**Indiana**

Grade 3 Math

Grade 3 Math

- CORE STANDARD 1

Number Sense and Computation - Place Value
- Understand and use the relationship among whole numbers, including place value, to identify and compare numbers up to 10,000.

[Standard Indicators: 3.1.1, 3.1.4] - Addition and Subtraction
- Understand and use standard algorithms for addition and subtraction.

[Standard Indicators: 3.1.5] - Interpreting and Modeling Fractions
- Interpret and model fractions as parts of a whole, parts of a group, and points and distances on a number line. Solve problems that involve comparing and ordering fractions.

[Standard Indicators: 3.1.2, 3.1.3] - Multiplication and Division
- Understand the meaning of multiplication and division of whole numbers and show the relationship between them.

[Standard Indicators: 3.1.6, 3.1.7, 3.2.1, 3.2.2, 3.2.3] - CORE STANDARD 2

Geometry and Measurement - Points and Lines
- Identify, describe and draw points, lines and line segments.

[Standard Indicators: 3.3.2] - Length, Weight and Unit Conversions
- Choose and use appropriate units and tools to estimate and measure length and weight. Use the relationship between the units to express answers in different units.

[Standard Indicators: 3.3.5] - PROCESS STANDARDS
- Problem Solving
- Build new mathematical knowledge through problem solving.
- Solve problems that arise in mathematics and in other contexts.
- Apply and adapt a variety of appropriate strategies to solve problems.
- Monitor and reflect on the process of mathematical problem solving.
- Reasoning and Proof
- Recognize reasoning and proof as fundamental aspects of mathematics.
- Make and investigate mathematical conjectures.
- Develop and evaluate mathematical arguments and proofs.
- Select and use various types of reasoning and methods of proof.
- Communication
- Organize and consolidate their mathematical thinking through communication.
- Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
- Analyze and evaluate the mathematical thinking and strategies of others.
- Use the language of mathematics to express mathematical ideas precisely.
- Connections
- Recognize and use connections among mathematical ideas.
- Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
- Recognize and apply mathematics in contexts outside of mathematics.
- Representation
- Create and use representations to organize, record, and communicate mathematical ideas.
- Select, apply, and translate among mathematical representations to solve problems.
- Use representations to model and interpret physical, social, and mathematical phenomena.
- In addition, estimation, mental computation and technology are areas that need to be addressed at all grade levels in mathematics.
- Estimation and Mental Computation
- Know and apply appropriate methods for estimating the results of computations.
- Round numbers to a specified place value.
- Use estimation to decide whether answers are reasonable.
- Decide when estimation is an appropriate strategy for solving a problem.
- Determine appropriate accuracy and precision of measurements in problem situations.
- Use properties of numbers and operations to perform mental computation.
- Recognize when the numbers involved in a computation allow for a mental computation strategy.
- Technology
- Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum.
- Technology can contribute to concept development, simulation, representation, communication, and problem solving.
- The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problemsolving skills.
- Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.
- The focus must be on learning mathematics, using technology as a tool rather than as an end in itself.
- Standard 1

Number Sense and Computation - Count, read, write, compare, and plot on a number line whole numbers up to at least 10,000. 3.1.1
- Interpret and model fractions as parts of a whole, parts of a group, and points and distances on a number line for numbers less than, equal to, or greater than one. 3.1.2
- Compare and order fractions by using models, benchmark fractions, or common numerators or denominators. 3.1.3
- Use words, models, standard form and expanded form to represent place value and to show equivalent forms of whole numbers up to at least 10,000. 3.1.4
- Solve problems involving addition and subtraction of whole numbers fluently using a standard algorithmic approach. 3.1.5.
- Represent the concept of multiplication of whole numbers with models as repeated addition, equal-sized groups, arrays, area models, and equal "jumps" on a number line and explain the result of multiplying by zero. 3.1.6
- Represent the concept of division of whole numbers with models as successive subtraction, partitioning, sharing, and an inverse of multiplication. Show that division by zero is not possible. 3.1.7
- Construct and analyze frequency tables and bar graphs from data, including data collected through observations, surveys and experiments. Example: Write a statement about the information displayed in the graph to express a conclusion about the information. 3.1.8
- Identify events on a continuum from impossible to unlikely, equally likely, likely or certain. Determine a simple probability in a context using pictures. 3.1.9
- Standard 2

