Math Standards Organization Chart

7/24/2019 Math Standards Organization Chart

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3rd Grade Florida Mathematics Standards

Operations and

Algebraic

Thinking

Numbers and

Operations in

Base Ten

Numbers and

Operations

Fractions

Measurement

and Data

Geometry

Cluster 1: Represent andsolve problems involving

multiplication anddivision.

Cluster 1: Use placevalue understanding

and properties ofoperations to performmulti-digit arithmetic.

Cluster 1:Developunderstanding of

fractions as numbers.

Cluster 1: Solveproblems involvingmeasurement and

estimation of intervalsof time, liquid volumes,and masses of objects.

Cluster 1: Reason withshapes and their

attributes.

MAFS.3.OA.1.1: Interpretproducts of whole

numbers, e.g., interpret5 7 as the total

number of objects in 5groups of 7 objectseach. For example,

describe a context inwhicha total number

of objects can beexpressed as 5 7.

MAFS.3.NBT.1.1: Use placevalue understanding toround whole numbers

to the nearest 10 or 100.

MAFS.3.NF.1.1:

Understand a fraction1/b as the quantity

formed by 1 part whena whole is partitioned

into b equal parts;understand a fractiona/b as the quantity

formed by a parts of

size 1/b.

MAFS.3.MD.1.1:Tell andwrite time to the

nearest minute andmeasure time intervalsin minutes. Solve word

problems involvingaddition and

subtraction of timeintervals in minutes,

e.g., by representing theproblem on a numberline diagram.

MAFS.3.G.1.1: Understandthat shapes in different

categories (e.g.,rhombuses, rectangles,and others) may shareattributes (e.g., having

four sides), and that theshared attributes can

define a larger category

(e.g., quadrilaterals).Recognize rhombuses,rectangles, and squares

as examples ofquadrilaterals, and draw

examples ofquadrilaterals that donot belong to any ofthese subcategories.

MAFS.3.OA.1.2: Interpret MAFS.3.NBT.1.2:

Fluently MAFS.3.NF.1.2: MAFS.3.MD.1.2: Measure MAFS.3.G.1.2: Partition
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whole-numberquotients of whole

numbers, e.g., interpret56 8 as the numberof objects in each share

when 56 objects are

partitioned equally into8 shares, or as anumber of shares when

56 objects arepartitioned into equalshares of 8 objectseach. For example,

describe a context inwhich a number of

shares or a number of

groups can beexpressed as 56 8.

add and subtract within1000 using strategiesand algorithms based

on place value,properties of

operations, and/or the

relationship betweenaddition andsubtraction.

Understand a fractionas a number on the

number line; representfractions on a number

line diagram.A. Represent a fraction

1/b on a number linediagram by defining theinterval from 0 to 1 as

the whole andpartitioning it into b

equal parts. Recognizethat each part has size

1/b and that theendpoint of the part

based at 0 locates the

number 1/b on thenumber line.

B. Represent a fractiona/b on a number line

diagram by marking offa lengths 1/b from 0.Recognize that the

resulting interval hassize a/b and that itsendpoint locates thenumber a/b on the

number line.

and estimate liquidvolumes and masses ofobjects using standard

units of grams (g),kilograms (kg), and

liters (l). Add, subtract,

multiply, or divide tosolve one-step wordproblems involvingmasses or volumesthat are given in the

same units.

shapes into parts withequal areas. Express thearea of each part as a

unit fraction of thewhole. For example,

partition a shape into 4

parts with equal area,and describe the area ofeach part as 1/4 of the

area of the shape.

MAFS.3.OA.1.3: Usemultiplication and

division within 100 tosolve word problems in

situations involvingequal groups, arrays,and measurement

quantities, e.g., by using

MAFS.3.NBT.1.3: Multiplyone-digit whole

numbers by multiplesof 10 in the range 1090

(e.g., 9 80, 5 60)using strategies based

on place value andproperties of

MAFS.3.NF.1.3: Explainequivalence of fractions

in special cases, andcompare fractions byreasoning about their

size.A.

Understand twofractions as equivalent

Cluster 2: Representand interpret data.


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drawings and equationswith a symbol for theunknown number to

represent the problem.

operations. (equal) if they are thesame size, or the samepoint on a number line.

B. Recognize andgenerate simple

equivalent fractions, e.g.,

1/2 = 2/4, 4/6 = 2/3).Explain why thefractions are equivalent,

e.g., by using a visualfraction model.

C.Express wholenumbers as fractions,and recognize fractionsthat are equivalent to

whole numbers.

Examples: Express 3 inthe form 3 = 3/1;

recognize that 6/1 = 6;locate 4/4 and 1 at the

same point of anumber line diagram.

