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ParentGuide Math 3

# ParentGuide Math 3

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Guide to Common Core Standards
Guide to Common Core Standards

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07/30/2013

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MATHEMATICS
TM
3
The way we taught students in the past simply does not prepare
them for the higher demands of college and careers today and in the
future. Your school and schools throughout the country are working to
improve teaching and learning to ensure that all children will graduate
high school with the skills they need to be successful.
In mathematics, this means three major changes. Teachers will
concentrate on teaching a more focused set of major math concepts
and skills. This will allow students time to master important ideas and
skills in a more organized way throughout the year and from one grade
to the next. It will also call for teachers to use rich and challenging math
content and to engage students in solving real-world problems in order
to inspire greater interest in mathematics.
America’s schools
are working
to provide higher
quality instruction
than ever before.
will be learning in
mathematics
In grade three, students will continue to build their concept of
numbers, developing an understanding of fractions as numbers. They
will learn the concepts behind multiplication and division and apply
problem-solving skills and strategies for multiplying and dividing
numbers up through 100 to solve word problems. Students will also
make connections between the concept of the area of a rectangle and
multiplication and addition of whole numbers. Activities in these areas
will include:
- Uodo·staod|og aod oxp|a|o|og vhat |t moaos to mo|t|p|y o· d|v|do
numbers
- |o|t|p|y|og a|| ooo-d|g|t oombo·s ¦·om momo·y ¦|oov|og tho|· t|mos tab|oj
- |o|t|p|y|og ooo-d|g|t oombo·s by mo|t|p|os o¦ l0 ¦soch as 20, :0, 40j
- So|v|og tvo-stop vo·d p·ob|oms os|og add|t|oo, sobt·act|oo,
multiplication, and division
- Uodo·staod|og tho coocopt o¦ a·oa
- |o|at|og tho moaso·omoot o¦ a·oa to mo|t|p||cat|oo aod d|v|s|oo
- Uodo·staod|og ¦·act|oos as oombo·s
- Uodo·staod|og aod |doot|¦y|og a ¦·act|oo as a oombo· oo a oombo· ||oo
- Compa·|og tho s|zo o¦ tvo ¦·act|oos
- |xp·oss|og vho|o oombo·s as ¦·act|oos aod |doot|¦y|og ¦·act|oos that
a·o ogoa| to vho|o oombo·s ¦¦o· oxamp|o, ·ocogo|z|og that
:
⁄1 aod : a·o
tho samo oombo·j
- |oaso·|og vo|ghts aod vo|omos aod so|v|og vo·d p·ob|oms |ovo|v|og
these measurements
- |op·osoot|og aod |oto·p·ot|og data
Partnering
with your
child’s teacher
Don’t be afraid to reach out to your child’s teacher—you are an
important part of your child’s education. Ask to see a sample of your
child’s work or bring a sample with you. Ask the teacher questions like:
- ls my ch||d at tho |ovo| vho·o ho/sho shoo|d bo at th|s po|ot o¦ tho
school year?
- vho·o |s my ch||d oxco|||og¯ |ov cao l soppo·t th|s soccoss¯
- vhat do yoo th|o| |s g|v|og my ch||d tho most t·oob|o¯ |ov cao l
help my child improve in this area?
- vhat cao l do to ho|p my ch||d v|th opcom|og vo·|¯
Students
understand that
15 tens =
5 tens + 10 tens
(or 1 hundred).
- Uodo·staod that l00 cao bo
thought of as a bundle of ten
tens—called a “hundred”
- Uodo·staod that tho th·oo
digits of a three-digit number
represent amounts of hundreds,
toos, aod ooos ¦p|aco va|ooj
through 1000 using what
place value
- Uso p|aco va|oo oodo·staod|og
to round whole numbers to the
nearest 10 or 100
- Qo|c||y aod acco·ato|y add aod
subtract numbers through 1000
using knowledge of place value
- Uso p|aco va|oo oodo·staod|og
to multiply and divide numbers
up through 100
- |o|t|p|y ooo-d|g|t vho|o
numbers by multiples of 10
between 10 and 90. For example,
9×80 or 5×60
- Uso p|aco va|oo oodo·staod|og
to round multi-digit whole
numbers to any place
- Uso p|aco va|oo oodo·staod|og
to ﬁnd the product of two
multi-digit numbers
- |ocogo|zo that |o a mo|t|-d|g|t
whole number, a digit in one
place represents ten times what
it represents in the place to its
right
- Compa·o tvo mo|t|-d|g|t
numbers based on the meanings
of the digits in each place, using
the symbols > ¦mo·o thaoj,
= ¦ogoa| toj, aod < ¦|oss thaoj
Here are just a few examples of how students will develop and use their understanding of
X
=
=
=
5
15
30
1
5 groups of 3 tens 15 tens
5 0
hundreds tens ones tens
Students use their understanding of place value as a strategy for multiplying one-digit
numbers by multiples of ten. This will prepare them to multiply two multi-digit numbers
Here are just a few examples of how students will learn about and work with fractions
Using a number
line helps students
think of a fraction
as a number.
- b·oa| c|·c|os aod ·octaog|os |oto
two, three, or four equal parts
- |osc·|bo pa·ts o¦ a vho|o os|og
the words halves, thirds, half of,
a third of, etc.
- |osc·|bo a vho|o as tvo ha|vos,
three thirds, four fourths
- |oto·m|oo a ¦·act|oo's p|aco oo
a number line by deﬁning the
length from 0 to 1 as the whole
and “cutting it” into equal parts
- Uodo·staod tvo ¦·act|oos as
equal if they are the same size or
at the same point on a number
line
- Compa·o tho s|zo o¦ tvo d|¦o·oot
fractions of the same size object.
For example, which is bigger,
1
⁄8 of
a pizza or
1
⁄6 of that same pizza?
- b·oa| dovo a ¦·act|oo |oto
smaller fractions with the
same denominator, or bottom
number, in more than one way
¦
:
⁄8 =
1
⁄8 +
1
⁄8 +
1
⁄8 =
2
⁄8 +
1
⁄8j
- |xp|a|o vhy a ¦·act|oo |s ogoa| to
another fraction
oombo·s ¦vho|o oombo·s m|xod
with fractions, such as 1
1
⁄5j v|th
the same denominators
- |o|t|p|y a ¦·act|oo by a vho|o
number
0 1 2 4 3
Students begin to understand that fractions are sometimes the same quantity as a
whole number (
8
4 = 2) and whole numbers can be expressed as fractions (3=
12
4).

