page |
---|---|

Counting Sets | 41 |

Multiplication Table | 43 |

Twos and Threes | 45 |

Mysterious Fives | 47 |

Which Number Am I? | 50 |

Brain Busters | 59 |

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

*Math.3.OA.D.9*: 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*.

Activity | Page |
---|---|

Patterned Out | 11 |

Solve This One | 19 |

Counting Sets | 41 |

Multiplication Table | 43 |

Mysterious Fives | 47 |

Grouping | 53 |

**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 |
---|---|

Word Problems | 71 |

Your Own Words | 75 |

Key Words | 77 |

Rounding Numbers | 81 |

Snack Bar Math | 83 |

Money Madness | 87 |

**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 |
---|---|

Writing Numbers | 13 |

This Is the Life! | 21 |

Two-Digit Addition | 23 |

Challenging Addition | 25 |

Can You Make 105? | 27 |

What's In the Box? | 29 |

Coin Flip | 31 |

Sneaky Snake | 32 |

I've Been Framed! | 33 |

Two-Digit Subtraction | 35 |

Subtract and Regroup | 37 |

Which Number Am I? | 50 |

Number Sentences | 73 |

Key Words | 77 |

**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 |
---|---|

Count the Dice | 15 |

Smallest Number | 39 |

Which Number Am I? | 50 |

Rounding Numbers | 81 |

Snack Bar Math | 83 |

**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 |
---|---|

Multiplication Table | 43 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.1*: 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*.

Activity | Page |
---|---|

Find the Number | 55 |

Writing Fractions | 61 |

Fraction Practice | 63 |

Name That Fraction | 65 |

A Fair Share | 67 |

What's the Fraction? | 69 |

Solving Problems | 85 |

**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 |
---|---|

Fraction Practice | 63 |

**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 |
---|---|

Fraction Practice | 63 |

**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 |
---|---|

Using Schedules | 88 |

**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 |
---|---|

Designer Shoes | 49 |

**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 |
---|---|

Grouping | 53 |

Lists | 54 |

Writing Fractions | 61 |

What's the Fraction? | 69 |

**Reason with shapes and their attributes.**

*Math.3.G.A.2*: 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*.

Activity | Page |
---|---|

Writing Fractions | 61 |

Name That Fraction | 65 |

A Fair Share | 67 |

What's the Fraction? | 69 |

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.