D.

Compare twofractions with the samenumerator or the same

denominator byreasoning about theirsize. Recognize that

comparisons are validonly when the two

fractions refer to thesame whole. Record theresults of comparisonswith the symbols >, =,or


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model.

MAFS.3.OA.1.4:

Determine theunknown whole

number in a

multiplication ordivision equationrelating three whole

numbers. For example,determine the unknownnumber that makes theequation true in each ofthe equations 8 ? =

48, 5 = [] 3, 6 6 = ?.

MAFS.3.MD.2.3: Draw ascaled picture graph

and a scaled bar graphto represent a data set

with several categories.Solve one- and two-stephow many more and

how many lessproblems using

information presentedin scaled bar graphs.

For example, draw a bargraph in which each

square in the bar graph

might represent 5 pets.Cluster 2: Understand

properties ofmultiplication and therelationship between

multiplication anddivision.

MAFS.3.MD.2.4: Generatemeasurement data by

measuring lengthsusing rulers marked

with halves and fourthsof an inch. Show the

data by making a lineplot, where the

horizontal scale ismarked off inappropriate units

whole numbers, halves,or quarters.

MAFS.3.OA.2.5: Applyproperties of operations

as strategies tomultiply and divide.

Examples: If 6 4 = 24

Cluster 3: Geometricmeasurement:

understand concepts ofarea and relate area to

multiplication and to


5/8

is known, then 4 6 =24 is also known.

(Commutative propertyof multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30,

or by 5 2 = 10, then 3 10 = 30. (Associativeproperty of

multiplication.) Knowingthat 8 5 = 40 and 8 2 = 16, one can find 8

7 as 8 (5 + 2) = (8 5)+ (8 2) = 40 + 16 = 56.(Distributive property.)

addition.

MAFS.3.OA.2.6:Understand division asan unknown-factor

problem. For example,find 32 8 by finding

the number that makes32 when multiplied by

8.

MAFS.3.MD.3.5:Recognize area as anattribute of plane

figures and understandconcepts of areameasurement.

A. A square with sidelength 1 unit, called aunit square, is said tohave one square unit

of area, and can beused to measure area.B. A plane figure whichcan be covered withoutgaps or overlaps by nunit squares is said to

have an area of nsquare units.

Cluster 3: Multiply and

divide within 100.

MAFS.3.MD.3.6: Measure

areas by counting unit


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squares (square cm,square m, square in,

square ft, andimprovised units).

MAFS.3.OA.3.7: Fluently

multiply and dividewithin 100, usingstrategies such as therelationship between

multiplication anddivision (e.g., knowingthat 8 5 = 40, one

knows 40 5 = 8) orproperties of

operations. By the end

of Grade 3, know frommemory all products oftwo one-digit numbers.

MAFS.3.MD.3.7: Relate

area to the operationsof multiplication andaddition. A. Find the

area of a rectangle withwhole-number side

lengths by tiling it, andshow that the area isthe same as would befound by multiplyingthe side lengths. B.

Multiply side lengths tofind areas of rectangleswith whole-numberside lengths in the

context of solving realworld and

mathematical problems,and represent

whole-number productsas rectangular areas in

mathematicalreasoning.

C.Use tiling to show ina concrete case that thearea of a rectangle with

whole number sidelengths a and b + c is

the sum of a b and a c. Use area models to

represent thedistributive property in


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mathematicalreasoning.

D. Recognize area asadditive. Find areas ofrectilinear figures by

decomposing them into

non-overlappingrectangles and addingthe areas of the

non-overlapping parts,applying this technique

to solve real worldproblems.

Cluster 4: Solveproblems involving the

four operations, andidentify and explainpatterns in arithmetic.

Cluster 4: Geometricmeasurement:

recognize perimeter asan attribute of planefigures and distinguish

between linear andarea measures.

MAFS.3.OA.4.8: Solvetwo-step word

problems using the fouroperations. Represent

these problems usingequations with a letterstanding for the

unknown quantity.Assess the

reasonableness ofanswers using mental

computation andestimation strategies

including rounding.

MAFS.3.MD.4.8: Solvereal world and

mathematical problemsinvolving perimeters of

polygons, includingfinding the perimetergiven the side lengths,finding an unknown

side length, andexhibiting rectangles

with the sameperimeter and differentareas or with the same

area and different

perimeters.


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MAFS.3.OA.4.9: Identifyarithmetic patterns

(including patterns inthe addition table ormultiplication table),

and explain them using

properties ofoperations. For example,observe that 4 times anumber is always even,

and explain why 4times a number can bedecomposed into two

equal addends.

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Math Standards Organization Chart