Students are able to represent and solve problems involving multiplication and division.

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1 Grade 3 Learning Targets and I Can Statements Operations and Algebraic Thinking Students are able to represent and solve problems involving multiplication and division. o I understand the product of multiplication is the total number of objects for a certain number of groups each having the same number of items (e.g. 5 x 7 can represent 5 groups of 7 objects each). o I understand the quotient of division is the number of objects in each share when the total number of objects is split equally (e.g. 56 objects divided into 8 equal shares results in 7 objects for each share) or the number of shares when the total number of objects is split into groups with an equal number of o objects (e.g. 56 objects divided into groups of 8 objects each results in 7 shares). o I can solve word problems using multiplication and division within 100. o I can determine the unknown number in a multiplication or division problem relating three whole numbers (i.e. 8 x? = 48; 5 = 3; 6 x 6 =?). Students are able to understand properties of multiplication and the relationship between multiplication and division. o I can apply properties of operations as strategies to multiply and divide (i.e. 6x4=24, 4x6=24). o I understand division problems can be solved by finding the unknown factor of a related multiplication problem (i.e. find 32 8 by finding the unknown number within 8 x? = 32). Students are able to multiply and divide within 100. I will know from memory all products of two one-digit numbers by the end of third grade. Students are able to solve problems involving the four operations, and identify and explain patterns in arithmetic. o I can solve two-step word problems using addition, subtraction, multiplication, and division.

2 I can write a number model, with a letter standing for an unknown amount, to represent addition, subtraction, multiplication, and division within twostep word problems. o I can determine the reasonableness of my answers using mental arithmetic and estimation strategies including rounding when solving two-step word problems involving addition, subtraction, multiplication, and division. o I can identify patterns in the addition and multiplication tables. Number and Operations in Base Ten Students are able to use place value understanding and properties of operations to perform multi-digit arithmetic. o I can round numbers to the nearest 10 or 100. o I can fluently add and subtract numbers within o I can multiply one-digit numbers by multiples of 10 in the range of Number and Operations-Fractions Students are able to develop understanding of fractions as numbers for fractions with denominators of 2, 3, 4, 6, and 8. o I understand a fraction can represent one part of a whole divided into equal parts (e.g. 1/4 represents 1 part of a whole divided into 4 equal parts). o I understand a fraction can represent parts of a whole divided into equal parts (e.g. 3/4 represents 3 parts of a whole divided into 4 equal parts). o I can represent a fraction on a number line diagram. o I can find and make simple equivalent fractions. o I can explain why fractions are equivalent. o I can express whole numbers as fractions (i.e. 3=3/1) and recognize fractions that are equivalent to whole numbers (i.e. 6/1 = 6).

3 o I can compare two fractions with the same numerator or the same denominator and record the results of the comparisons using the symbols <, =, or >. Measurement and Data Students are able to solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. o I can tell and write time to the nearest minute. o I can solve word problems involving adding and subtracting of time intervals in minutes. o I can measure and estimate liquid volumes and masses of objects using grams, kilograms, and liters. o I can add, subtract, multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units. Students are able to represent and interpret data. o I can draw a scaled picture graph and scaled bar graph to represent data with several categories. o I can solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. o I can understand that each square in a bar graph may represent a number other than one. o I can collect data by measuring lengths using rulers marked with halves and fourths of an inch. I can show this data by making a line plot. o 8d: I can collect measurement data by measuring lengths using rulers marked with halves and fourths of an inch and show this data by making a line plot where the horizontal scale is marked off in appropriate units - whole numbers, halves, or quarters. Geometric Measurement Students are able to use geometric measurement to understand concepts of area and relate area to multiplication and to addition.

4 o I can recognize area as an attribute of plane figures and appropriately use the concept of "one square unit" to measure area. o I can measure areas of plane figures by counting unit squares (square cm, square m, square in., and square ft.). o I can relate area to the operations of multiplication and addition by finding the area of a rectangle through counting square units and showing the area is the same by multiplying the side lengths. o I can find the area of rectangles when solving real world and mathematical problems. o I can find the area of a plane figure that combines more than one rectangle by finding the areas of each smaller non-overlapping rectangle that make up the whole figure and adding those areas together. Students are able to use geometric measurement to recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Geometry o I can find the perimeter of polygons. o I can solve number models and word problems involving perimeters of polygons including finding the perimeter when given the side lengths and finding an unknown side length. o I can solve number models and word problems involving perimeters of polygons when the situations include rectangles with the same perimeter and different areas or rectangles with the same area and different perimeters. Students are able to reason with shapes and their attributes. o I can list the attributes of various shapes (e.g. rhombuses, rectangles, and squares) and understand that different shapes may share attributes (e.g. having four sides) that define a larger category (e.g. quadrilaterals). o I understand that rhombuses, rectangles and squares are examples of quadrilaterals and I can draw quadrilaterals that are not these shapes.

5 o I can divide shapes into parts with equal areas, and express the area of each part as a fraction of the whole shape.

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