Oklahoma State Standards for Mathematics: Grade 3

OK.3.1. Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to extend and create patterns.

3.1.1. Describe (orally or in written form), create, extend and predict patterns in a variety of situations (e.g., 3, 6, 9, 12 . . . , use a function machine to generate input and output values for a table, show multiplication patterns on a hundreds chart, determine a rule and generate additional pairs with the same relationship).

3.1.2. Find unknowns in simple arithmetic problems by solving open sentences (equations) and other problems involving addition, subtraction, and multiplication.

3.1.3. Recognize and apply the commutative and identity properties of multiplication using models and manipulative to develop computational skills (e.g., 3 x 5 = 5 x 3, 7 x 1 = 7).

OK.3.2. Number Sense and Operation - The student will use numbers and number relationships to acquire basic facts. The student will estimate and compute with whole numbers.

3.2.1. Number Sense

3.2.1.a. Place Value

3.2.1.a.i. Model the concept of place value through 4 digits (e.g., base-10 blocks, bundles of 10s, place value mats).

3.2.1.a.ii. Read and write whole numbers up to 4 digits (e.g., expanded form, standard form).

3.2.1.b. Whole Numbers and Fractions

3.2.1.b.i. Compare and order whole numbers up to 4 digits.

3.2.1.b.ii. Create and compare physical and pictorial models of equivalent and nonequivalent fractions including halves, thirds, fourths, eighths, tenths, twelfths, and common percents (25%, 50%, 75%, 100%) (e.g., fraction circles, pictures, egg cartons, fraction strips, number lines).

3.2.2. Number Operations

3.2.2.a. Estimate and find the sum or difference (with and without regrouping) of 3- and 4-digit numbers using a variety of strategies to solve application problems.

3.2.2.b. Multiplication Concepts and Fact Families

3.2.2.b.i. Use physical models and a variety of multiplication algorithms to find the product of multiplication problems with one-digit multipliers.

3.2.2.b.ii. Demonstrate fluency (memorize and apply) with basic multiplication facts up to 10 x 10 and the associated division facts (e.g., 5 x 6 = 30 and 30 / 6 = 5).

3.2.2.b.iii. Estimate the product of 2-digit by 2-digit numbers by rounding to the nearest multiple of 10 to solve application problems.

OK.3.3. Geometry - The student will use geometric properties and relationships to recognize and describe shapes.

3.3.1. Identify and compare attributes of two- and three- dimensional shapes and develop vocabulary to describe the attributes (e.g., count the edges and faces of a cube, the radius is half of a circle, lines of symmetry).

3.3.2. Analyze the effects of combining and subdividing two- and three-dimensional figures (e.g., folding paper, tiling, nets, and rearranging pieces of solids).

3.3.3. Make and use coordinate systems to specify locations and shapes on a grid with ordered pairs and to describe paths from one point to another point on a grid.

OK.3.4. Measurement - The student will use appropriate units of measure to solve problems.

3.4.1. Measurement

3.4.1.a. Choose an appropriate measurement instrument and measure the length of objects to the nearest inch or half-inch and the weight of objects to the nearest pound or ounce.

3.4.1.b. Choose an appropriate measurement instrument and measure the length of objects to the nearest meter or centimeter and the weight of objects to the nearest gram or kilogram.

3.4.1.c. Develop and use the concept of perimeter of different shapes to solve problems.

3.4.1.d. Develop and use strategies to choose an appropriate unit and measurement instrument to estimate measurements (e.g., use parts of the body as benchmarks for measuring length).

3.4.2. Time and Temperature

3.4.2.a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.).

3.4.2.b. Tell time on a digital and analog clock to the nearest 5 minute.

3.4.2.c. Read a thermometer and solve for temperature change.

3.4.3. Money: Determine the correct amount of change when a purchase is made with a five dollar bill.

OK.3.5. Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and probability.

3.5.1. Data Analysis

3.5.1.a. Pose questions, collect, record, and interpret data to help answer questions (e.g., which was the most popular booth at our carnival?).

3.5.1.b. Read graphs and charts, identify the main idea, draw conclusions, and make predictions based on the data (e.g., predict how many children will bring their lunch based on a menu).

3.5.1.c. Construct bar graphs, frequency tables, line graphs (plots), and pictographs with labels and a title from a set of data.

3.5.2. Probability: Describe the probability (more, less, or equally likely) of chance events.

OK.PS1. Problem Solving

PS1.1. Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).

PS1.2. Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we find to compare these fractions?).

PS1.3. Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).

PS1.4. Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a final result).

PS1.5. Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss ''best'' clues, write riddles with sufficient information, identify unnecessary information in written story problems).

OK.PS2. Communication

PS2.1. Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).

PS2.2. Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student's explanation, analyze another student's explanation).

PS2.3. Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.

PS2.4. Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., ''add more'' becomes ''plus'', ''repeated addition'' becomes ''multiplication'', ''fair share'' becomes ''divide'', ''balance the equation'' becomes ''solve the equation'').

OK.PS3. Reasoning

PS3.1. Explain mathematical situations using patterns and relationships (e.g., identify patterns in situations, represent patterns in a variety of ways, extend patterns to connect with more general cases).

PS3.2. Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specific to general], deductive [general to specific], spatial, proportional, logical reasoning [''and'' ''or'' ''not''] and recursive reasoning).

PS3.3. Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.

OK.PS4. Connections

PS4.1. Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).

PS4.2. Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3x4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).

PS4.3. Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, can be written as .5 and 50%).

PS4.4. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).

OK.PS5. Representation

PS5.1. Create and use a variety of representations appropriately and with flexibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).

PS5.2. Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).