## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• 3.OA.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

• 18 learning outcomes – click to view

Samples: Groups of 2. Groups of 5. Groups of 10. Counting on number line (by 2's). Counting on number line (by 5's).

• #### Number patterns and groups (of 2)

• Activities: 4 course, 7 extra
• #### Number patterns and groups (of 5)

• Activities: 5 course, 14 extra
• #### Number patterns and groups (of 10)

• Activities: 5 course, 5 extra
• #### Counting on number line (by 2's)

• Activities: 7 course, 5 extra
• #### Counting on number line (by 5's)

• Activities: 6 course, 3 extra
• #### Counting on number line (by 10's)

• Activities: 6 course, 5 extra
• #### Arrays

• Activities: 4 course, 0 extra
• #### 2x tables

• Activities: 12 course, 6 extra
• #### 5x tables

• Activities: 9 course, 7 extra
• #### 10x tables

• Activities: 9 course, 6 extra
• #### 2x tables (problem solving)

• Activities: 2 course, 7 extra
• #### 5x tables (problem solving)

• Activities: 2 course, 6 extra
• #### 10x tables (problem solving)

• Activities: 2 course, 6 extra
• #### Number patterns and groups (of 3)

• Activities: 3 course, 1 extra
• #### 3x tables (problem solving)

• Activities: 3 course, 3 extra
• #### Groups and rows of 4

• Activities: 3 course, 4 extra
• #### 4x tables (problem solving)

• Activities: 3 course, 6 extra
• #### 2x-10x tables

• Activities: 5 course, 7 extra
• 3.OA.2 – Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 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 number of shares or a number of groups can be expressed as 56 ÷ 8.

• 8 learning outcomes – click to view

Samples: Sharing between 2. Dividing by 2. Dividing by 2 (problem solving). Using the division symbol. Dividing by 3.

• #### Sharing between 2

• Activities: 1 course, 5 extra
• #### Dividing by 2

• Activities: 4 course, 1 extra
• #### Dividing by 2 (problem solving)

• Activities: 2 course, 3 extra
• #### Using the division symbol

• Activities: 3 course, 0 extra
• #### Dividing by 3

• Activities: 4 course, 3 extra
• #### Dividing by 3 (problem solving)

• Activities: 2 course, 2 extra
• #### Dividing by 4

• Activities: 4 course, 3 extra
• #### Dividing by 4 (problem solving)

• Activities: 2 course, 5 extra
• 3.OA.3 – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

• 28 learning outcomes – click to view

Samples: Groups of 2. Groups of 3. Groups of 4. Groups of 5. Groups of 10. Counting on number line (by 2's).

• #### Number patterns and groups (of 2)

• Activities: 4 course, 7 extra
• #### Number patterns and groups (of 3)

• Activities: 3 course, 1 extra
• #### Groups and rows of 4

• Activities: 3 course, 4 extra
• #### Number patterns and groups (of 5)

• Activities: 5 course, 14 extra
• #### Number patterns and groups (of 10)

• Activities: 5 course, 5 extra
• #### Counting on number line (by 2's)

• Activities: 7 course, 5 extra
• #### Counting on number line (by 5's)

• Activities: 6 course, 3 extra
• #### Counting on number line (by 10's)

• Activities: 6 course, 5 extra
• #### Groups and rows of 6

• Activities: 2 course, 0 extra
• #### Groups and rows of 7

• Activities: 2 course, 0 extra
• #### Groups and rows of 8

• Activities: 2 course, 0 extra
• #### Groups and rows of 9

• Activities: 2 course, 0 extra
• #### Dividing by 2

• Activities: 4 course, 1 extra
• #### 2x tables (problem solving)

• Activities: 2 course, 7 extra
• #### 3x tables (problem solving)

• Activities: 3 course, 3 extra
• #### 4x tables (problem solving)

• Activities: 3 course, 6 extra
• #### 5x tables (problem solving)

• Activities: 2 course, 6 extra
• #### 6x tables (problem solving)

• Activities: 2 course, 6 extra
• #### 7x tables (problem solving)

