Grade 3
All 116 competencies for the year, in one list you can print.
- 3.1.A Listen actively, ask questions, and comment Close
3.1.A · Grade 3
Listen actively, ask questions, and comment
listen actively, ask relevant questions to clarify information, and make pertinent comments;
Part of the speaking and listening topic
- 3.1.B Follow, restate, give sequenced instructions Close
3.1.B · Grade 3
Follow, restate, give sequenced instructions
follow, restate, and give oral instructions that involve a series of related sequences of action;
- 3.1.C Speak coherently using delivery conventions Close
3.1.C · Grade 3
Speak coherently using delivery conventions
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
Part of the speaking and listening topic
- 3.1.D Collaborate under agreed-upon expectations Close
3.1.D · Grade 3
Collaborate under agreed-upon expectations
work collaboratively with others by following agreed-upon rules, norms, and protocols; and
- 3.1.E Develop polite social communication Close
3.1.E · Grade 3
Develop polite social communication
develop social communication such as conversing politely in all situations.
- 3.2.A Apply and demonstrate phonetic knowledge Close
3.2.A · Grade 3
Apply and demonstrate phonetic knowledge
demonstrate and apply phonetic knowledge by:
- decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;
- decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
- decoding compound words, contractions, and abbreviations;
- decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;
- decoding words using knowledge of prefixes;
- decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
- identifying and reading high-frequency words from a research-based list;
Part of the phonics and sounds topic
- 3.2.B Apply and demonstrate spelling knowledge Close
3.2.B · Grade 3
Apply and demonstrate spelling knowledge
demonstrate and apply spelling knowledge by:
- spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
- spelling homophones;
- spelling compound words, contractions, and abbreviations;
- spelling multisyllabic words with multiple sound-spelling patterns;
- spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
- spelling words using knowledge of prefixes; and
- spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;
Part of the phonics and sounds topic
- 3.2.C Alphabetize words through the third letter Close
3.2.C · Grade 3
Alphabetize words through the third letter
alphabetize a series of words to the third letter; and
- 3.2.D Write legibly in cursive with spacing Close
3.2.D · Grade 3
Write legibly in cursive with spacing
write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.
Part of the handwriting topic
- 3.3.A Look up meaning, syllabication, pronunciation Close
3.3.A · Grade 3
Look up meaning, syllabication, pronunciation
use print or digital resources to determine meaning, syllabication, and pronunciation;
Part of the phonics and sounds topic
- 3.3.B Use context inside and outside the sentence Close
3.3.B · Grade 3
Use context inside and outside the sentence
use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
Part of the vocabulary topic
- 3.3.C Identify affix meanings and use them Close
3.3.C · Grade 3
Identify affix meanings and use them
identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and
Part of the vocabulary topic
- 3.3.D Identify, use, and explain word relationships Close
3.3.D · Grade 3
Identify, use, and explain word relationships
identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
Part of the vocabulary topic
- 3.6.A Set purpose for assigned and chosen texts Close
3.6.A · Grade 3
Set purpose for assigned and chosen texts
establish purpose for reading assigned and self-selected texts;
- 3.6.B Ask questions before, during, after reading Close
3.6.B · Grade 3
Ask questions before, during, after reading
generate questions about text before, during, and after reading to deepen understanding and gain information;
- 3.6.C Make and confirm or correct predictions Close
3.6.C · Grade 3
Make and confirm or correct predictions
make and correct or confirm predictions using text features, characteristics of genre, and structures;
Part of the comprehension topic
- 3.6.D Create mental images for understanding Close
3.6.D · Grade 3
Create mental images for understanding
create mental images to deepen understanding;
- 3.6.E Connect to experience, texts, and society Close
3.6.E · Grade 3
Connect to experience, texts, and society
make connections to personal experiences, ideas in other texts, and society;
- 3.6.F Make inferences supported by evidence Close
3.6.F · Grade 3
Make inferences supported by evidence
make inferences and use evidence to support understanding;
Part of the comprehension topic
- 3.6.G Evaluate details to determine main ideas Close
3.6.G · Grade 3
Evaluate details to determine main ideas
evaluate details read to determine key ideas;
- 3.6.H Synthesize information into new understanding Close
3.6.H · Grade 3
Synthesize information into new understanding
synthesize information to create new understanding; and
- 3.6.I Monitor comprehension and adjust when stuck Close
3.6.I · Grade 3
Monitor comprehension and adjust when stuck
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Part of the comprehension topic
- 3.7.A Describe personal connections to many sources
- 3.7.B Write a response showing text understanding Close
3.7.B · Grade 3
Write a response showing text understanding
write a response to a literary or informational text that demonstrates an understanding of a text;
Part of the informational text topic
- 3.7.C Support a response with text evidence Close
3.7.C · Grade 3
Support a response with text evidence
use text evidence to support an appropriate response;
- 3.7.D Retell and paraphrase, keeping meaning, order Close
3.7.D · Grade 3
Retell and paraphrase, keeping meaning, order
retell and paraphrase texts in ways that maintain meaning and logical order;
Part of the comprehension topic
- 3.7.E Take notes, annotate, freewrite, illustrate
- 3.7.F Use new vocabulary when responding Close
3.7.F · Grade 3
Use new vocabulary when responding
respond using newly acquired vocabulary as appropriate; and
Part of the vocabulary topic
- 3.7.G Discuss ideas important to the meaning Close
3.7.G · Grade 3
Discuss ideas important to the meaning
discuss specific ideas in the text that are important to the meaning.
