Nebraska State Standards for Mathematics: Grade 3

NE.MA 3.1. Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.1.1. Number System: Students will represent and show relationships among positive rational numbers within the base-ten number system.

MA 3.1.1.a. Read and write numbers to one-hundred thousand (e.g., 4,623 is the same as four thousand six hundred twenty three)

MA 3.1.1.b. Count by multiples of 5 to 200

MA 3.1.1.c. Count by multiples of 10 to 400

MA 3.1.1.d. Count by multiples of 100 to 1,000

MA 3.1.1.e. Demonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens)

MA 3.1.1.f. Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 + .4)

MA 3.1.1.g. Compare and order whole numbers through the thousands

MA 3.1.1.h. Find parts of whole and parts of a set for 1/2, 1/3, or 1/4

MA 3.1.1.i. Round a given number to tens, hundreds, or thousands

MA 3.1.2. Operations: Students demonstrate the meaning of multiplication with whole numbers.

MA 3.1.2.a. Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)

MA 3.1.2.b. Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 / 3 = 4.)

MA 3.1.2.c. Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)

MA 3.1.2.d. Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)

MA 3.1.3. Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 3.1.3.a. Compute whole number multiplication facts 0 - 10 fluently

MA 3.1.3.b. Add and subtract through four-digit whole numbers with regrouping

MA 3.1.3.c. Select and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil)

MA 3.1.4. Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

MA 3.1.4.a. Estimate the two-digit product of whole number multiplication and check the reasonableness

NE.MA 3.2. Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.2.1. Characteristics: Students will identify characteristics and describe properties of two-dimensional shapes and three-dimensional objects.

MA 3.2.1.a. Identify the number of sides, angles, and vertices of two-dimensional shapes

MA 3.2.1.b. Identify congruent two-dimensional figures given multiple two-dimensional shapes

MA 3.2.1.c. Identify lines, line segments, rays, and angles

MA 3.2.1.d. Describe attributes of solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)

MA 3.2.2. Coordinate Geometry: Students will identify distances on a number line.

MA 3.2.2.a. Draw a number line and plot points

MA 3.2.2.b. Determine the distance between two whole number points on a number line

MA 3.2.3. Transformations: Students will draw all lines of symmetry.

MA 3.2.3.a. Draw all possible lines of symmetry in two-dimensional shapes

MA 3.2.4. Spatial Modeling: Students will create two-dimensional shapes and three-dimensional objects.

MA 3.2.4.a. Sketch and label lines, rays, line segments, and angles

MA 3.2.4.b. Build three-dimensional objects (e.g., using clay for rectangular prisms, cone, cylinder)

MA 3.2.5. Measurement: Students will apply appropriate procedures and tools to determine measurements using customary and metric units.

MA 3.2.5.a. Select and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle)

MA 3.2.5.b. Count mixed coins and bills greater than $1.00

MA 3.2.5.c. Identify time of day (e.g., am, pm, noon, midnight)

MA 3.2.5.d. State multiple ways for the same time using 15 minute intervals (e.g., 2:15, or quarter past 2, 2:45 or a quarter until 3)

MA 3.2.5.e. Identify the appropriate customary unit for measuring length, weight, and capacity/volume

MA 3.2.5.f. Measure length to the nearest 1/2 inch and centimeter (e.g., requires rounding)

MA 3.2.5.g. Compare and order objects according to length using centimeters and meters

NE.MA 3.3. Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.3.1. Relationships: Students will represent relationships.

MA 3.3.1.a. Identify, describe, and extend numeric and non-numeric patterns

MA 3.3.1.b. Identify patterns using words, tables, and graphs

MA 3.3.2. Modeling in Context: Students will create and use models to represent mathematical situations.

MA 3.3.2.a. Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols

MA 3.3.2.b. Describe and model quantitative change involving subtraction (e.g., temperature dropped two degrees)

MA 3.3.3. Procedures: Students will identify and apply properties of whole numbers to solve equations involving addition and subtraction.

MA 3.3.3.a. Use symbolic representation of the identity property of addition (e.g., 3 = 0 + 3)

MA 3.3.3.b. Solve simple one-step whole number equations involving addition and subtraction (e.g., __ + 2 = 3)

MA 3.3.3.c. Explain the procedure(s) used in solving simple one-step whole number equations involving addition and subtraction

NE.MA 3.4. Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.4.1. Display and Analysis: Students will organize, display, compare, and interpret data.

MA 3.4.1.a. Represent data using horizontal and vertical bar graphs

MA 3.4.1.b. Use comparative language to describe the data (e.g., increasing, decreasing)

MA 3.4.1.c. Interpret data using horizontal and vertical bar graphs

MA 3.4.2. Predictions and Inferences: Mastery not expected at this level.

MA 3.4.3. Probability: Students will find and describe experimental probability.

MA 3.4.3.a. Perform simple experiments (e.g., flip a coin, toss a number cube, spin a spinner) and describe outcomes as possible, impossible, or certain