• Activities: 3 course, 6 extra
• #### 8x tables (problem solving)

• Activities: 3 course, 5 extra
• #### 9x tables (problem solving)

• Activities: 3 course, 7 extra
• #### 10x tables (problem solving)

• Activities: 2 course, 6 extra
• #### 2x-10x tables (problem solving)

• Activities: 4 course, 9 extra
• #### Dividing by 2 (problem solving)

• Activities: 2 course, 3 extra
• #### Dividing by 3 (problem solving)

• Activities: 2 course, 2 extra
• #### Dividing by 6 (problem solving)

• Activities: 3 course, 4 extra
• #### Dividing by 7 (problem solving)

• Activities: 4 course, 3 extra
• #### Division facts (problem solving)

• Activities: 2 course, 7 extra
• 3.OA.4 – 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 = _ ÷ 3, 6 × 6 = ?

• 9 learning outcomes – click to view

Samples: 2x-10x tables (missing number). Division facts (missing number). Groups of 2. Groups of 5. Groups of 10. Groups of 3.

• #### 2x-10x tables (missing number)

• Activities: 3 course, 12 extra
• #### Division facts (missing number)

• Activities: 2 course, 2 extra
• #### 2x tables

• Activities: 12 course, 6 extra
• #### 5x tables

• Activities: 9 course, 7 extra
• #### 10x tables

• Activities: 9 course, 6 extra
• #### 3x tables

• Activities: 8 course, 8 extra
• #### 4x tables

• Activities: 9 course, 6 extra
• #### Dividing by 3

• Activities: 4 course, 3 extra
• #### Dividing by 4

• Activities: 4 course, 3 extra
• ##### Mathematics
• 3.OA.5 – Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

• 3.OA.6 – Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

• 2 learning outcomes – click to view

Samples: Division facts (missing number). 2x-10x tables (missing number). Division facts (missing number).

• #### Division facts (missing number)

• Activities: 2 course, 2 extra
• #### 2x-10x tables (missing number)

• Activities: 3 course, 12 extra
• ##### Mathematics
• 3.OA.7 – 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 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

• 19 learning outcomes – click to view

Samples: Groups of 2. Groups of 3. Challenge Puzzle - 3x tables. Groups of 4. 4x Multiplication facts - puzzle. Groups of 5.

• #### 2x tables

• Activities: 12 course, 6 extra
• #### 3x tables

• Activities: 8 course, 8 extra
• #### Puzzle - 3x tables

• Activities: 1 course, 0 extra
• #### 4x tables

• Activities: 9 course, 6 extra
• #### 4x tables - puzzle

• Activities: 1 course, 0 extra
• #### 5x tables

• Activities: 9 course, 7 extra
• #### 6x tables

• Activities: 7 course, 4 extra
• #### 7x tables

• Activities: 7 course, 5 extra
• #### 8x tables

• Activities: 7 course, 5 extra
• #### 9x tables

• Activities: 7 course, 6 extra
• #### 2x-10x tables

• Activities: 5 course, 12 extra
• #### Dividing by 3

• Activities: 4 course, 3 extra
• #### Dividing by 4

• Activities: 4 course, 3 extra
• #### Dividing by 6

• Activities: 2 course, 1 extra
• #### Dividing by 7

• Activities: 2 course, 1 extra
• #### Dividing by 8

• Activities: 2 course, 1 extra
• #### Dividing by 9

• Activities: 1 course, 1 extra
• #### 2x-10x tables - puzzle

• Activities: 1 course, 0 extra
• #### Division facts

• Activities: 4 course, 8 extra
• ##### Mathematics
• 3.OA.8 – Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order.)

• 5 learning outcomes – click to view

Samples: Subtraction (two step problem solving). Represent problems using algebraic equation. Two step problem solving.

• #### Subtraction (two step problem solving)

• Activities: 2 course, 1 extra
• #### Represent problems using algebraic equation

• Activities: 1 course, 0 extra
• #### Two step problem solving

• Activities: 1 course, 0 extra
• #### Two step problem solving

• Activities: 1 course, 0 extra
• #### Two step problem solving

• Activities: 1 course, 0 extra
• 3.OA.9 – Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

• 9 learning outcomes – click to view

Samples: Groups of 6. Rows of 7. Groups of 8. Groups of 9. Number Patterns (2,3,5,10).

