Common Core
Skills available for Common Core third-grade math standards
Click on the name of a skill to practice that skill.
Operations and Algebraic Thinking.
Represent and solve problems involving multiplication and division.
- CC.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.
» F.01: Introduction to multiplication - Assessment 10
» F.02: Introduction to multiplication - Assessment 2
» F.03: Introduction to multiplication - picture based
» F.04: Identify the multiplication sentence
» F.06: Review on multiplication
» F.07: Multiplication facts for 0, 1 and 2 - Assessment 1
» F.08: Multiplication facts for 0, 1 and 2 - Assessment 2
» F.09: Multiplication facts for 3, 4 and 5 - Assessment 1
» F.10: Multiplication facts for 3, 4 and 5 - Assessment 2
» F.11: Review on multiplication facts from 0 to 5
» F.12: Multiplication facts for 6 and 7 - Assessment 1
» F.13: Multiplication facts for 6 and 7 - Assessment 2
» F.14: Multiplication facts for 8 and 9 - Assessment 1
» F.15: Multiplication facts for 8 and 9 - Assessment 2
» F.16: Review on multiplication facts from 0 to 9
» F.17: Multiplication facts for 10, 11 and 12 - Assessment 1
» F.18: Multiplication facts for 10, 11 and 12 - Assessment 2
» F.19: Multiplication facts from 0 to 12
» F.20: Review of multiplication facts up to 12
» F.29: Inequalities in multiplication
» F.31: Squares of numbers
» G.01: Multiplication by 2
» G.02: Multiplication by 3
» G.03: Multiplication by 4
» G.04: Multiplication by 5
» G.05: Multiplication by 6
» G.06: Multiplication by 7
» G.07: Multiplication by 8
» G.08: Multiplication by 9
» G.09: Multiplication by 10
» G.10: Multiplication by 11
» G.11: Multiplication by 12
» G.12: Multiplication practice 0-3
» G.13: Multiplication practice 4-6
» G.14: Multiplication practice 7-9
» G.15: Multiplication practice 10-12
» G.16: Multiplication facts 0-12
» G.18: Multiplication by 100
» G.19: Multiplication by 13
» G.20: Multiplication by 14
» G.21: Multiplication by 15
» G.22: Multiplication by 16
» G.23: Multiplication by 17
» G.24: Multiplication by 18
» G.25: Multiplication by 19
» G.26: Multiplication by 20
» J.01: Mixed multiplication and division facts
» J.02: Mixed review of addition, subtraction, multiplication and division - Assessment 1
» J.03: Mixed review of addition, subtraction, multiplication and division - Assessment 2
» J.04: Mixed review of addition, subtraction, multiplication and division - Assessment 3
» J.08: Find the missing operator - Assessment 1
» J.09: Find the missing operator - Assessment 2
» J.10: Review on missing numbers and missing operators
» F.06.01: Multiply a 2 digit number by a 1 digit number - Assessment 1
» F.06.02: Multiply a 2 digit number by a 1 digit number - Assessment 2
» F.07.02: Multiply a 2 digit number by a 2 digit number - Assessment 2
» F.07.03: Review on multiplication
» F.12.01: Multiplication of 3 digit number by 1 digit number - Assessment 1
» F.12.02: Multiplication of 3 digit number by 1 digit number - Assessment 2
» F.13.02: Multiplication of a 4 digit number by a 1 digit number
» F.16: Multiply 2, 3 or 4 digit number by 2 digit number
- CC.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.
