Third Grade: First nine weeks
Expanded standards checklist 2015-16
Number Concepts
3.2A Readiness
Compose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many
hundreds, so many tens, and so many ones using objects
Decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many
hundreds, so many tens, and so many ones using objects
Compose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many
hundreds, so many tens, and so many ones using pictorial models
Decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many
hundreds, so many tens, and so many ones using pictorial models
Compose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many
hundreds, so many tens, and so many ones using numbers, including expanded notation as appropriate
Decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many
hundreds, so many tens, and so many ones using numbers, including expanded notation as appropriate
3.2D Readiness
Compare whole numbers up to 100,000 and represent the comparison using >, <, or =
Order whole numbers up to 100,000
3.2B Supporting
Describe the mathematical relationships found in the base-10 place value system through the hundred
thousands place
3.2C Supporting
Represent a number on a number line as being between two consecutive multiples of 10
Represent a number on a number line as being between two consecutive multiples of 100
Represent a number on a number line as being between two consecutive multiples of 1000
Represent a number on a number line as being between two consecutive multiples of 10000
Use words to describe relative size of numbers in order to round whole numbers
Taught Student Observation
Third Grade: First nine weeks
Expanded standards checklist 2015-16
Addition and Subtraction Concepts
3.4A Readiness
Solve with fluency 1 step problems involving addition within 1,000 using strategies based on place value
Solve with fluency 2 step problems involving addition within 1,000 using strategies based on place value
Solve with fluency 1 step problems involving subtraction within 1,000 using strategies based on place value
Solve with fluency 2 step problems involving subtraction within 1,000 using strategies based on place value
Solve with fluency 1 step problems involving addition within 1,000 using strategies based on properties of
operations
Solve with fluency 2 step problems involving addition within 1,000 using strategies based on properties of
operations
Solve with fluency 1 step problems involving subtraction within 1,000 using strategies based on properties of
operations
Solve with fluency 2 step problems involving subtraction within 1,000 using strategies based on properties of
operations
Solve with fluency 1 step problems involving addition within 1,000 using strategies based on relationship
between addition and subtraction
Solve with fluency 2 step problems involving addition within 1,000 using strategies based on relationship
between addition and subtraction
Solve with fluency 1 step problems involving subtraction within 1,000 using strategies based on relationship
between addition and subtraction
Solve with fluency 2 step problems involving subtraction within 1,000 using strategies based on relationship
between addition and subtraction
Taught Student Observation
Third Grade: First nine weeks
Expanded standards checklist 2015-16
Addition and Subtraction Concepts
3.5A Readiness
Represent 1 step problems involving addition of whole numbers to 1,000 using pictorial models
Represent 2 step problems involving addition of whole numbers to 1,000 using pictorial models
Represent 1 step problems involving subtraction of whole numbers to 1,000 using pictorial models
Represent 2 step problems involving subtraction of whole numbers to 1,000 using pictorial models
Represent 1 step problems involving addition of whole numbers to 1,000 using number lines
Represent 2 step problems involving addition of whole numbers to 1,000 using number lines
Represent 1 step problems involving subtraction of whole numbers to 1,000 using number lines
Represent 2 step problems involving subtraction of whole numbers to 1,000 using number lines
Represent 1 step problems involving addition of whole numbers to 1,000 using equations
Represent 2 step problems involving addition of whole numbers to 1,000 using equations
Represent 1 step problems involving subtraction of whole numbers to 1,000 using equations
Represent 2 step problems involving subtraction of whole numbers to 1,000 using equations
3.4B Supporting
Round to the neares 10 to estimate solutions to addition problems
Round to the neares 10 to estimate solutions to subtraction problems
Round to the neares 100 to estimate solutions to addition problems
Round to the neares 100 to estimate solutions to subtraction problems
Use compatible numbers to estimate solutions to addition problems
Use compatible numbers to estimate solutions to subtraction problems
Taught Student Observation
Third Grade: First nine weeks
Expanded standards checklist 2015-16
Multiplication Foundations and Patterns
3.4D Supporting
Determine the total number of objects when equally-sized groups of objects are combined or arranged in
arrays up to ten by ten
3.4E Supporting
Represent multiplication facts by using a variety of approaches such as repeated addition
Represent multiplication facts by using a variety of approaches such as equal-sized groups
Represent multiplication facts by using a variety of approaches such as arrays
Represent multiplication facts by using a variety of approaches such as area models
Represent multiplication facts by using a variety of approaches such as equal jumps on a number line
Represent multiplication facts by using a variety of approaches such as skip counting
3.5C Supporting
Describe a multiplication expression as a comparison such as 3x24 represents 3 times as much as 24.
Taught Student Observation