- 3.8.A Infer theme, distinguishing it from topic Close
3.8.A · Grade 3
Infer theme, distinguishing it from topic
infer the theme of a work, distinguishing theme from topic;
Part of the characters and plot topic
- 3.8.B Explain how major and minor characters relate Close
3.8.B · Grade 3
Explain how major and minor characters relate
explain the relationships among the major and minor characters;
Part of the characters and plot topic
- 3.8.C Analyze sequence, conflict, and resolution Close
3.8.C · Grade 3
Analyze sequence, conflict, and resolution
analyze plot elements, including the sequence of events, the conflict, and the resolution; and
Part of the characters and plot topic
- 3.8.D Explain how setting influences the plot Close
3.8.D · Grade 3
Explain how setting influences the plot
explain the influence of the setting on the plot.
Part of the characters and plot topic
- 3.9.A Know traits of familiar children's genres Close
3.9.A · Grade 3
Know traits of familiar children's genres
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;
- 3.9.B Explain sound devices, rhyme scheme, stanzas Close
3.9.B · Grade 3
Explain sound devices, rhyme scheme, stanzas
explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
Part of the phonics and sounds topic
- 3.9.C Discuss the elements of drama Close
3.9.C · Grade 3
Discuss the elements of drama
discuss elements of drama such as characters, dialogue, setting, and acts;
Part of the characters and plot topic
- 3.9.D Traits and structure of informational text Close
3.9.D · Grade 3
Traits and structure of informational text
recognize characteristics and structures of informational text, including:
- the central idea with supporting evidence;
- features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and
- organizational patterns such as cause and effect and problem and solution;
Part of the informational text topic
- 3.9.E Argumentative text traits and structure Close
3.9.E · Grade 3
Argumentative text traits and structure
recognize characteristics and structures of argumentative text by:
- identifying the claim;
- distinguishing facts from opinion; and
- identifying the intended audience or reader; and
Part of the persuasive writing topic
- 3.9.F Recognize multimodal and digital text traits Close
3.9.F · Grade 3
Recognize multimodal and digital text traits
recognize characteristics of multimodal and digital texts.
- 3.10.A Explain an author's message and purpose Close
3.10.A · Grade 3
Explain an author's message and purpose
explain the author's purpose and message within a text;
- 3.10.B Explain how structure serves author's purpose Close
3.10.B · Grade 3
Explain how structure serves author's purpose
explain how the use of text structure contributes to the author's purpose;
- 3.10.C Why authors use print and graphic features Close
3.10.C · Grade 3
Why authors use print and graphic features
explain the author's use of print and graphic features to achieve specific purposes;
- 3.10.D Describe imagery, language, and sound devices Close
3.10.D · Grade 3
Describe imagery, language, and sound devices
describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
Part of the phonics and sounds topic
- 3.10.E Identify literary devices like point of view Close
3.10.E · Grade 3
Identify literary devices like point of view
identify the use of literary devices, including first- or third-person point of view;
- 3.10.F Discuss how language creates voice Close
3.10.F · Grade 3
Discuss how language creates voice
discuss how the author's use of language contributes to voice; and
- 3.10.G Identify and explain hyperbole Close
3.10.G · Grade 3
Identify and explain hyperbole
identify and explain the use of hyperbole.
