Louisiana State Standards for Mathematics: Grade 3

LA.N. Number and Number Relations: In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.

N-1-E. Constructing number meaning and demonstrating that a number can be expressed in many different forms (e.g., standard notation, number words, number lines, geometrical representation, fractions, and decimals).

N-1-E-GLE 1. Model, read, and write place value in word, standard, and expanded form for numbers through 9999 (N-1-E)

N-1-E-GLE 2. Read, write, compare, and order whole numbers through 9999 using symbols (i.e., <, =, >) and models (N-1-E) (N-3-E)

N-1-E-GLE 3. Use region and set models and symbols to represent, estimate, read, write, and show understanding of fractions through tenths (N-1-E) (N-2-E)

N-2-E. Demonstrating number sense and estimation skills, giving particular attention to common equivalent reference points (i.e., 1/4 = 25% = .25; 2 = 50% = .5; $1 = 100%, etc.).

N-2-E-GLE 3. Use region and set models and symbols to represent, estimate, read, write, and show understanding of fractions through tenths (N-1-E) (N-2-E)

N-3-E. Reading, writing, representing, comparing, ordering, and using whole numbers in a variety of forms (e.g., standard notation, number line, and geometrical representation.

N-3-E-GLE 2. Read, write, compare, and order whole numbers through 9999 using symbols (i.e., <, =, >) and models (N-1-E) (N-3-E)

N-4-E. Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other.

N-4-E-GLE 4. Use the concepts of associative and commutative properties of multiplication to simplify computations (N-4-E) (N-7-E)

N-4-E-GLE 5. Recognize and model multiplication as a rectangular array or as repeated addition (N-4-E) (N-7-E)

N-4-E-GLE 6. Recognize and model division as separating quantities into equal subsets (fair shares) or as repeated subtraction (N-4-E) (N-7-E)

N-4-E-GLE 7. Recognize and apply multiplication and division as inverse operations (N-4-E)

N-4-E-GLE 9. Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including multiplying by 10s] (N-6-E) (N-4-E)

N-4-E-GLE 16. Use number sentences to represent real-life problems involving multiplication and division (A-1-E) (N-4-E)

N-5-E. Selecting appropriate operation(s) (add, subtract, multiply, and divide) for a given situation.

N-5-E-GLE 8. Recognize, select, connect, and use operations, operational words, and symbols (i.e., +, -, x, /) to solve real-life situations (N-5-E) (N-6-E) (N-9-E)

N-6-E. Applying a knowledge of basic math facts and arithmetic operations to real-life situations.

N-6-E-GLE 8. Recognize, select, connect, and use operations, operational words, and symbols (i.e., +, -, x, /) to solve real-life situations (N-5-E) (N-6-E) (N-9-E)

N-6-E-GLE 9. Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including multiplying by 10s] (N-6-E) (N-4-E)

N-6-E-GLE 10. Calculate the value of a combination of bills and coins and make change up to $5.00 (N-6-E) (M-1-E) (M-5-E)

N-6-E-GLE 11. Add and subtract numbers of 3 digits or less (N-6-E) (N-7-E)

N-7-E. Constructing, using, and explaining procedures to compute and estimate with whole numbers (e.g., mental math strategies).

N-7-E-GLE 4. Use the concepts of associative and commutative properties of multiplication to simplify computations (N-4-E) (N-7-E)

N-7-E-GLE 5. Recognize and model multiplication as a rectangular array or as repeated addition (N-4-E) (N-7-E)

N-7-E-GLE 6. Recognize and model division as separating quantities into equal subsets (fair shares) or as repeated subtraction (N-4-E) (N-7-E)

N-7-E-GLE 11. Add and subtract numbers of 3 digits or less (N-6-E) (N-7-E)

N-7-E-GLE 12. Round to the nearest 1000 and identify situations in which such rounding is appropriate (N-7-E) (N-9-E)

N-8-E. Selecting and using appropriate computational methods and tools for given situations involving whole numbers (e.g., estimation, mental arithmetic, calculator, or paper and pencil).

N-8-E-GLE 13. Determine when and how to estimate, and when and how to use mental math, calculators, or paper/pencil strategies to solve addition and subtraction problems (N-8-E) (N-9-E)

N-9-E. Demonstrating the connection of number and number relations to the other strands and to real-life situations.