» H.01: Introduction to division - picture based small numbers
» H.02: Introduction to division - picture based large numbers
» H.05: Review division using picture concepts
» H.06: Introduction to division facts using picture based small numbers
» H.07: Introduction to division facts using picture based large numbers
» H.08: Divide by repeated subtractions - Assessment 1
» H.09: Divide by repeated subtractions - Assessment 2
» H.10: Review of division facts using pictures and repeated subtractions
» H.13: Introduction to division term dividend using picture based small numbers
» H.14: Introduction to division term dividend using picture based large numbers
» H.15: Introduction to division term divisor using picture based small numbers
» H.16: Introduction to division term divisor using picture based large numbers
» H.17: Review division terms - divisor and dividend
» H.18: Introduction to division term quotient using picture based small numbers
» H.19: Introduction to division term quotient using picture based large numbers
» H.20: Introduction to division term remainder using picture based small numbers
» H.22: Introduction to division terms dividend, divisor, quotient and remainder in a division problem
» H.23: Review on division terms
» H.30: Review of division facts up to 5
» H.31: Review on division facts up to 5
» H.32: Division facts for 6 to 9 - Assessment 1
» H.33: Division facts for 6 to 9 - Assessment 2
» H.36: Review on division facts from 6-9
» H.37: Story problems for single digit division - facts up to 9
» H.38: Division facts for 10 to 12
» H.40: Mixed review on division facts up to 12 - Assessment 1
» H.41: Mixed review on division facts up to 12 - Assessment 2
» H.42: Review on division facts up to 12
» H.45: Division of numbers ending in zero by a single digit number
» I.01: Division by 1
» I.02: Division by 2
» I.03: Division by 3
» I.04: Division by 4
» I.05: Division by 5
» I.06: Division by 6
» I.07: Division by 7
» I.08: Division by 8
» I.09: Division by 9
» I.10: Division by 10
» I.11: Division by 11
» I.12: Division by 12
» I.13: Division practice 1-3
» I.14: Division practice 4-6
» I.15: Division practice 7-9
» I.16: Division practice 10-12
» I.17: Division by 13
» I.18: Division by 14
» I.19: Division by 15
» I.20: Division by 16
» I.21: Division by 17
» I.22: Division by 18
» I.23: Division by 19
» I.24: Division by 20
» I.25: Division practice 13-15
» I.26: Division practice 16 and 17
» I.27: Division practice 18-20
» J.01: Mixed multiplication and division facts
» J.02: Mixed review of addition, subtraction, multiplication and division - Assessment 1
» J.03: Mixed review of addition, subtraction, multiplication and division - Assessment 2
» J.04: Mixed review of addition, subtraction, multiplication and division - Assessment 3
» J.08: Find the missing operator - Assessment 1
» J.09: Find the missing operator - Assessment 2
» J.10: Review on missing numbers and missing operators
» H.05: Dividing 2 Digits by 1 Digits Divisors - Assessment 1
» H.07: Dividing 3 digits by 1 digits divisors - Assessment 1
» E.03.01: Divide 2 or 3 digit by 1 or 2 digit Divisors1
» E.04: Divide 4, 5 or 6 digit by 1 or 2 digit Divisors - Assessment 1
» E.05: Divide 4, 5 or 6 digit by 3 digit Divisors - Assessment 2
» E.06: Divide 4, 5 or 6 digit by 3 digit divisors - Assessment 3
» E.07: Divide 4, 5 or 6 digit by 1, 2 or 3 digit divisors - Assessment 4
» E.11: Word problems on division
- CC.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.
» F.05: Multiplication with arrays
» F.21: Story problems for single digit multiplication - Assessment 1
» F.22: Story problems for single digit multiplication - Assessment 2
» F.25: Review on story problems and missing numbers for single digit multiplication
» F.26: Word problems on missing number in multiplication sentence - Assessment 1
» F.27: Word problems on missing number in multiplication sentence - Assessment 2
» F.30: Review on word problems and properties of multiplication
» F.42: Review of multiplication word problems
» H.12 Word problems on basic division
» H.28: Word problems on division facts up to 5 - Assessment 1
» H.29: Word problems on division facts up to 5 - Assessment 2
» H.34: Word problems on division facts from 6 to 9 - Assessment 1
» H.35: Word problems on division facts from 6 to 9 - Assessment 2
» H.37: Story problems for single digit division - facts up to 9
» H.39: Word problems on division facts from 10 to 12
» F.02: Word problems on multiplication facts
» J.01: Use arrays - Assessment 1
- CC.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 = ?.
