NORTH CAROLINA'S FIRST PUBLIC CHARTER SCHOOL TO OPEN ITS DOORS TO STUDENTS

Grade 3 Math

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This year, your student will focus on four critical areas: multiplication and division up to 100, fractions, developing an understanding of an area and two-dimensional shapes.
Your student will:

  • learn multiplication and division using numbers up to 100;
  • solve problems involving four operations (addition, subtraction, multiplication and division);
  • use place value understanding and properties of operations to solve problems that include multiple-digit numbers;
  • develop a deeper understanding of fractions;
  • solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects;
  • represent and interpret data;
  • use multiplication and addition to better understand an area;
  • recognize perimeter and begin to distinguish between linear and area measurement; and
  • continue to learn about shapes and their attributes.

COMMON CORE EXPECTATIONS

  • understand products of whole numbers;
  • know whole-number quotients;
  • apply properties of operations as strategies to multiply and divide.
  • use multiplication and division (0-100) to solve word problems in situations involving equal groups, arrays, and measurement quantities;
  • solve two-step word problems;
  • determine the unknown whole number in a multiplication or division equation;
  • use place value understanding to round whole numbers to the nearest 10 or 100;
  • fluently add and subtract (0-1,000);
  • multiply one-digit whole numbers by multiples of 10 in the range 10-90;
  • understand fractions with denominators 2, 3, 4, 6, and 8;
  • understand a fraction as a number on the number line;
  • represent fractions on a number line diagram;
  • tell and write time to the nearest minute;
  • measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l);
  • draw a scaled picture graph and a scaled bar graph;
  • solve one- and two-step (“how many more” and “how many less”) problems using information presented in scaled bar graphs;
  • measure lengths using rulers marked with halves and fourths of an inch;
  • measure areas by counting unit squares (square cm, square m, square in, square ft,);
  • find the area of a rectangle;
  • solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters;
  • understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories; and
  • partition shapes into equal areas and express each area/part as a fraction of the whole.

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