To create a custom lesson, click on the check boxes of the files you’d like to add to your
lesson and then click on the Build-A-Lesson button at the top. Click on the resource title to View, Edit, or Assign it.
MD.MA.3.G.Geometry (G)
Geometry (G)
3.G.A. Reason with shapes and their attributes.
3.G.A.1. Supporting Standard: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rho
3.G.A.1.1. Ability to compare and sort polygons based on their attributes, extending beyond the number of sides (2.G.A.1).
Quiz, Flash Cards, Worksheet, Game & Study GuideCongruent Shapes
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
3.G.A.2. Supporting Standard: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the sha
3.G.A.2.1. Knowledge that this is a geometry application of unit fractions (3.NF.A.1) and ability to make use of unit fraction understanding.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
Quiz, Flash Cards, Worksheet, Game & Study GuidePattern Blocks
Quiz, Flash Cards, Worksheet, Game & Study GuideProbability
MD.MA.3.MD.Measurement and Data (MD)
Measurement and Data (MD)
3.MD.A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
3.MD.A.1. Major Standard: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
3.MD.A.1.1. Ability to tell time to the nearest 5-minute interval (2.MD.C.7).
Quiz, Flash Cards, Worksheet, Game & Study GuideStory Problems
Quiz, Flash Cards, Worksheet, Game & Study GuideTime
3.MD.A.2. Major Standard: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in t
3.MD.A.2.1. Participates in multiple hands-on experiences to understand the quantity of grams, kilograms, and liters, as well as how they compare with each other.
Quiz, Flash Cards, Worksheet, Game & Study GuideMeasurement
Quiz, Flash Cards, Worksheet, Game & Study GuideMeasurement
Quiz, Flash Cards, Worksheet, Game & Study GuideMeasurement
Quiz, Flash Cards, Worksheet, Game & Study GuideUnits of Measure
Quiz, Flash Cards, Worksheet, Game & Study GuideUnits of Measure
3.MD.B. Represent and interpret data.
3.MD.B.3. Supporting Standard: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how may less” problems using information presented in scaled bar graphs. For example, dr
3.MD.B.3.2. Ability to apply experience with constructing and analyzing simple, single-unit scaled bar and picture graphs (pictograph) with no more than 4 categories (2.MD.D.10).
3.MD.B.3.5. Knowledge of and ability to connect understanding of locating points on a number line with locating points between intervals on a given axis (e.g., if given a scale counting by 5s students would need to be able to estimate the location of 13 between inter
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
3.MD.B.4. Supporting Standard: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quart
3.MD.B.4.1. Ability to apply prior experience with the measurement of lengths being marked and recorded on line plots to the nearest whole unit (3.NF.A.2).
3.MD.C.5a. Major Standard: Recognize area as an attribute of plane figures and understand concept of area measurement – A square with side length 1 unit, called “a unit square”, is said to have “one square unit” of area, and can be used to measure area.
3.MD.C.5a.1. Ability to use square units of measure (inch tile) to measure figures and identify length, perimeter, or area to give the total measure.
3.MD.C.5b. Major Standard: Recognize area as an attribute of plane figures and understand concept of area measurement – A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.5b.1. Ability to use square units of measure to cover a variety of plane figures without gaps or overlaps to provide the total area of the figure.
Quiz, Flash Cards, Worksheet, Game & Study GuideLines and Angles
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
Quiz, Flash Cards, Worksheet, Game & Study GuideSymmetry
3.MD.C.7a. Major Standard: Relate area to the operations of multiplication and addition – Find the area of a rectangle with whole- number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.7a.1. Ability to justify the understanding of area by comparing tiling and counting with repeated addition/multiplication.
3.MD.C.7b. Major Standard: Relate area to the operations of multiplication and addition – Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number prod
3.MD.C.7b.1. Ability to apply the formula for area of a rectangle to solve word problems.
3.MD.C.7c. Major Standard: Major Standard: Relate area to the operations of multiplication and addition – Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum of a x b and a x c. Use area models to r
3.MD.C.7c.3. Knowledge that, for example, when working with a rectangle with side lengths of 7 units by 8 units, let a represent 7 and b+c represent a decomposition of 8 (e.g., 5+3, 6+2, 4+4, 7+1, etc.). In other words, 7x8 is the same as (7x2)+(7x6).
3.MD.C.7d. Major Standard: Major Standard: Relate area to the operations of multiplication and addition – Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping p
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
3.MD.D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
3.MD.D.8. Additional Standard: Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas
3.MD.D.8.1. Knowledge that the perimeter is the distance around a region.
3.NBT.A.1.3. Knowledge that each place in a number is worth 10 times more than the place to the right of it (The tens column is worth 10 ones, the hundreds column is worth 10 tens).
3.NBT.A.2. Additional Standard: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.NBT.A.2.1. Knowledge of and ability to apply strategies of decomposing and composing numbers, partial sums, counting up, and counting back by ones, tens, and hundreds.
3.NBT.A.3. Additional Standard: Multiply one-digit whole numbers by multiples of 10 in the range of 1090 (e.g., 9x80, 5x60) using strategies based on place value and properties of operations.
3.NBT.A.3.1. Ability to apply knowledge of place value (e.g., 9x80 is 9 times 8 tens = 72 tens).
3.NF.A. Develop the understanding of fractions as numbers.
3.NF.A.1. Major Standard: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.A.1.1. Knowledge of the relationship between the number of equal shares and the size of the share (1.G.A.3).
