Intelliseeds Learning - Common Core first-grade ELA standards

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.)
- 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.)
- 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.)

Measurement and Data

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects

CC.3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

» L.01: Reading time to nearest hour and half hour

» L.02: Reading time to nearest half hour and quarter hour

» L.03: Reading time to nearest 5 min using digital clock

» L.04: Reading time to nearest 5 min using analog clock

» L.05: Review on reading clock up to 5 minutes

» L.06: Exploring time to the nearest minute

» L.07: Read the clock and write time in word form

» L.08: Elapsed Time

» L.09: Word problems on time and elapsed time

» L.10: Review on elapsed Time

» L.23: Elapsed time

» N.19: Time patternse

CC.3.MD.2 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.”)

» N.06: Measuring weight

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.