Grade 3
3-LS4-3
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
October 1, 20183-LS4-4
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
October 1, 20183-PS2-1
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
October 1, 20183-PS2-2
Make observations and/or measurements of an object?s motion to provide evidence that that a pattern can be used to predict future motion.
October 1, 20183-PS2-3
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
October 1, 20183-PS2-4
Define a simple design problem that can be solved by applying scientific ideas about magnets
October 1, 20183.MD.C7c
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 represent the distributive property in mathematical reasoning.
October 1, 20183.NBT.A3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.
October 1, 20183.OA.A2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 (square root) 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 shares of 8 objects each. For example, describe a context in which a … Read More “3.OA.A2”
October 1, 20183.OA.A4
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 8 _ ? = 48, 5 = _ (square root) 3, 6 _ 6 = ?
October 1, 20183.OA.B6
Understand division as an unknown-factor problem. For example, find 32 (square root) 8 by finding the number that makes 32 when multiplied by 8.
October 1, 20183.OA.C7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 _ 5 = 40, one knows 40 (square root) 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
October 1, 2018