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 We have two videos for small groups of educators to learn from the Common Core in practice. The first video is clear of any captions of evidence of Common Core alignment. The second video includes...

 Lessons in Topic A move students toward understanding familiar repeated addition from Grade 2 in the form of array models, which become a cornerstone of the module. Students use the language of...

 This Mathematics Common Core video features third grade students from John F. Kennedy Intermediate School located in Deer Park, Long Island. The lesson demonstrates Focus Standard 3.MD.8: Solve real...

 Students cut a rectangular shape into 6 equal units. They show three different ways of cutting it.

 Students use choral response in fluency activities involving fractions. The teacher says a fraction and the students say the other part of one whole. Students skip count by 1 tenth using fractions...

 Students fold fraction strips, then shade in the units.

 Study of factors links Topics A and B; Topic B extends the study to division. Students understand division as an unknown factor problem, and relate the meaning of unknown factors to either the...

 In Topic C, students use the array model and familiar skipcounting strategies to solidify their understanding of multiplication and practice related facts of 2 and 3. They become fluent enough with...

 In Topic D students model, write and solve partitive and measurement division problems with 2 and 3 (3.OA.2). Consistent skipcounting strategies and the continued use of array models are pathways...

 Topic E shifts students from simple understanding to analyzing the relationship between multiplication and division. Practice of both operations is combined—this time using units of 4—and a lesson...

 Topic F introduces the factors 5 and 10, familiar from skipcounting in Grade 2. Students apply the multiplication and division strategies they have used to mixed practice with all of the factors...

 Students begin by learning to tell and write time to the nearest minute using analog and digital clocks in Topic A (3.MD.1). They understand time as a continuous measurement through exploration with...

 Kilograms and grams are introduced in Topic B, measured on digital and spring scales. Students use manipulatives to build a kilogram and then decompose it to explore the relationship between the...

 More experienced with measurement and estimation using different units and tools, students further develop their skills by learning to round in Topic C (3.NBT.1). They measure, and then use place...

 Students measure and round to solve problems in Topics D and E (3.NBT.1, 3.MD.1, 3.MD.2). In these topics they use estimations to test the reasonableness of sums and differences precisely calculated...

 Students measure and round to solve problems in Topics D and E (3.NBT.1, 3.MD.1, 3.MD.2). In these topics they use estimations to test the reasonableness of sums and differences precisely calculated...

 Topic A begins by revisiting the commutative property. Students study familiar facts from Module 1 to identify known facts using units of 6, 7, 8, and 9 (3.OA.5, 3.OA.7). They realize that they...

 Topic B introduces units of 6 and 7, factors that are well suited to Level 2 skipcounting strategies and to the Level 3 distributive property strategy, already familiar from Module 1. Students...

 Topic C anticipates the formal introduction of the associative property with a lesson on making use of structure to problem solve. Students learn the conventional order for performing operations...

 Topic D introduces units of 9 over three days, exploring a variety of arithmetic patterns that become engaging strategies for quickly learning facts with automaticity (3.OA.3, 3.OA.7, 3.OA.9). Nines...

 In Topic E, students begin by working with facts using units of 0 and 1. From a procedural standpoint, these are simple facts that require little time for students to master; however, understanding...

 In Topic F, students multiply by multiples of 10 (3.NBT.3). To solve a fact like 2 × 30, they first model the basic fact 2 × 3 on the place value chart. Place value understanding helps them to...

 In Topic A, students begin to conceptualize area as the amount of twodimensional surface that is contained within a plane figure. They come to understand that the space can be tiled with unit...

 In Topic B, students progress from using square tile manipulatives to drawing their own area models. Anticipating the final structure of an array, they complete rows and columns in figures such as...