N-9-E-GLE 8. Recognize, select, connect, and use operations, operational words, and symbols (i.e., +, -, x, /) to solve real-life situations (N-5-E) (N-6-E) (N-9-E)

N-9-E-GLE 12. Round to the nearest 1000 and identify situations in which such rounding is appropriate (N-7-E) (N-9-E)

N-9-E-GLE 13. Determine when and how to estimate, and when and how to use mental math, calculators, or paper/pencil strategies to solve addition and subtraction problems (N-8-E) (N-9-E)

LA.A. Algebra: In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

A-1-E. Demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., use letters or boxes to represent values; understand =, not equal to, <, and > symbols).

A-1-E-GLE 14. Use the symbols <, >, and the not equal to symbol to express inequalities (A-1-E)

A-1-E-GLE 15. Use objects, pictures, numbers, symbols, and words to represent multiplication and division problem situations (A-1-E)

A-1-E-GLE 16. Use number sentences to represent real-life problems involving multiplication and division (A-1-E) (N-4-E)

A-1-E-GLE 17. Analyze and describe situations where proportional trades or correspondences are required (e.g., trade 2 pieces of candy for 3 pieces of gum, make equivalent actions on pans to keep balance scale in equilibrium, plan for the number of pieces of bread needed for x sandwiches) (A-1-E)

A-2-E. Modeling and developing strategies for solving equations and inequalities.

A-2-E-GLE 18. Use letters as variables in mathematical statements that represent real-life problems (e.g., 2 x n = 8) (A-2-E)

A-3-E. Recognizing the connection of algebra to the other strands and to real-life situations (e.g., number sentences or formulas to represent real-world problems).

LA.M. Measurement: In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

M-1-E. Applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time (seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences.

M-1-E-GLE 10. Calculate the value of a combination of bills and coins and make change up to $5.00 (N-6-E) (M-1-E) (M-5-E)

M-1-E-GLE 19. Measure length to the nearest yard, meter, and half-inch (M-1-E)

M-1-E-GLE 20. Measure capacity using pints and gallons (M-1-E)

M-1-E-GLE 21. Measure weight using grams and ounces (M-1-E)

M-1-E-GLE 22. Find the perimeter of a geometric shape given the length of its sides (M-1-E)

M-1-E-GLE 23. Find the area in square units of a given rectangle (including squares) drawn on a grid or by covering the region with square tiles (M-1-E)

M-1-E-GLE 24. Find elapsed time involving hours and minutes, without regrouping, and tell time to the nearest minute (M-1-E) (M-5-E)

M-2-E. Selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the task.

M-2-E-GLE 25. Select and use the appropriate standard units of measure, abbreviations, and tools to measure length and perimeter (i.e., in., cm, ft., yd., m), area (square inch, square centimeter), capacity (i.e., cup, pint, quart, gallon, liter), and weight/mass (i.e., oz., lb., g, kg, ton) (M-2-E)

M-3-E. Using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperature.

M-3-E-GLE 26. Order a set of measures within the same system (M-3-E)

M-3-E-GLE 27. Compare U.S. and metric measurements using approximate reference points without using conversions (e.g., a meter is longer than a yard) (M-3-E) (M-4-E)

M-3-E-GLE 28. Estimate length, weight/mass, and capacity (M-3-E)

M-4-E. Converting from one unit of measurement to another within the same system (customary and metric); comparisons between systems should be based on intuitive reference points, not formal computations (e.g., a meter is a little longer than a yard).

M-4-E-GLE 27. Compare U.S. and metric measurements using approximate reference points without using conversions (e.g., a meter is longer than a yard) (M-3-E) (M-4-E)

M-5-E. Demonstrating the connection of measurement to the other strands and to real-life situations.

M-5-E-GLE 10. Calculate the value of a combination of bills and coins and make change up to $5.00 (N-6-E) (M-1-E) (M-5-E)

M-5-E-GLE 24. Find elapsed time involving hours and minutes, without regrouping, and tell time to the nearest minute (M-1-E) (M-5-E)

LA.G. Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

G-1-E. Determining the relationships among shapes.

G-1-E-GLE 29. Classify and describe 2- and 3-dimensional objects according to given attributes (triangle vs. quadrilateral, parallelogram vs. prism) (G-2-E) (G-1-E) (G-4-E)

G-1-E-GLE 34. Fold a 2-dimensional net into a 3-dimensional object (G-4-E) (G-1-E)

G-2-E. Identifying, describing, comparing, constructing, and classifying two-dimensional and three-dimensional geometric shapes using a variety of materials.

