(3.1) The student is expected to:
(A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;
(B) use place value to compare and order whole numbers through 9,999; and
(C) determine the value of a collection of coins and bills.
(3.2) The student is expected to:
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects; and
(D) construct concrete models of equivalent fractions for fractional parts of whole objects.
(3.3) The student is expected to:
(A) model addition and subtraction using pictures, words, and numbers; and
(B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999.
(3.4) The student is expected to: revised August 2012
(A) learn and apply multiplication facts through 12 by 12 using concrete models and objects;
(B) solve and record multiplication problems (up to two digits times one digit); and
(C) use models to solve division problems and use number sentences to record the solutions.
(3.5) The student is expected to:
(A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and
(B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.
(3.6) The student is expected to:
(A) identify and extend whole-number and geometric patterns to make predictions and solve problems;
(B) identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and
(C) identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.
(3.7) The student is expected to:
(A) generate a table of paired numbers based on a real-life situation such as insects and legs; and
(B) identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.
(3.8) The student is expected to:
(3.9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:
(A) identify congruent two-dimensional figures; revised August 2012
(B) create two-dimensional figures with lines of symmetry using concrete models and technology; and
(C) identify lines of symmetry in two-dimensional geometric figures.
(3.10) The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.
(3.11) The student is expected to:
(A) use linear measurement tools to estimate and measure lengths using standard units;
(B) use standard units to find the perimeter of a shape;
(C) use concrete and pictorial models of square units to determine the area of two-dimensional surfaces;
(D) identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass;
(E) identify concrete models that approximate standard units for capacity and use them to measure capacity; and
(F) use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.
(3.12) The student is expected to:
(A) use a thermometer to measure temperature; and
(B) tell and write time shown on analog and digital clocks.
(3.13) The student is expected to:
(A) collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;
(B) interpret information from pictographs and bar graphs; and
(C) use data to describe events as more likely than, less likely than, or equally likely as. revised August 2012
(3.14) The student is expected to:
(A) identify the mathematics in everyday situations;
(B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
(D) use tools such as real objects, manipulatives, and technology to solve problems.
(3.15) The student is expected to:
(A) explain and record observations using objects, words, pictures, numbers, and technology; and
(B) relate informal language to mathematical language and symbols.
(3.16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:
(A) make generalizations from patterns or sets of examples and nonexamples; and
(B) justify why an answer is reasonable and explain the solution process.