» F.23: Find the missing number in a multiplication sentence
» F.24: Equations on multiplication
» H.24: Division facts up to 5 - Assessment 1
» H.25: Division facts up to 5 - Assessment 2
» H.26: Division facts up to 5 - Assessment 3
» H.27: Division facts up to 5 - Assessment 4
» H.44: Find the missing number for the division facts
» J.06: Find the missing number - Assessment 1
» J.07: Find the missing number - Assessment 2
» F.01.01: Review on multiplication facts - Assessment 1
» F.01.02: Review on multiplication facts - Assessment 2
» F.04: Review on multiplication facts
» F.17: Find the missing factor
» F.18: Estimate the product
» F.19: Find the missing number in a multiplication equation
» E.09: Find the number by division - Assessment 1
» E.10: Find the number by division - Assessment 2
» E.13: Review on find the number and estimate quotients
» E.17: Missing dividend or divisor
» E.18: Review on finding missing dividend, divisor or quotient
» I.02: Find the missing number in decimal equations
Understand properties of multiplication and the relationship between multiplication and division.
Multiply and divide within 100
- CC.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 one-digit numbers.
» H.18: Relationship between multiplication and division
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
- CC.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 (Order of Operations).)
» E.11: Story problems on multi step operations - Assessment 1
» E.12: Story problems on multi step operations - Assessment 2
» J.11: Word problems on mixed operations - Assessment 1
» J.12: Word problems on mixed operations - Assessment 2
» J.13: Multi-step word problems - Assessment 1
» J.14: Multi-step word problems - Assessment 2
» J.15: Review on word problems and divisibility rules
- CC.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.
» A.19: In and out boxes - Assessment 1
» A.20: In and out boxes - Assessment 2
» B.14: Using number words for mathematical operations
» F.49: Single digit multiplication patterns - Assessment 1
» F.50: Single digit multiplication patterns - Assessment 2
» I.05.01: Identify addition, subtraction, multiplication and division terms - Assessment 1
» I.05.02: Identify addition, subtraction, multiplication and division terms - Assessment 2
» I.06: Review identification of signs and terms for addition, subtraction, multiplication and division
» B.18: Exploring addition patterns over increasing place values
» B.19: Which two numbers have a particular sum - Assessment 1
» B.20: Which two numbers have a particular sum - Assessment 2
» B.21 Review on estimate the sum, addition patterns and which two numbers have a particular sum
» C.17: Subtraction Patterns over increasing/decreasing place values
» C.19: Finding two numbers with a specified difference
» F.03: Exploring patterns in multiplication
» F.08: Finding the square of a number
» F.09: Analyze word problems
» H.02: Exploring patterns to divide
» A.31: Patterns - Assessment 1
» A.32: Patterns - Assessment 2
» D.09: Find the multiplication of largest and smallest number - Assessment 1
» D.10: Find the multiplication of largest and smallest number - Assessment 2
» D.12.01: Choose numbers with a particular product - Assessment 1
» D.13: Exploring patterns in multiplication
» E.14: Choose numbers with a particular quotient - Assessment 1
» E.15: Choose numbers with a particular quotient - Assessment 2
» E.16: Exploring patterns to divide
» H.25: Arithmetic sequences with fractions
» H.26: Geometric sequences with fractions
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit arithmetic.
- CC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
» C.09: Estimation to nearest 100
» C.10: Review number estimation and comparison story problems
» E.06.01: Rounding to nearest ten
» E.06.02: Review rounding to nearest ten
» E.07.01: Rounding to nearest hundred - Assessment 1
» E.07.02: Rounding to nearest hundred - Assessment 2
» E.10: Review place value and number rounding
- CC.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. (A range of algorithms may be used.)
