# Mathematics

### Related Resources The Problem with Math
is English

Camille Chapman Areas of Expertise Areas of Expertise

Concepcion Molina Areas of Expertise

## Geometry View Video

### CC.3.G.2 Reason with shapes and their attributes.

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

## Measurement and Data View Video

### CC.3.MD.2 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) 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 multiplicative comparison problems (problems involving notions of “times as much.”) View Video

### CC.3.MD.4 Represent and interpret data.

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. View Video

### CC.3.MD.7d Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Relate area to the operations of multiplication and addition.

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

## Numbers and Operations — Fractions View Video

### CC.3.NF.1 Develop understanding of fractions as numbers.

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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) View Video

### CC.3.NF.2a,b Develop understanding of fractions as numbers.

Understand a fraction as a number on the number line; represent fractions on a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

1. 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.
2. 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.

## Operations and Algebraic Thinking View Video

### CC.3.OA.7 Multiply and divide within 100.

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 one-digit numbers. View Video

### CC.3.OA.9 Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Return to top