- 3.11.A Plan a draft: genre, topic, purpose, audience Close
3.11.A · Grade 3
Plan a draft: genre, topic, purpose, audience
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
Part of the writing a draft topic
- 3.11.B Develop focused, structured, coherent drafts Close
3.11.B · Grade 3
Develop focused, structured, coherent drafts
develop drafts into a focused, structured, and coherent piece of writing by:
- organizing with purposeful structure, including an introduction and a conclusion; and
- developing an engaging idea with relevant details;
Part of the writing a draft topic
- 3.11.C Revise word choice and sentence structure Close
3.11.C · Grade 3
Revise word choice and sentence structure
revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
Part of the writing a draft topic
- 3.11.D Edit drafts for standard English conventions Close
3.11.D · Grade 3
Edit drafts for standard English conventions
edit drafts using standard English conventions, including:
- complete simple and compound sentences with subject-verb agreement;
- past, present, and future verb tense;
- singular, plural, common, and proper nouns;
- adjectives, including their comparative and superlative forms;
- adverbs that convey time and adverbs that convey manner;
- prepositions and prepositional phrases;
- pronouns, including subjective, objective, and possessive cases;
- coordinating conjunctions to form compound subjects, predicates, and sentences;
- capitalization of official titles of people, holidays, and geographical names and places;
- punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and
- correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
Part of the grammar and punctuation topic
- 3.11.E Publish work for the right audience Close
3.11.E · Grade 3
Publish work for the right audience
publish written work for appropriate audiences.
Part of the writing a draft topic
- 3.12.A Compose narratives and poetry with craft
- 3.12.B Write informational texts with a central idea Close
3.12.B · Grade 3
Write informational texts with a central idea
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
Part of the informational text topic
- 3.12.C Compose opinion essays and other arguments Close
3.12.C · Grade 3
Compose opinion essays and other arguments
compose argumentative texts, including opinion essays, using genre characteristics and craft; and
Part of the persuasive writing topic
- 3.12.D Compose correspondence: notes and letters Close
3.12.D · Grade 3
Compose correspondence: notes and letters
compose correspondence such as thank you notes or letters.
- 3.13.A Pose questions for formal, informal inquiry
- 3.13.B Plan and follow research, with help
- 3.13.C Locate and gather relevant information
- 3.13.D Recognize primary and secondary sources
- 3.13.E Show understanding of gathered information Close
3.13.E · Grade 3
Show understanding of gathered information
demonstrate understanding of information gathered;
- 3.13.F Tell paraphrasing apart from plagiarism
- 3.13.G Build a works cited page
- 3.13.H Choose a mode to present results Close
3.13.H · Grade 3
Choose a mode to present results
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
- 3.1.A Apply mathematics to real-world problems Close
3.1.A · Grade 3
Apply mathematics to real-world problems
apply mathematics to problems arising in everyday life, society, and the workplace
Example
- A campground charges $32 a night. Ask what four nights comes to, then hand over the receipt and ask whether it matches.
- Ask how many packs of 8 water bottles it takes to get 40 bottles into the cooler.
- 3.1.B Use a problem-solving model Close
3.1.B · Grade 3
Use a problem-solving model
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
Example
- Give a two-step problem and ask what they would do first, before any arithmetic happens.
- After an answer, ask why it is reasonable. Listen for a reason rather than a re-check of the steps.
Part of the problem solving topic
- 3.1.C Select tools and techniques for problems Close
3.1.C · Grade 3
Select tools and techniques for problems
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
Example
- Ask for 5 x 60 and watch whether they reach for paper. Reaching for it at this size is the thing worth noticing.
- Ask which is easier for 47 x 6, mental math or writing it down, and why.
Part of the problem solving topic
- 3.1.D Communicate ideas in multiple representations Close
3.1.D · Grade 3
Communicate ideas in multiple representations
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Example
- Ask them to show 6 x 7 two ways: with a drawing, and with a number sentence.
- Ask them to explain a division out loud, without pointing at the page.
Part of the graphs and data topic
- 3.1.E Create and use representations Close
3.1.E · Grade 3
Create and use representations
create and use representations to organize, record, and communicate mathematical ideas
Example
- Ask them to keep a tally of something on a drive and turn it into a table at the end.