• #### Groups and rows of 6

• Activities: 2 course, 0 extra
• #### Groups and rows of 7

• Activities: 2 course, 0 extra
• #### Groups and rows of 8

• Activities: 2 course, 0 extra
• #### Groups and rows of 9

• Activities: 2 course, 0 extra
• #### Number Patterns (2,3,5,10)

• Activities: 2 course, 5 extra
• #### Representing word problems as number sentences

• Activities: 1 course, 0 extra
• #### Number patterns - Identifying the rule

• Activities: 2 course, 0 extra
• #### Continue number patterns resulting from addition or subtraction

• Activities: 1 course, 1 extra
• #### Shapes Algebra

• Activities: 2 course, 0 extra
• ##### Mathematics
• 3.NBT.1 – Use place value understanding to round whole numbers to the nearest 10 or 100.

• 2 learning outcomes – click to view

Samples: Rounding to the nearest 10 (3 digits). Rounding to the nearest hundred. Rounding numbers: Activity 2.

• #### Rounding to the nearest 10

• Activities: 3 course, 3 extra
• #### Rounding to the nearest hundred

• Activities: 3 course, 0 extra
• 3.NBT.2 – Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

• 8 learning outcomes – click to view

Samples: Adding three digit numbers using blocks. Subtracting 10 large numbers. Subtracting 100.

• #### Adding three digit numbers using blocks

• Activities: 1 course, 0 extra
• #### Subtracting 10 large numbers

• Activities: 1 course, 1 extra
• #### Subtracting 100

• Activities: 1 course, 1 extra
• #### Place value - Subtract three digit numbers

• Activities: 1 course, 0 extra
• #### Subtracting from 1000

• Activities: 5 course, 8 extra
• #### Subtraction - missing number

• Activities: 1 course, 2 extra
• #### Subtraction and addition (problem solving)

• Activities: 1 course, 1 extra
• #### Subtracting multiples of 100 (problem solving)

• Activities: 1 course, 0 extra
• 3.NBT.3 – Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

• 4 learning outcomes – click to view

Samples: Multiplying multiples of 10 by a single digit. Challenge Puzzle. Short multiplication of multiples of 10.

• #### Multiplying multiples of 10

• Activities: 7 course, 4 extra
• #### Multiplying multiples of 10 - puzzle

• Activities: 1 course, 0 extra
• #### Multiples of 10 by 1 digit - problem solving

• Activities: 0 course, 1 extra
• #### Multiplying 2 by 1 digit (problem solving)

• Activities: 4 course, 8 extra
• ##### Mathematics
• 3.NF.1 – Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

• 6 learning outcomes – click to view

Samples: A half. Halving groups. Representing fractions. Identifying Fractions. Identifying mixed fractions.

• #### A half

• Activities: 4 course, 3 extra
• #### Halving groups

• Activities: 3 course, 1 extra
• #### Fractions (problem solving)

• Activities: 1 course, 0 extra
• #### Identifying fractions

• Activities: 4 course, 4 extra
• #### Identifying mixed fractions

• Activities: 1 course, 0 extra
• #### Count by halves, thirds, quarters and eighths.

• Activities: 1 course, 0 extra
• 3.NF.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram.

• 3.NF.2.a – Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

• 1 learning outcomes – click to view

Samples: Fractions on a number line. Fractions on a number line (with guides). Fractions on a number line.

• #### Fractions on a number line.

• Activities: 3 course, 1 extra
• 3.NF.2.b – Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

• 1 learning outcomes – click to view

Samples: Fractions on a number line. Fractions on a number line (with guides). Fractions on a number line.

• #### Fractions on a number line.

• Activities: 3 course, 1 extra
• 3.NF.3 – Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

• 3.NF.3.a – Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

• 5 learning outcomes – click to view

Samples: Modelling equivalent fractions. Equivalent Fractions. Matching equivalent fractions.

