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### MA 3.1 Number

- MA.3.1.1 Students will demonstrate, represent, and show relationships among whole numbers and simple fractions within the base-ten number system.
- MA 3.1.1.a Read, write and demonstrate multiple equivalent representations for numbers up to 100,000 using objects, visual representations, including standard form, word form, expanded form, and expanded notation.

- MA 3.1.1.b Compare whole numbers through the hundred thousands and represent the comparisons using the symbols >, < or =.

- MA 3.1.1.c Round a whole number to the tens or hundreds place, using place value understanding or a visual representation.

- MA 3.1.1.d Represent and understand a fraction as a number on a number line.

- MA 3.1.1.e Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

- MA 3.1.1.f Show and identify equivalent fractions using visual representations including pictures, manipulatives, and number lines.

- MA 3.1.1.g Find parts of a whole and parts of a set using visual representations.

- MA 3.1.1.h Explain and demonstrate how fractions ¼, ½, ¾ and a whole relate to time, measurement, and money, and demonstrate using visual representation.

- MA 3.1.1.i Compare and order fractions having the same numerators or denominators using visual representations, comparison symbols, and verbal reasoning.

- MA 3.1.2 Students will demonstrate the meaning of multiplication and division with whole numbers and compute accurately.
- MA 3.1.2.a Add and subtract within 1,000 with or without regrouping.

- MA 3.1.2.b Select and apply the appropriate methods of computation when solving one- and two- step addition and subtraction problems with four-digit whole numbers through the thousands (e.g., visual representations, mental computation, paper-pencil).

- MA 3.1.2.c Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to explain the meaning of multiplication.

- MA 3.1.2.d Use words and symbols to explain the meaning of the Zero Property and Identity Property of multiplication.

- MA 3.1.2.e Multiply one digit whole numbers by multiples of 10 in the range of 10 to 90.

- MA 3.1.2.f Use objects, drawings, arrays, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4).

- MA 3.1.2.g Fluently (i.e. automatic recall based on understanding) multiply and divide within 100.

- MA 3.1.2.h Determine the reasonableness of whole number sums and differences in real-world problems using estimation, compatible numbers, mental computations, or other strategies.

### MA 3.2 Algebra

- MA 3.2.1 Students will demonstrate, represent, and show relationships with expressions and equations.
- MA 3.2.1.a Identify arithmetic patterns (including patterns in the addition or multiplication tables) using properties of operations.

- MA 3.2.1.b Interpret a multiplication equation as equal groups (e.g., interpret 4 × 6 as the total number of objects in four groups of six objects each). Represent verbal statements of equal groups as multiplication equations.

- MA 3.2.2 Student will apply the operational properties when multiplying and dividing.
- MA 3.2.2.a Apply the commutative, associative, and distributive properties as strategies to multiply and divide.

- MA 3.2.2.b Solve one-step whole number equations involving addition, subtraction, multiplication, or division, including the use of a letter to represent the unknown quantity.

- MA 3.2.3 Students will solve real-world problems involving equations with whole numbers.
- MA 3.2.3.a Solve real-world problems involving two-step equations (involving two operations) involving whole numbers using addition and subtraction.

- MA 3.2.3.b Write an equation (e.g., one operation, one variable) to represent real-world problems involving whole numbers.

### MA 3.3 Geometry

- MA 3.3.1 Students will identify and describe geometric characteristics and create two- and three-dimensional shapes.
- MA 3.3.1.a Identify the number of sides, angles, and vertices of two-dimensional shapes.

- MA 3.3.1.b Sort quadrilaterals into categories (e.g., rhombuses, squares, and rectangles).

- MA 3.3.1.c Draw lines to separate two-dimensional figures into equal areas, and express the area of each part as a unit fraction of the whole.

- MA 3.3.3 Students will perform and compare measurements and apply formulas.
- MA 3.3.3.a Find the perimeter of polygons given the side lengths, and find an unknown side length.

- MA 3.3.3.b Tell and write time to the minute using both analog and digital clocks.

- MA 3.3.3.c Solve real-world problems involving addition and subtraction of time intervals and find elapsed time.

- MA 3.3.3.d Identify and use the appropriate tools and units of measurement, both customary and metric, to solve real-world problems involving length, weight, mass, liquid volume, and capacity (within the same system and unit).

- MA 3.3.3.e Estimate and measure length to the nearest half inch, quarter inch, and centimeter.

- MA 3.3.3.f Use concrete and pictorial models to measure areas in square units by counting square units.

- MA 3.3.3.g Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths.

- MA 3.3.3.h Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters.

### MA 3.4 Data

- MA 3.4.1 Students will create displays that represent data.
- MA 3.4.1.a Create scaled pictographs and scaled bar graphs to represent a data set—including data collected through observations, surveys, and experiments—with several categories.

- MA 3.4.1.b Represent data using line plots where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

- MA 3.4.2 Students will analyze data to address the situation.
- MA 3.4.2.a Solve problems and make simple statements about quantity differences (e.g., how many more and how many less) using information represented in pictographs and bar graphs.