- 3.1.F Analyze relationships; connect and communicate Close
3.1.F · Grade 3
Analyze relationships; connect and communicate
analyze mathematical relationships to connect and communicate mathematical ideas
Example
- Ask what 6 x 4 has to do with 6 x 40.
- Ask why knowing 5 x 8 helps with 6 x 8.
- 3.1.G Display, explain, and justify precisely Close
3.1.G · Grade 3
Display, explain, and justify precisely
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Example
- Ask them to convince you that one third is bigger than one fourth, using the word "parts". Listen for whether the bigger bottom number pulls them the wrong way.
- 3.2.A Compose and decompose numbers to 100,000 Close
3.2.A · Grade 3
Compose and decompose numbers to 100,000
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
Example
- Write 34,208 and ask how many ten thousands, thousands, hundreds, tens, and ones it holds, then ask them to write it as 30,000 + 4,000 + 200 + 8.
- Ask how many hundreds are in 4,300, then how many tens are in the same number.
Part of the place value topic
- 3.2.B Describe place value to hundred thousands Close
3.2.B · Grade 3
Describe place value to hundred thousands
describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
Example
- Point at the two 4s in 44,000 and ask what makes the left one worth ten times the other.
- Ask how many hundreds it takes to make one thousand, then how many thousands make one hundred thousand.
Part of the place value topic
- 3.2.C Round whole numbers using a number line Close
3.2.C · Grade 3
Round whole numbers using a number line
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
Example
- Draw a line marked only 7,000 and 8,000, ask them to mark roughly where 7,400 goes, then ask which end it is nearer.
- Draw a line marked only 400 and 500, ask them to mark 482, then ask which of the two hundreds it is nearer.
- Do the same with a line marked only 480 and 490, and ask which ten it is nearer.
- 3.2.D Compare and order to 100,000 with symbols Close
3.2.D · Grade 3
Compare and order to 100,000 with symbols
compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =
Example
- Put 32,050 and 32,500 side by side and ask which is greater, and how they know.
- Ask them to write the symbol between 8,090 and 8,900 rather than saying the word.
- Write 9,870, 10,700, and 9,807 on three cards and ask them to lay them out smallest first.
- 3.3.A Represent fractions up to one whole Close
3.3.A · Grade 3
Represent fractions up to one whole
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
Example
- Cut one paper strip into thirds and another into sixths, and ask them to shade two thirds on the first and five sixths on the second.
- Draw a number line from 0 to 1 and ask them to mark one half, then three fourths, then seven eighths.
Part of the fractions topic
- 3.3.B Determine the fraction at a number-line point Close
3.3.B · Grade 3
Determine the fraction at a number-line point
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
Example
- Draw a line from 0 to 1 divided into eighths, mark one point on it, and ask them to name the fraction that sits there.
- Do it again with the line divided into halves, then thirds, then fourths, then sixths.
Part of the fractions topic
- 3.3.C Explain the unit fraction 1/b Close
3.3.C · Grade 3
Explain the unit fraction 1/b
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
Example
- Fold a sheet into six equal parts, point at one part, and ask what to call it and why the six matters.
- Ask what the bottom number of one eighth is telling them about the whole.
Part of the fractions topic
- 3.3.D Compose and decompose a/b into 1/b parts Close
3.3.D · Grade 3
Compose and decompose a/b into 1/b parts
compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b
Example
- Ask them to write three fourths as a sum of fourths.
- Break a cracker into sixths, put five pieces on the table, and ask what fraction is there and how many one-sixths it took.
Part of the fractions topic
- 3.3.E Partition objects into fractional shares Close
3.3.E · Grade 3
Partition objects into fractional shares
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
Example
- Cut one granola bar so three people get equal shares, and ask them to name one share.
- Draw three sandwiches shared fairly among eight people and ask them to shade what one person gets.
Part of the fractions topic
- 3.3.F Represent equivalent fractions with models Close
3.3.F · Grade 3
Represent equivalent fractions with models
represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
Example
- Fold one strip into halves, one into fourths, and one into eighths, line all three up, and ask which shaded pieces match.
- Draw two number lines from 0 to 1, one in thirds and one in sixths, and ask for a point that lands on both.