Algebra and Functions - Write and solve equations using (=) to show equivalence and use variables to express mathematical relationships involving multiplication. 3.2.1.
- Create, extend, and give a rule for number patterns using multiplication. 3.2.2
- Solve problems using the identity principle of multiplication. 3.2.3
- Standard 3

Geometry and Measurement - Identify angles that are right angles and other angles that are greater than or less than a right angle. 3.3.1
- Identify, describe and draw points, lines and line segments and use these terms when describing two-dimensional shapes. 3.3.2
- Identify and draw lines of symmetry in geometric shapes and recognize symmetrical shapes in the environment. 3.3.3
- Find the perimeter of polygons. 3.3.4
- Choose and use appropriate units and tools to estimate and measure length and weight. Estimate and measure length to 1/4 inch, weight in pounds and kilograms, and temperature in Celsius and Fahrenheit selecting appropriate units for the given situation. Use the relationship between the units to express answers in different units. 3.3.5
- Using an analog clock tell time to the nearest minute. 3.3.6

**Indiana**

Grade 3 English/Language Arts

Grade 3 English/Language Arts

- Standard 1

READING: Word Recognition, Fluency, and Vocabulary Development - Decoding and Word Recognition
- Know and use more difficult word families (-ight) when reading unfamiliar words. 3.1.1
- Read words with several syllables. 3.1.2
- Read aloud grade-level-appropriate literary and informational texts fluently and accurately and with appropriate timing, change in voice, and expression. 3.1.3
- Vocabulary and Concept Development
- Determine the meanings of words using knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homophones (words that sound the same but have different meanings and spellings), and homographs (words that are spelled the same but have different meanings). 3.1.4
- Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues. 3.1.5
- Use sentence and word context to find the meaning of unknown words. 3.1.6
- Use a dictionary to learn the meaning and pronunciation of unknown words. 3.1.7
- Use knowledge of prefixes (word parts added at the beginning of words such as un-, pre-) and suffixes (word parts added at the end of words such as -er, -ful, -less) to determine the meaning of words. 3.1.8
- Identify more difficult multiple-meaning words (such as puzzle or fire). 3.1.9
- Standard 2

READING: Comprehension and Analysis of Nonfiction and Informational Text - Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
- Ask questions and support answers by connecting prior knowledge with literal information from the text. . 3.2.2
- Show understanding by identifying answers in the text. 3.2.3
- Recall major points in the text and make and revise predictions about what is read. 3.2.4
- Distinguish the main idea and supporting details in expository (informational) text. 3.2.5
- Locate appropriate and significant information from the text, including problems and solutions. 3.2.6
- Follow simple multiple-step written instructions. 3.2.7
- Distinguish between cause and effect and between fact and opinion in informational text 3.2.8
- Structural Features of Informational and Technical Materials
- Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text. 3.2.1
- Identify text that uses sequence or other logical order (alphabetical, time, categorical). 3.2.9
- Standard 3

READING: Comprehension and Analysis of Literary Text - Structural Features of Literature
- Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction. 3.3.1
- Analysis of Grade-Level-Appropriate Literary Text
- Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. 3.3.2
- Determine what characters are like by what they say or do and by how the author or illustrator portrays them. 3.3.3
- Determine the theme or author's message in fiction and nonfiction text. 3.3.4
- Recognize that certain words and rhythmic patterns can be used in a selection to imitate sounds. 3.3.5
- Identify the speaker or narrator in a selection. 3.3.6
- Compare and contrast versions of the same stories from different cultures. 3.3.7
- Identify the problem and solutions in a story. 3.3.8
- Standard 4

WRITING: Processes and Features - Organization and Focus
- Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet. 3.4.1
- Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas. 3.4.2
- Create single paragraphs with topic sentences and simple supporting facts and details. 3.4.3
- Organize related ideas together within a paragraph to maintain a consistent focus. 3.4.9
- Research Process and Technology
- Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources). 3.4.4
- Use a computer to draft, revise, and publish writing. 3.4.5
- Evaluation and Revision
- Review, evaluate, and revise writing for meaning and clarity. 3.4.6
- Proofread one's own writing, as well as that of others, using an editing checklist or list of rules. 3.4.7
- Revise writing for others to read, improving the focus and progression of ideas. 3.4.8
- Standard 5

WRITING: Applications (Different Types of Writing and Their Characteristics) - Research Application
- Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
- uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors).
- organizes information by categorizing it into more than one category (such as living and nonliving, hot and cold) or includes information gained through observation.