• #### Modelling equivalent fractions.

• Activities: 3 course, 3 extra
• #### Matching equivalent fractions using fraction models

• Activities: 2 course, 0 extra
• #### Matching equivalent fractions

• Activities: 1 course, 0 extra
• #### Hundredths in their lowest forms

• Activities: 1 course, 0 extra
• #### Comparing fractions as quantities.

• Activities: 1 course, 0 extra
• 3.NF.3.b – Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

• 3 learning outcomes – click to view

Samples: Equivalent Fractions. Modelling equivalent fractions. Matching equivalent fractions.

• #### Matching equivalent fractions using fraction models

• Activities: 2 course, 0 extra
• #### Modelling equivalent fractions.

• Activities: 3 course, 3 extra
• #### Matching equivalent fractions

• Activities: 1 course, 0 extra
• 3.NF.3.c – Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

• 10 learning outcomes – click to view

Samples: Introduction to Fractions. Quarters. Fractions of groups. Representing fractions. Identifying Fractions.

• #### Halves, thirds and quarters

• Activities: 2 course, 1 extra
• #### Quarters and eighths

• Activities: 6 course, 10 extra
• #### Dividing groups into halves and quarters

• Activities: 3 course, 5 extra
• #### Fractions (problem solving)

• Activities: 1 course, 0 extra
• #### Identifying fractions

• Activities: 4 course, 4 extra
• #### Identifying mixed fractions

• Activities: 1 course, 0 extra
• #### Matching equivalent fractions using fraction models

• Activities: 2 course, 0 extra
• #### Comparing fractions as quantities.

• Activities: 1 course, 0 extra
• #### Modelling equivalent fractions.

• Activities: 3 course, 3 extra
• #### Comparing fractions - 1 whole

• Activities: 1 course, 0 extra
• 3.NF.3.d – Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

• 4 learning outcomes – click to view

Samples: Comparing fractions as quantities. Compare fractions: using comparison symbols (<, =, >).

• #### Comparing fractions as quantities.

• Activities: 1 course, 0 extra
• #### Compare fractions: using comparison symbols (<, =, >)

• Activities: 1 course, 0 extra
• #### Modelling equivalent fractions.

• Activities: 3 course, 3 extra
• #### Matching equivalent fractions

• Activities: 1 course, 0 extra
• ##### Mathematics
• 3.MD.1 – Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

• 5 learning outcomes – click to view

Samples: Estimate the duration of time. Months of the Year. Reading a Calendar. Timelines. Reading Five Minute Intervals.

• #### Most likely duration for an event

• Activities: 1 course, 2 extra
• #### Months of the Year

• Activities: 1 course, 3 extra

• Activities: 2 course, 5 extra
• #### Timelines

• Activities: 1 course, 6 extra
• #### Reading Time - to the minute

• Activities: 2 course, 9 extra
• 3.MD.2 – Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes multiplicative comparison problems (problems involving notions of “times as much”; see Glossary, Table 2 http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ ). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes compound units such as cm3 and finding the geometric volume of a container.)

• 8 learning outcomes – click to view

Samples: Comparing volume (empty to full). Direct comparison - volume. Measure volume using informal units.

• #### Full to empty

• Activities: 3 course, 1 extra
• #### Direct comparison - volume

• Activities: 2 course, 4 extra
• #### Compare or measure volume measured using informal units

• Activities: 1 course, 10 extra
• #### Objects using cubes

• Activities: 3 course, 5 extra
• #### Measure volume using litres and milliltres

• Activities: 1 course, 2 extra
• #### Measure mass in grams and kilograms

• Activities: 3 course, 14 extra
• #### Compare mass using a balance scale

• Activities: 4 course, 2 extra
• #### Measure mass with informal units using a balance scale

• Activities: 5 course, 7 extra
• ##### Mathematics
• 3.MD.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

• 6 learning outcomes – click to view

Samples: Data in tables: Activity 1. Data - tally marks. Interpret data in lists. Data - picture graphs. Create a Column Graph.

• #### Interpret data presented in a table

• Activities: 2 course, 3 extra