Part of the fractions topic
- 3.3.G Explain when two fractions are equivalent Close
3.3.G · Grade 3
Explain when two fractions are equivalent
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
Example
- Mark two fourths and one half on the same number line and ask them to say why those are the same number.
- Shade one fourth of one circle and two eighths of a same-size circle, and ask whether the shaded amount is equal and how they can tell.
Part of the fractions topic
- 3.3.H Compare fractions: same numerator/denominator Close
3.3.H · Grade 3
Compare fractions: same numerator/denominator
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
Example
- Ask which is bigger, three eighths or five eighths, and why.
- Ask which is bigger, two thirds or two eighths, and ask them to write the symbol between them.
Part of the fractions topic
- 3.4.A Add and subtract fluently within 1,000 Close
3.4.A · Grade 3
Add and subtract fluently within 1,000
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
Example
- A sign says 462 miles to the next park. After 175 miles, ask how far is left, then ask again after another 130.
- Ask for 703 - 268 and listen for whether they can explain the regrouping, not just do it.
Part of the adding and subtracting topic
- 3.4.B Estimate with rounding or compatible numbers Close
3.4.B · Grade 3
Estimate with rounding or compatible numbers
round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
Example
- Before adding 287 and 412, ask them to round each to the nearest 100 and say roughly what to expect.
- Ask them to round 68 and 34 to the nearest 10 before subtracting, then ask how close the estimate landed.
Part of the adding and subtracting topic
- 3.4.C Find the value of coins and bills Close
3.4.C · Grade 3
Find the value of coins and bills
determine the value of a collection of coins and bills
Example
- Hand over two dollar bills, three quarters, and four dimes and ask for the total.
- Empty the change out of the cup holder onto the seat and ask what it comes to.
Part of the money topic
- 3.4.D Total objects in equal groups or arrays Close
3.4.D · Grade 3
Total objects in equal groups or arrays
determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10
Example
- Set out six rows of seven stones and ask how many there are, without counting one at a time.
- Point at a carton of eggs and ask how many it holds from the rows and columns.
- 3.4.E Represent multiplication facts several ways Close
3.4.E · Grade 3
Represent multiplication facts several ways
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
Example
- Ask them to show 4 x 6 three ways: as repeated addition, as an array, and as equal jumps on a number line.
- Ask them to skip count by fours up to 24 and say how many jumps it took.
Part of the adding and subtracting topic
- 3.4.F Recall multiplication and division facts to 10 Close
3.4.F · Grade 3
Recall multiplication and division facts to 10
recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts
Example
- Ask 7 x 8 and 6 x 9 in the car with no paper. Listen for an answer in a couple of seconds, not a count.
- Right after 7 x 8, ask for 56 divided by 8.
Part of the multiplication and division topic
- 3.4.G Multiply two-digit by one-digit numbers Close
3.4.G · Grade 3
Multiply two-digit by one-digit numbers
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
Example
- Ask for 34 x 6, then ask them to do it a second way with partial products.
- Ask for 48 x 5 and listen for whether they break the 48 apart or go straight to the standard algorithm.
Part of the multiplication and division topic
- 3.4.H Find how many are in each group Close
3.4.H · Grade 3
Find how many are in each group
determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally
Example
- Hand over 24 stones, ask them to share the stones fairly among four people, then ask how many each person ended with.
- Ask how many crackers go on each of six plates if 42 get split evenly.
- 3.4.I Identify even or odd with divisibility rules Close
3.4.I · Grade 3
Identify even or odd with divisibility rules
determine if a number is even or odd using divisibility rules
Example
- Ask whether 6,318 is even or odd, and which digit they looked at.
- Read off mile markers on the road and ask them to call each one even or odd.
- 3.4.J Use multiplication to determine a quotient Close
3.4.J · Grade 3
Use multiplication to determine a quotient
determine a quotient using the relationship between multiplication and division
Example
- Ask for 63 divided by 9, then ask which multiplication fact they used to get there.
- Write 8 x ? = 48 and ask them to say the division fact that answers it.
Part of the multiplication and division topic
- 3.4.K Solve division and multiplication within 100 Close
3.4.K · Grade 3
Solve division and multiplication within 100
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
Example
- Nine campsites hold four tents each. Ask how many tents that is, then how many are still to go up if 30 are already standing.
- Ask how many packs of six water bottles it takes to fill a cooler that holds 42.