» C.01: Review of 2 digit additions with/without regrouping
» C.02: Review of 3 digit addition with/without regrouping - Assessment 1
» C.03: Review of 3 digit addition with/without regrouping - Assessment 2
» C.04: Story Problems for addition of two and three digit number
» C.05: Review addition of two and three digit numbers
» C.06: Review adding 10s, 100s and 1,000s
» C.07: Complete the addition sentence up to 3 digit
» C.08: Balance addition equations for 3 digit addition
» C.09: Addition of three or more numbers up to 3 digit
» C.10: Story problems on addition of 3 or more numbers up to 3 digit
» C.11: Review of addition sentences and addition equations
» D.01: Review of 1 and 2 digit number subtraction
» D.02: Subtracting 2 and 3 digit numbers with or without regrouping - Assessment 1
» D.03: Subtracting 2 and 3 digit numbers with or without regrouping - Assessment 2
» D.04: Word problems for subtraction of 2 or 3 digit numbers
» D.05: Review of 1, 2 and 3 digit subtraction
» D.06: Subtracting 10s, 100s and 1,000s
» D.09: Subtraction of three or more numbers up to 3 digits
» D.12: Story problem for subtraction of three or more numbers up to three digits (with or without regrouping)
» D.13: Subtraction of 1 and 2 digit number from a 4 digit number with or without regrouping - Assessment 1
» D.14: Subtraction of 1 and 2 digit number from a 4 digit number with or without regrouping - Assessment 2
» D.15: Review on missing digit, story problems and subtraction of 1 or 2 digit number from a 4 digit number
» D.16.01: Subtraction of 3 & 4 digit numbers with or without regrouping - Assessment 1
» D.16.02: Subtraction of 3 & 4 digit numbers with or without regrouping - Assessment 2
» F.11.01: Add single digit number to a three digit number
» F.22: Add multiples of 100s
» F.25: Review on addition 1, 2 and 3 digit numbers
» F.26: Adding up to 3 digit numbers without regrouping - Assessment 1
» F.27: Adding up to 3 digit numbers without regrouping - Assessment 2
» F.28: Adding up to 3 digit numbers without regrouping - Assessment 3
» F.29: Adding up to 3 digit numbers without regrouping - Assessment 4
» F.30: Review on Adding up to 3 digit numbers without regrouping
» F.31: Adding up to 3 digit numbers with regrouping - Assessment 1
» F.32: Adding up to 3 digit numbers with regrouping - Assessment 2
» F.33: Adding up to 3 digit numbers with regrouping - Assessment 3
» F.34: Adding up to 3 digit numbers with regrouping - Assessment 4
» F.35: Review on Adding up to 3 digit numbers with regrouping
» G.22: Subtract multiples of 100s
» H.01: Mix of addition and subtraction for numbers up to three digits - Assessment 1
» H.02: Mix of addition and subtraction for numbers up to three digits - Assessment 2
» H.03: Mix of addition and subtraction for numbers up to three digits - Assessment 3
» H.04: Mix of addition and subtraction for numbers up to three digits - Assessment 4
» H.05: Review on addition and subtraction for numbers up to three digits
- CC.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. (A range of algorithms may be used.)
» F.48: Multiplication of numbers ending in zeroes
Number and Operations—Fractions
Develop understanding of fractions as numbers.
- CC.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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
» K.01: Introduction to fraction - Skills to maintain
» K.04: Fraction terms - Skills to maintain
» K.05: Review fraction concept
» K.14: Fractions of a number
» K.16: Review fractions of a number and fraction comparison
» L.06: Compare fractions using pictures - Assessment 1
» L.07: Compare fractions using pictures - Assessment 2
» L.08: Simple story problems on fractions - Assessment 12
» L.09: Simple story problems on fractions - Assessment 2
» L.10: Review on fractions
» J.09: Fraction story problems
» K.02: Writing fractions
» H.01: Find numerator or denominator of the fraction
- CC.3.NF.2 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.)
- CC.3.NF.2a 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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
- CC.3.NF.2b 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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
Develop understanding of fractions as numbers.
