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TX. 111.5.Grade 3, Adopted 2012.
Grade 3, Adopted 2012.
3.1. Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
3.1 (B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
3.1 (C) Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
3.2. Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:
3.2 (A) Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate.
3.2 (C) Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers.
Quiz, Flash Cards, Worksheet, Game & Study GuideSequencing
3.3. Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
3.3 (A) Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
Quiz, Flash Cards, Worksheet, Game & Study GuidePattern Blocks
Quiz, Flash Cards, Worksheet, Game & Study GuideProbability
3.3 (B) Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
3.3 (C) Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number.
3.3 (E) Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8.
Quiz, Flash Cards, Worksheet, Game & Study GuideFractions
3.3 (G) Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.
Quiz, Flash Cards, Worksheet, Game & Study GuideFractions
3.3 (H) Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
3.4. Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
3.4 (A) Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction.
Quiz, Flash Cards, Worksheet, Game & Study GuideMoney
Quiz, Flash Cards, Worksheet, Game & Study GuideMoney
3.4 (E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.
3.4 (G) Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.
3.4 (K) Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
Quiz, Flash Cards, Worksheet, Game & Study GuideWord Problems
3.5. Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:
3.5 (A) Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations.
3.6. Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
3.6 (A) Classify and sort two- and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language.
Quiz, Flash Cards, Worksheet, Game & Study GuideCongruent Shapes
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
Quiz, Flash Cards, Worksheet, Game & Study GuideSolids
Quiz, Flash Cards, Worksheet, Game & Study GuideSolids and Faces
3.6 (B) Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.6 (C) Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row.
3.6 (E) Decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
Quiz, Flash Cards, Worksheet, Game & Study GuidePattern Blocks
3.7. Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to:
3.7 (A) Represent fractions of halves, fourths, and eighths as distances from zero on a number line.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Line
3.7 (B) Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems.
Quiz, Flash Cards, Worksheet, Game & Study GuidePerimeter
Quiz, Flash Cards, Worksheet, Game & Study GuidePerimeter
3.7 (C) Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes.
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
3.8. Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
3.8 (A) Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
Quiz, Flash Cards, Worksheet, Game & Study GuideGraphs
3.8 (B) Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.