# Arkansas State Standards for Mathematics: Grade 3

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

AR.NO.1. Number and Operations: Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems

NO.1.3.1. Whole Numbers: Recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers

NO.1.3.2. Whole Numbers: Use the place-value structure of the base-ten number system and be able to represent and compare whole numbers including thousands (using models, illustrations, symbols, expanded notation and problem solving)

NO.1.3.3. Whole Numbers: Use mathematical language and symbols to compare and order 4 digit numbers with and without appropriate technology (is less than, is greater than, is equal to)

NO.1.3.4. Rational Numbers: Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical models

NO.1.3.5. Rational Numbers: Utilize models to recognize that the size of the whole determines the size of the fraction depending on the original quantity

NO.1.3.6. Rational Numbers: Use the place-value structure of the base ten number system and be able to represent and compare decimals to hundredths in money (using models, illustrations, symbols, expanded notation and problem solving)

NO.1.3.7. Rational Numbers: Write a fraction that is equivalent to a given fraction with the use of models

AR.NO.2. Number and Operations: Properties of Number Operations: Students shall understand meanings of operations and how they relate to one another

NO.2.3.1. Number Theory: Develop an understanding of the commutative and identity properties of multiplication using objects

NO.2.3.2. Number Theory: Apply number theory: Determine if a 3-digit number is even or odd; use the terms multiple, factor, product and quotient in an appropriate context (e.g., since 3x4=12, 3 and 4 are factors; 12 is the product, 3, 6,9,12 are multiples of 3; 4, 8, 12, 16 are multiples of 4; 12 / 4 = 3, the quotient)

NO.2.3.3. Whole Number Operations: Use conventional mathematical symbols to write equations for contextual problems involving multiplication

NO.2.3.4. Whole Number Operations: Model, represent and explain division as measurement and partitive division including equal groups, related rates, price, rectangular arrays (area model), combinations and multiplicative comparison

AR.NO.3. Number and Operations: Numerical Operations and Estimation: Students shall compute fluently and make reasonable estimates

NO.3.3.1. Computational Fluency-Addition and Subtraction: Develop, with and without appropriate technology, computational fluency, in multi-digit addition and subtraction through 999 using contextual problems strategies for adding and subtracting numbers: Estimation of sums and differences in appropriate situations; relationships between operations

NO.3.3.2. Computational Fluency- Multiplication and Division: Develop, with and without appropriate technology, fluency with basic number combinations for multiplication and division facts (10 x 10)

NO.3.3.3. Computational Fluency- Multiplication and Division: Develop, with and without appropriate technology, computational fluency in multiplication and division up to two-digit by one-digit numbers using two-digit by one digit number contextual problems using strategies for multiplying and dividing numbers, performance of operations in more than one way, estimation of products and quotients in appropriate situations, and relationships between operations

NO.3.3.4. Application of Computation: Solve simple problems using one operation involving addition and subtraction using a variety of methods and tools (e.g., objects, mental computation, paper and pencil and with and without appropriate technology)

NO.3.3.5. Estimation: Use Estimation strategies to solve problems and judge the reasonableness of the answer

AR.A.4. Algebra: Patterns, Relations and Functions: Students shall recognize, describe and develop patterns, relations and functions

A.4.3.1. Recognize, describe and develop patterns: Count forward and backward when given a number less than or equal to 1000

A.4.3.2. Recognize, describe and develop patterns: Relate skip-counting patterns to multiplication

A.4.3.3. Recognize, describe and develop patterns: Identify a number that is more or less than any whole number up to 1000 using multiples of ten and/or 100

A.4.3.4. Recognize, describe and develop patterns: Use repeating and growing numeric or geometric patterns to solve problems

A.4.3.5. Patterns, Relations and Functions: Determine the relationship between sets of numbers by selecting the rule (1 step rule in words)

AR.A.5. Algebra: Algebraic Representations: Students shall represent and analyze mathematical situations and structures using algebraic symbols

A.5.3.1. Expressions, Equations and Inequalities: Select and/or write number sentences (equations) to find the unknown in problem solving contexts involving two-digit times one-digit multiplication using appropriate labels

A.5.3.2. Expressions, Equations and Inequalities: Express mathematical relationships using equalities and inequalities(is greater than, is less than, is equal to, is not equal to)

A.5.3.3. Expressions, Equations and Inequalities: Use a symbol to represent an unknown quantity in a number sentence involving contextual situations and find the value

AR.A.6. Algebra: Algebraic Models: Students shall develop and apply mathematical models to represent and understand quantitative relationships

A.6.3.1. Algebraic Models and Relationships: Complete a chart or table to organize given information and to understand relationships and explain the results

AR.A.7. Algebra: Analysis of Change: Students shall analyze change in various contexts