G-2-E-GLE 29. Classify and describe 2- and 3-dimensional objects according to given attributes (triangle vs. quadrilateral, parallelogram vs. prism) (G-2-E) (G-1-E) (G-4-E)

G-2-E-GLE 30. Apply concepts of congruence, similarity, and symmetry in real-life situations (G-2-E)

G-3-E. Making predictions regarding combinations, subdivisions, and transformations (slides, flips, turns) of simple plane geometric shapes.

G-3-E-GLE 31. Draw or reconstruct figures from visual memory or verbal descriptions (G-3-E)

G-3-E-GLE 32. Recognize and execute specified flips, turns, and slides of geometric figures using manipulatives and correct terminology (including clockwise and counterclockwise) (G-3-E)

G-4-E. Drawing, constructing models, and comparing geometric shapes, with special attention to developing spatial sense.

G-4-E-GLE 29. Classify and describe 2- and 3-dimensional objects according to given attributes (triangle vs. quadrilateral, parallelogram vs. prism) (G-2-E) (G-1-E) (G-4-E)

G-4-E-GLE 33. Construct and draw rectangles (including squares) with given dimensions (e.g., grid paper, square tiles) (G-4-E)

G-4-E-GLE 34. Fold a 2-dimensional net into a 3-dimensional object (G-4-E) (G-1-E)

G-5-E. Identifying and drawing lines and angles and describing their relationships to each other and to the real world.

G-5-E-GLE 35. Identify, give properties of, and distinguish among points, lines, line segments, planes, rays, and angles (G-5-E)

G-5-E-GLE 36. Identify and draw segments, rays, and lines that are perpendicular, parallel, and intersecting (G-5-E)

G-5-E-GLE 37. Identify, describe, and draw intersecting, horizontal, vertical, parallel, diagonal, and perpendicular lines, rays, and right angles in the real world (G-5-E) (G-6-E)

G-6-E. Demonstrating the connection of geometry to the other strands and to real-life situations.

G-6-E-GLE 37. Identify, describe, and draw intersecting, horizontal, vertical, parallel, diagonal, and perpendicular lines, rays, and right angles in the real world (G-5-E) (G-6-E)

G-6-E-GLE 38. Find the length of a path (that does not include diagonals) between two points on a grid (G-6-E)

LA.D. Data Analysis, Probability, and Discrete Math: In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.

D-1-E. Collecting, organizing, and describing data based on real-life situations;

D-1-E-GLE 39. Identify categories and sort objects based on qualitative (categorical) and quantitative (numerical) characteristics (D-1-E)

D-1-E-GLE 40. Read, describe, and organize a two-circle Venn diagram (D-1-E) (D-2-E)

D-1-E-GLE 41. Explain the word average and use it appropriately in discussing what is ''typical'' of a data set (D-1-E)

D-2-E. Constructing, reading, and interpreting data in charts, graphs, tables, etc;

D-2-E-GLE 40. Read, describe, and organize a two-circle Venn diagram (D-1-E) (D-2-E)

D-2-E-GLE 42. Match a data set to a graph, table, or chart and vice versa (D-2-E)

D-3-E. Formulating and solving problems that involve the use of data;

D-3-E-GLE 43. Represent and solve problems using data from a variety of sources (e.g., tables, graphs, maps, advertisements) (D-3-E)

D-4-E. Exploring, formulating, and solving sequence-of-pattern problems involving selection and arrangement of objects/numerals;

D-5-E. Predicting outcomes based on probability (e.g., make predictions of same chance, more likely, or less likely; determine fair and unfair games);

D-5-E-GLE 44. Discuss chance situations in terms of certain/impossible and equally likely (D-5-E)

D-5-E-GLE 45. Use manipulatives to discuss the probability of an event (e.g., number cubes, spinners to determine what is most likely or least likely) (D-5-E)

D-6-E. Demonstrating the connection of data analysis, probability, and discrete math to other strands and real-life situations.

LA.P. Patterns, Relations, and Functions: In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

P-1-E. Recognizing, describing, extending, and creating a wide variety of numerical (e.g., skip counting of whole numbers), geometrical, and statistical patterns.

P-1-E-GLE 46. Identify and model even and odd numbers with objects, pictures, and words (P-1-E)

P-1-E-GLE 47. Find patterns to complete tables, state the rule governing the shift between successive terms, and continue the pattern (including growing patterns) (P-1-E) (P-2-E)

P-2-E. Representing and describing mathematical relationships using tables, variables, open sentences, and graphs.

P-2-E-GLE 47. Find patterns to complete tables, state the rule governing the shift between successive terms, and continue the pattern (including growing patterns) (P-1-E) (P-2-E)

P-3-E. Recognizing the use of patterns, relations, and functions in other strands and in real-life situations.