Part of the multiplication and division topic
- 3.5.A Represent addition and subtraction to 1,000 Close
3.5.A · Grade 3
Represent addition and subtraction to 1,000
represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
Example
- Give a two-step story about a drive and ask for the equation before the answer.
- Ask them to draw the same story on a number line: 340 miles, then 155 more, then how far short of 600.
Part of the adding and subtracting topic
- 3.5.B Model and solve multiplication and division Close
3.5.B · Grade 3
Model and solve multiplication and division
represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
Example
- Tell a story about 5 rows of 8 camp chairs and ask them to draw the array and write the equation.
- Ask them to draw a strip diagram for 48 crackers split among 6 people before they say the answer.
Part of the multiplication and division topic
- 3.5.C Describe multiplication as a comparison Close
3.5.C · Grade 3
Describe multiplication as a comparison
describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24
Example
- Write 4 x 15 and ask them to say it out loud as a comparison, not as a total.
- Say one tent sleeps 3 people and the group is 5 times that, and ask for the expression.
Part of the multiplication and division topic
- 3.5.D Find the unknown factor or product Close
3.5.D · Grade 3
Find the unknown factor or product
determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product
Example
- Write 6 x ? = 42 and ask for the missing number, then ask how they found it.
- Write 56 divided by 7 = ? and ask which multiplication fact gives the answer.
Part of the multiplication and division topic
- 3.5.E Use number pairs to show relationships Close
3.5.E · Grade 3
Use number pairs to show relationships
represent real-world relationships using number pairs in a table and verbal descriptions
Example
- Start a table with tents in one column and people in the other, four to a tent, and ask them to fill in the next rows and say the rule in words.
- 3.6.A Classify and sort 2D and 3D figures Close
3.6.A · Grade 3
Classify and sort 2D and 3D figures
classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language
Example
- Put out a party hat, a soup can, a ball, a wedge-shaped block, a shoebox, and a die. Ask them to sort the pile and name each group: cone, cylinder, sphere, triangular prism, rectangular prism, cube.
- Draw a triangle, a square, a pentagon, and a hexagon, and ask them to sort those by number of sides and name each one.
- Ask what makes a cube a rectangular prism as well, using the words faces, edges, and vertices.
Part of the shapes and geometry topic
- 3.6.B Recognize quadrilateral types and draw others Close
3.6.B · Grade 3
Recognize quadrilateral types and draw others
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
Example
- Draw a rhombus, a parallelogram, a trapezoid, a rectangle, and a square. Ask them to name each and say what makes all five quadrilaterals.
- Ask them to draw a four-sided figure that is none of those five, and explain why it still counts as a quadrilateral.
Part of the shapes and geometry topic
- 3.6.C Determine rectangle area using multiplication Close
3.6.C · Grade 3
Determine rectangle area using multiplication
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
Example
- Draw a rectangle five squares across and four squares down, ask for the area, and listen for a multiplication rather than a count.
- Ask how many square feet of tarp covers a floor 7 feet by 6 feet, and listen for whether the answer carries a unit.
Part of the multiplication and division topic
- 3.6.D Find area by decomposing composite figures Close
3.6.D · Grade 3
Find area by decomposing composite figures
decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area
Example
- Draw an L-shaped room, ask them to cut it into two rectangles with one line, find the area of each, then the whole.
- Ask whether the two rectangles overlap anywhere, and why that matters to the total.
Part of the shapes and geometry topic
- 3.6.E Decompose figures into unit-fraction parts Close
3.6.E · Grade 3
Decompose figures into unit-fraction parts
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
Example
- Cut two identical squares of paper into fourths, one with straight cuts and one with diagonals, and ask whether every piece is still one fourth.
- Ask them to name one piece as a fraction of the whole square, then ask whether equal shares are always the same shape.
Part of the fractions topic
- 3.7.A Halves, fourths, and eighths on number lines Close
3.7.A · Grade 3
Halves, fourths, and eighths on number lines
represent fractions of halves, fourths, and eighths as distances from zero on a number line
Example
- Draw a line from 0 to 2 and ask them to mark one half, then three fourths, then seven eighths, measuring from zero each time.
- Point at five eighths on the line and ask how far that is from zero, not which tick it sits on.
