Common Core
Skills available for Common Core thirdgrade 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 03
» G.13: Multiplication practice 46
» G.14: Multiplication practice 79
» G.15: Multiplication practice 1012
» G.16: Multiplication facts 012
» 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 wholenumber 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 69
» 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 13
» I.14: Division practice 46
» I.15: Division practice 79
» I.16: Division practice 1012
» 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 1315
» I.26: Division practice 16 and 17
» I.27: Division practice 1820
» 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 onedigit 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 twostep 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 wholenumber 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: Multistep word problems  Assessment 1
» J.14: Multistep 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 multidigit 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 onedigit whole numbers by multiples of 10 in the range 1090 (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 twostep “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 wholenumber 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 wholenumber side lengths in the context of solving real world and mathematical problems, and represent wholenumber 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 wholenumber 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 nonoverlapping rectangles and adding the areas of the nonoverlapping 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 3dimensional 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.


