Grade 3

Other Colorado Extended Evidence Outcomes: Mathematics sets

• Preschool
• Kindergarten
• Grade 1
• Grade 2
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• High School

Describe a fraction 1 as the quantity formed by 1 part when a whole is 𝑏𝑏 partitioned into b parts.3.NF.A.1

Describe a fraction as a number on the number line.3.NF.A.2

Explain equivalence of 1 . and 2 . using a number line as well as part/whole 2 4 models.3.NF.A.3

Interpret products of whole numbers, e.g., interpret 2 x 4 as the total number of objects in 2 groups of 4 objects each. Limit the whole numbers to numbers less than or equal to 5.3.OA.A.1

Interpret whole-number quotients of whole numbers, (e.g., interpret 10 divided by 2 as the number of objects in each share when 10 objects are partitioned equally into 2 groups, or as a number of shares when 10 objects are partitioned into equal shares of 2 objects each).3.OA.A.2

Use multiplication and division within 12 to solve problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using objects, drawings, and other written ways to represent the problem).3.OA.A.3

Determine the unknown whole number in a multiplication or division equation given a rectangular array with either an unknown number of rows or columns or an unknown total.3.OA.A.4

Apply properties of operations as strategies to multiply and divide (students need not use formal terms for these properties).3.OA.B.5

Interpret division as an unknown factor problem.3.OA.B.6

Multiply and divide within 12, using strategies such as the relationship between multiplication and division (e.g., knowing that 2 x 6 = 12, one knows 12 divided by 2 is 6) or properties of operations).3.OA.C.7

Use addition and subtraction within 50 to solve one- and two-step word problems.3.OA.D.8

Identify arithmetic patterns (including patterns in the addition table or multiplication table) equivalent to counting by 2s, 3s, 4s, 5s, and 10s (EE:3.A.D.9).3.OA.D.9

Tell time to the nearest half hour on analog and digital clocks.3.MD.A.1

Identify appropriate tools for measuring liquid volumes, like measuring cups and spoons, and for measuring masses, such as scales and balances.3.MD.A.2

Use a scaled picture graph and a scaled bar graph to answer “how many” or “how many more/less” questions. 3.MD.B.3

Generate measurement data by measuring lengths using rulers, yardsticks, meter sticks, and measuring tapes marked with units and half-units.3.MD.B.4

Recognize area as an attribute of plane figures and associate unit square grids with measuring area.3.MD.C.5

Measure areas by counting unit squares (square cm, square in) marked on a figure to measure.3.MD.C.6

Use concepts of area and relate area to the operations of multiplication and addition.3.MD.C.7

Solve real-world and mathematical problems involving perimeters of squares, rectangles, and triangles, including finding the perimeter given the side lengths. 3.MD.D.8

Identify examples of shapes that share some attributes (e.g., squares and rectangles have four sides) but do not share other attributes (e.g., squares have four equal sides but rectangles don’t necessarily have four equal sides).3.G.A.1

Recognize that shapes can be partitioned into equal areas.3.G.A.2