4
0

4
1

4
2

4
:

4
4

4
5

4
6

4
7

4
8

4
9

4
10

4
11

4
l2

4
l:

4
l4

4
15

4
16
learn outside of school
1. Play math games with your child. For example, “I’m thinking of two
numbers whose product is between 20 and 30. How many pairs
can you think of that would satisfy this problem?” Have your child
explain the solutions. How does he or she know that all the number
pairs have been identiﬁed?
2. |ocoo·ago yoo· ch||d to v·|to o· dosc·|bo oombo·s |o d|¦o·oot
vays. |o· oxamp|o, vhat a·o somo d|¦o·oot vays to ma|o l4S0¯
l4S0 = l thoosaod, 4 hood·ods, S toos, aod 0 ooos, o· l000 - 4S0,
l4 hood·ods aod S0 ooos, l: hood·ods - lS toos, otc.
:. Uso ovo·yday objocts to a||ov yoo· ch||d to oxp|o·o tho coocopt
of fractions. For example, use measuring cups to have students
demonstrate how many
1
⁄:’s are in a whole, how many
1
⁄4 cups you
need to make 1
1
⁄4 cups, and how many times you have to reﬁll a ½
cup measure to make 1 ½ cups.
4. |ocoo·ago yoo· ch||d to st|c| v|th |t vhooovo· a p·ob|om sooms
S. |·a|so yoo· ch||d vhoo ho o· sho ma|os ao o¦o·t aod sha·o |o
the excitement when he or she solves a problem or understands
something for the ﬁrst time.
for mathematics, go to http.//vvv.co·ostaoda·ds.o·g/aboot-
tho-staoda·ds/|oy-po|ots-|o-mathomat|cs or http.//vvv.
commoncoreworks.org.
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