Part of the fractions topic
- 3.7.B Find perimeter or a missing side length Close
3.7.B · Grade 3
Find perimeter or a missing side length
determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
Example
- Ask them to measure every side of the picnic table and say the distance all the way around.
- Say a four-sided figure has a perimeter of 30 inches and three sides of 9, 6, and 9 inches, and ask for the fourth side.
Part of the measurement topic
- 3.7.C Add and subtract time intervals in minutes Close
3.7.C · Grade 3
Add and subtract time intervals in minutes
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
Example
- A fuel stop takes 25 minutes and the next stop takes 40. Ask how long both come to together.
- A hike is planned for 50 minutes and 15 have gone by. Ask them to show the rest on a clock face and say how many minutes are left.
Part of the adding and subtracting topic
- 3.7.D Decide when to measure volume or weight Close
3.7.D · Grade 3
Decide when to measure volume or weight
determine when it is appropriate to use measurements of liquid volume (capacity) or weight
Example
- Hold up a water jug and a bag of apples and ask which one you would weigh and which one you would measure by volume.
- Ask which of the two tells you more about what fits in a cooler, and why.
Part of the measurement topic
- 3.7.E Measure liquid volume or weight Close
3.7.E · Grade 3
Measure liquid volume or weight
determine liquid volume (capacity) or weight using appropriate units and tools
Example
- Hand over a measuring cup and ask how many cups of water the camp pot holds.
- Put a rock on a kitchen scale and ask for the weight with the unit, not just the number.
- 3.8.A Summarize data in tables and scaled graphs Close
3.8.A · Grade 3
Summarize data in tables and scaled graphs
summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
Example
- Count four kinds of vehicle at a rest stop, then ask them to put the counts in a frequency table and a dot plot.
- Ask them to draw a bar graph of the same counts with each square standing for five.
Part of the graphs and data topic
- 3.8.B Solve problems from categorical data displays Close
3.8.B · Grade 3
Solve problems from categorical data displays
solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals
Example
- Show a pictograph where one symbol stands for 10 and ask how many more there are of one category than another.
- Off the same graph, ask a two-step question: how many in two categories together, then how many fewer that is than a third.
Part of the graphs and data topic
- 3.9.A Explain how human capital earns income Close
3.9.A · Grade 3
Explain how human capital earns income
explain the connection between human capital/labor and income
Example
- Ask what a ranger does all day and how that work turns into a paycheck.
- Ask what a person would learn or practice to get paid more for the same hours.
Part of the money topic
- 3.9.B Describe how resource supply impacts cost Close
3.9.B · Grade 3
Describe how resource supply impacts cost
describe the relationship between the availability or scarcity of resources and how that impacts cost
Example
- Ask why a bottle of water costs more at the park entrance than at the grocery store.
- Ask what happens to the price of firewood when the campground store is down to three bundles.
- 3.9.C Identify costs and benefits of spending Close
3.9.C · Grade 3
Identify costs and benefits of spending
identify the costs and benefits of planned and unplanned spending decisions
Example
- After a gas-station stop, go down the receipt and ask which things were planned and which were not.
- Point at the unplanned one and ask what it was good for, and what you gave up to buy it.
Part of the money topic
- 3.9.D Explain credit and repayment with interest Close
3.9.D · Grade 3
Explain credit and repayment with interest
explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest
Example
- Ask why a person hands over a card when the thing they want costs more than the cash in their pocket, and who pays the store that day.
- Ask what a person owes back on a $20 loan, and why it comes to more than $20.
Part of the personal finance topic
- 3.9.E List saving reasons and savings-plan benefits Close
3.9.E · Grade 3
List saving reasons and savings-plan benefits
list reasons to save and explain the benefit of a savings plan, including for college
Example
- Ask for three reasons to leave money in the jar instead of spending it, and whether college is one of them.
- Ask what saving $5 a week comes to by the end of a month, and what that pile is for.
Part of the money topic
- 3.9.F Identify decisions about money and giving Close
3.9.F · Grade 3
Identify decisions about money and giving
identify decisions involving income, spending, saving, credit, and charitable giving
Example
- Read out five choices — taking a job, buying a snack, putting money in a jar, borrowing from you, dropping a coin in a donation box — and ask which is income, spending, saving, credit, and charitable giving.
- Hand over $10 of chore money and ask them to say what part is for spending, what part is for saving, and what part is for giving away.
Part of the money topic