A.7.3.1. Analyze Change: Identify the change over time

AR.G.8. Geometry: Geometric Properties: Students shall analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop mathematical arguments about geometric relationships

G.8.3.1. Characteristics and Properties- Three Dimensional: Compare, contrast and build 3-D solids by investigating the number of faces, edges, and vertices on models

G.8.3.2. Characteristics and Properties- Three Dimensional: Identify regular polygons with at least 4 sides (square, pentagon, hexagon and octagon)

G.8.3.3. Characteristics and Properties- One Dimensional: Identify and draw line, line segment and ray using appropriate labels

G.8.3.4. Geometric Relationships: Identify and draw intersecting and parallel lines

AR.G.9. Geometry: Transformation of Shapes: Students shall apply transformations and the use of symmetry to analyze mathematical situations

G.9.3.1. Symmetry and Transformations: Draw one or more lines of symmetry in a polygon

G.9.3.2. Symmetry and Transformations: Describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translation) or turn (rotation)

AR.G.10. Geometry: Coordinate Geometry: Students shall specify locations and describe spatial relationships using coordinate geometry and other representational systems

G.10.3.1. Coordinate Geometry: Locate and identify points on a coordinate grid and name the ordered pair (quadrant one only) using common language and geometric vocabulary (horizontal and vertical)

AR.G.11. Geometry: Visualization and Geometric Models: Students shall use visualization, spatial reasoning and geometric modeling

G.11.3.1. Spatial Visualization and Models: Replicate a three dimensional Model composed of cubes when given a physical model

G.11.3.2. Spatial Visualization and Models: Determine which new figure will be formed by combining and subdividing models of existing figures

AR.M.12. Measurement: Physical Attributes: Students shall use attributes of measurement to describe and compare mathematical and real-world objects

M.12.3.1. Time: Calendar: Determine the number of days in a month, days in a year and identify the number of weeks in a year

M.12.3.2. Time: Clock: -Recognize that 60 minutes equals 1 hour and that a day is divided into A.M. and P.M.

M.12.3.3. Temperature: Distinguish the temperature in contextual problems using the Fahrenheit scale on a thermometer

M.12.3.4. Tools and Attributes: Demonstrate the relationship among different standard units

M.12.3.5. Tools and Attributes: Create and complete a conversion table (from larger unit to smaller unit) to show relationships between units of measurement in the same system

AR.M.13. Measurement: Systems of Measurement: Students shall identify and use units, systems and processes of measurement

M.13.3.1. Calendar: Use a calendar to determine elapsed time from month to month

M.13.3.2. Clock: Tell time to the nearest 1-minute intervals

M.13.3.3. Clock: Express time to the half hour and quarter hour using the terms half past, quarter after, quarter -until

M.13.3.4. Elapsed Time: Determine elapsed time in contextual situations to five-minute intervals

M.13.3.5. Money: Determine the value of money up to $10

M.13.3.6. Money: Apply money concepts in contextual situations up to $10.00

M.13.3.7. Money: Read temperatures on Fahrenheit and Celsius scales in intervals of two and five

M.13.3.8. Applications: Use appropriate customary measurement tools for length, capacity and mass

M.13.3.9. Applications: Estimate and measure length, capacity/volume and mass using appropriate customary units

M.13.3.10. Perimeter: Find the perimeter of a figure by measuring the length of the sides

M.13.3.11. Area: Find the area of any region counting squares and half -squares

M.13.3.12. Applications: Develop strategies for finding the volume (cubic units) of rectangular prisms and cubes using models

AR.DAP.14. Data Analysis and Probability: Data Representation: Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them

DAP.14.3.1. Collect, Organize and display data: Design a survey question after being given a topic and collect, organize, display and describe simple data using frequency tables or line plots, pictographs, and bar graphs

AR.DAP.15. Data Analysis and Probability: Data Analysis: Students shall select and use appropriate statistical methods to analyze data

DAP.15.3.1. Data Analysis: Read and interpret pictographs and bar graphs in which symbols or intervals are greater than one

DAP.15.3.2. Data Analysis: Match a set of data with a graphical representation of the data

AR.DAP.16. Data Analysis and Probability: Inferences and Predictions: Students shall develop and evaluate inferences and predictions that are based on data

DAP.16.3.1. Inferences and Predictions: Make predictions for a given set of data

AR.DAP.17. Data Analysis and Probability: Probability: Students shall understand and apply basic concepts of probability

DAP.17.3.1. Probability: Use fractions to predict probability of an event

DAP.17.3.2. Probability: Conduct simple probability experiments, record the data and draw conclusions about the likelihood of possible outcomes (roll number cubes, pull tiles from a bag, spin a spinner, or determine the fairness of games)

DAP.17.3.3. Probability: Use physical models, pictures, and organized lists to find combinations of two sets of objects