Quiz, Flash Cards, Worksheet, Game & Study GuideWord Problems
3.NF.A.1.3. Knowledge that unit fractions represent 1 of the total number of parts, for example, the fraction is formed by 1 part of a whole which is divided into 4 equal parts.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
Quiz, Flash Cards, Worksheet, Game & Study GuidePattern Blocks
Quiz, Flash Cards, Worksheet, Game & Study GuideProbability
3.NF.A.2.3. Ability to use linear models (e.g., equivalency table and manipulatives such as fraction strips, fraction towers, Cuisenaire rods) for fraction placement on a number line.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
3.NF.A.2.4. Knowledge of the relationship between the use of a ruler in measurement to the use of a ruler as a number line.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
Quiz, Flash Cards, Worksheet, Game & Study GuidePattern Blocks
Quiz, Flash Cards, Worksheet, Game & Study GuideProbability
3.NF.A.3.2. Knowledge that equivalent fractions are ways of describing the same amount by using different-sized fractional parts. (e.g., 1/2 is the same as 2/4 or 3/6 or 4/8).
Quiz, Flash Cards, Worksheet, Game & Study GuideFractions
3.NF.A.3.3. Ability to use a variety of models when investigating equivalent fractions (e.g., number line, Cuisenaire rods, fraction towers, fraction circles, equivalence table, fraction strips).
3.NF.A.3a. Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Represent two fractions as equivalent (equal) if they are the same size, or the same point on the number line.
3.NF.A.3a.1. Ability to describe the same amount by using different-sized fractional parts (e.g., 1/2 is the same as 2/4 or 3/6 or 4/8).
3.NF.A.3a.4. Ability to recognize 1 whole is represented by a fraction with the same numerator and denominator (3/3 or 4/4, etc.) since they are the same size and same point on the number line.
3.NF.A.3b. Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by us
3.NF.A.3b.1. Ability to describe the same amount by using different-sized fractional parts (e.g., 1/2 is the same as 2/4 or 3/6 or 4/8).
Quiz, Flash Cards, Worksheet, Game & Study GuideFractions
3.NF.A.3c. Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 =
3.NF.A.3c.1. Knowledge of the denominator as the number of parts that a whole is divided into in order to explain why a denominator of 1 indicates whole number.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
Quiz, Flash Cards, Worksheet, Game & Study GuidePattern Blocks
Quiz, Flash Cards, Worksheet, Game & Study GuideProbability
3.NF.A.3d. Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are va
3.NF.A.3d.1. Ability to use benchmarks of 0, 1/2 and 1 to explain relative value of fractions.
3.NF.A.3d.4. Ability to use a variety of models when comparing fractions (e.g., number line, and manipulatives such as Cuisenaire rods, fraction towers, fraction strips).
3.OA.A. Represent and solve problems involving multiplication and division.
3.OA.A.1. Major Standard: Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5x7.
3.OA.A.1.2. Interprets a multiplication expression as X number of groups of X number of objects.
Quiz, Flash Cards, Worksheet, Game & Study GuideMultiplication
Quiz, Flash Cards, Worksheet, Game & Study GuideMultiplication
Quiz, Flash Cards, Worksheet, Game & Study GuideOdd/Even
Quiz, Flash Cards, Worksheet, Game & Study GuideWord Problems
3.OA.A.1.6. Knowledge that the example in Standard 3.0A.A.1 can also represent the total number of objects with 5 items in each of 7 groups (Commutative Property).
3.OA.A.2. Major Standard: Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal share
3.OA.A.2.1. Knowledge that division is the inverse of multiplication and the process of repeated subtraction.
3.OA.A.3. Major Standard: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem
3.OA.A.3.1. Ability to determine when to use multiplication or division to solve a given word problem situation.
Quiz, Flash Cards, Worksheet, Game & Study GuideProblem Solving
Quiz, Flash Cards, Worksheet, Game & Study GuideWord Problems
3.OA.A.4. Major Standard: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations: 8x? = 48, 5 = ☐÷3, 6x6 = ?.
3.OA.A.4.2. Ability to use the inverse operation as it applies to given equation.
3.OA.B. Understand properties of multiplication and the relationship between multiplication and division.
3.OA.B.5. Major Standard: Apply properties of operations as strategies to multiply and divide: If 6x4 = 24 is known, then 4x6 = 24 is also known (Commutative property of multiplication); 3x5x2 can be found by 3x5 = 15, then 15x2 = 30, or by 5x2 = 10, then 3x10 = 30
3.OA.B.5.1. Ability to break apart and manipulate the numbers (decomposing and composing numbers).
3.OA.B.5.2. Knowledge of the properties of multiplication include Zero, Identity, Commutative, Associative and Distributive properties (CCSS, Page 90, Table 3).
3.OA.B.6. Major Standard: Understand division as an unknown-factor problem. For example, find 32÷8 by finding the number that makes 32 when multiplied by 8.
3.OA.B.6.1. Knowledge that multiplication is the inverse operation of division.
3.OA.C.7. Major Standard: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8x5 = 40, one knows 40÷5 = 8) or properties of operations. By the end of Grade 3, know from memory a
3.OA.C.7.1. Knowledge of multiplication and division strategies and properties to achieve efficient recall of facts.
3.OA.D. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
3.OA.D.8. Major Standard: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies inclu
3.OA.D.8.1. Knowledge of strategies for word problems as established for addition and subtraction (2.OA.A.1).
3.OA.D.9. Major Standard: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even and explain why 4 times a number ca
3.OA.D.9.1. Ability to apply knowledge of skip counting (1.OA C.5 and 2.NBT.B.2) and explain “why” the pattern works the way it does as it relates to the properties of operations.