- Write narratives that:
- provide a context within which an action takes place.
- include details to develop the plot.

- Write descriptive pieces about people, places, things, or experiences that:
- develop a unified main idea.
- use details to support the main idea.

- Write persuasive pieces that ask for an action or response. 3.5.6
- Write personal, persuasive, and formal letters, thank-you notes, and invitations that:
- show awareness of the knowledge and interests of the audience.
- establish a purpose and context.
- include the date, proper salutation, body, closing, and signature.

- Use varied word choices to make writing interesting. 3.5.4
- Write for different purposes and to a specific audience or person. 3.5.5
- Write responses to literature that:
- demonstrate an understanding of what is read.
- support statements with evidence from the text.

- Standard 6

WRITING: English Language Conventions - Handwriting
- Write legibly in cursive, leaving space between letters in a word, words in a sentence, and words and the edges of the paper. 3.6.1
- Spelling
- Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn't, can't), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare). 3.6.8
- Arrange words in alphabetical order. 3.6.9
- Grammar
- Identify and use subjects and verbs that are in agreement (we are instead of we is). 3.6.3
- Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing. 3.6.4
- Identify and correctly use pronouns (it, him, her), adjectives (
__brown__eyes,__two younger__sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing. 3.6.5 - Punctuation
- Use commas in dates (August 15, 2001), locations (Fort Wayne, Indiana), and addresses (431 Coral Way, Miami, FL), and for items in a series (football, basketball, soccer, and tennis). 3.6.6
- Capitalization
- Capitalize correctly geographical names, holidays, historical periods, and special events (We always celebrate the Fourth of July by gathering at Mounds State Park in Anderson, Indiana.) 3.6.7
- Sentence Structure
- Write correctly complete sentences of statement, command, question, or exclamation, with final punctuation.
- Declarative: This tastes very good.
- Imperative: Please take your seats.
- Interrogative: Are we there yet?
- Exclamatory: It's a home run!

- Standard 7

LISTENING AND SPEAKING: Skills, Strategies, and Applications - Comprehension
- Retell, paraphrase, and explain what a speaker has said. 3.7.1
- Connect and relate experiences and ideas to those of a speaker. 3.7.2
- Answer questions completely and appropriately. 3.7.3
- Identify the musical elements of literary language, such as rhymes, repeated sounds, and instances of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz). 3.7.4
- Follow three- and four-step oral directions. 3.7.15
- Analysis and Evaluation of Oral and Media Communications
- Compare ideas and points of view expressed in broadcast and print media or on the Internet. 3.7.10
- Distinguish between the speaker's opinions and verifiable facts. 3.7.11
- Evaluate different evidence (facts, statistics, quotes, testimonials) used to support claims. 3.7.16
- Speaking Applications
- Make brief narrative presentations that:
- provide a context for an event that is the subject of the presentation.
- provide insight into why the selected event should be of interest to the audience.
- include well-chosen details to develop characters, setting, and plot that has a beginning, middle, and end.

- Plan and present dramatic interpretations of experiences, stories, poems, or plays. 3.7.13
- Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. 3.7.14
- Organization and Delivery of Oral Communication
- Organize ideas chronologically (in the order that they happened) or around major points of information. 3.7.5
- Provide a beginning, a middle, and an end to oral presentations, including details that develop a central idea. 3.7.6
- Use clear and specific vocabulary to communicate ideas and establish the tone. 3.7.7
- Clarify and enhance oral presentations through the use of appropriate props, including objects, pictures, and charts. 3.7.8
- Read prose and poetry aloud with fluency, rhythm, and timing, using appropriate changes in the tone of voice to emphasize important passages of the text being read. 3.7.9