- CC.3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
» J.06.01: Comparing fractions using pictures
» J.06.02: Comparing fractions
» J.07: Order of the fractions
» J.08: Use the correct sign to compare fractions
» J.10: Review compare, order and story problems on fractions
- CC.3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
- CC.3.NF.3b 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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
» K.06.01: Equivalent fractions - Find the missing numerator - Assessment 1
» K.06.02: Equivalent fractions - Find the missing numerator - Assessment 2
» K.07.01: Equivalent fractions - Find the missing denominator - Assessment 1
» K.07.02: Equivalent fractions - Find the missing denominator - Assessment 2
» K.08.01: Identify the equivalent fraction - Assessment 1
» K.08.02: Identify the equivalent fraction - Assessment 2
» K.09.01: Reduce fractions to lowest terms - Assessment 1
» K.09.02: Reduce fractions to lowest terms - Assessment 2
» K.15: Story problems on equivalent fractions and fractions of a numbers
» K.08: Exploring equivalent fractions
» H.02: Equivalent fractions
» H.06: Fraction in lowest terms
» H.08: Least common denominator
- CC.3.NF.3c 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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
» K.22: Introduction to mixed fractions
» K.23: Writing improper fractions as mixed numbers - Assessment 1
» K.24: Writing improper fractions as mixed numbers - Assessment 2
» K.25: Writing improper fractions as a mixed number - Assessment 3
» K.26: Writing improper fractions as a mixed number - Assessment 4
» K.27: Writing improper fractions as a mixed number - Assessment 5
» K.28: Review on mixed fractions
» K.29: Converting mixed numbers to improper fractions - Assessment 1
» K.30: Converting mixed numbers to improper fractions - Assessment 2
» K.31: Converting mixed numbers to improper fractions - Assessment 3
» K.32: Converting mixed numbers to improper fractions - Assessment 4
» K.33: Converting mixed numbers to improper fractions - Assessment 5
» K.34: Converting mixed numbers to improper fractions and improper fractions to mixed numbers- Assessment 1
» K.35: Converting mixed numbers to improper fractions and improper fractions to mixed numbers- Assessment 2
» K.36: Review on converting fractions
» K.09: Read and write mixed numbers
» K.11: Comparer mixed numbers
» K.12: Order the mixed numbers
» K.13: Compare and order mixed numbers - Assessment 1
» K.14: Compare and order mixed numbers - Assessment 2
» K.15: Convert improper fractions into mixed numbers
» K.16: Convert mixed number into improper fraction
» K.17:Review on mixed numbers, improper fractions and compare and order mixed numbers
- CC.3.NF.3d Compare two fractions with the same numerator or the same denominator, by reasoning about their size, Recognize that valid comparisons rely on the two fractions referring 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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
» K.03: Compare and order fractions - Skills to maintain
» K.11: Compare and order fractions - Same numerator up to 3 numbers
» K.12: Compare and order fractions - Same denominator up to 3 numbers
» K.13: Word problems on comparison of fractions
Measurement and Data
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
Represent and interpret data.
- CC.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.
- CC.3.MD.4 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.
» N.01: Measuring length
» N.02: Estimate and measure length in inches and half inches
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
- CC.3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. -- a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. -- b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
» O.14: Area of squares and rectangless
- CC.3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
» O.12: Area of irregular figures
» O.18: Review on area, perimeter and volume
- CC.3.MD.7 Relate area to the operations of multiplication and addition.
- CC.3.MD.7a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
- CC.3.MD.7b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
- CC.3.MD.7c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
- CC.3.MD.7d 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.
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
- CC.3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different area or with the same area and different perimeter.
Geometry
Reason with shapes and their attributes.
- CC.3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
» R.01: Open and Closed shapes
» R.02: Regular and Irregular polygons
» R.03: Making 3-dimensional figures
- CC.3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part is 1/4 of the area of the shape.
|
|
|