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Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division or properties of
3.OA.7 operations. By the end of Grade 3, know from memory all products of
two one-digit numbers.
Solve problems involving the four operations, and identify and explain
patterns in arithmetic.
multi-digit arithmetic.
Tell and write time to the nearest minute and measure time intervals in
3.MD.1 minutes. Solve word problems involving addition and subtraction of
time intervals in minutes.
Measure and estimate liquid volumes and masses of objects using
standard units of grams (g), kilograms (kg), and liters (l). Add, subtract,
3.MD.2 multiply, or divide to solve one-step word problems involving masses or
volumes that are given in the same units.
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”
3.MD.3 and “how many less” problems using information presented in scaled
bar graphs.
Generate measurement data by measuring lengths using rulers marked
with halves and fourths of an inch. Show the data by making a line plot,
3.MD.4 where the horizontal scale is marked off in appropriate units— whole
numbers, halves, or quarters.
Third Grade Common Core State Standards
A square with side length 1 unit, called “a unit square,” is said to have
3.MD.5a “one square unit” of area, and can be used to measure area.
Find the area of a rectangle with whole-number side lengths by tiling it,
3.MD.7a and show that the area is the same as would be found by multiplying
the side lengths.
Partition shapes into parts with equal areas. Express the area of each
3.G.2 part as a unit fraction of the whole.
Fourth Grade Common Core State Standards
Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in
which remainders must be interpreted.
4.OA.3 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.
Find all factor pairs for a whole number in the range 1–100. Recognize
that a whole number is a multiple of each of its factors.
4.OA.4 Determine whether a given whole number in the range 1–100 I
s a multiple of a given one-digit number. Determine whether a given
whole number in the range 1–100 is prime or composite.
multi-digit arithmetic.
Fluently add and subtract multi-digit whole numbers using the standard
4.NBT.4 algorithm.
Apply the area and perimeter formulas for rectangles in real world and
4.MD.3 mathematical problems.
Geometric Measurement:
raw points, lines, line segments, rays, angles (right, acute, obtuse), and
4.G.1 perpendicular and parallel lines.
Identify these in two-dimensional figures.
Classify two-dimensional figures based on the presence or absence of
parallel or perpendicular lines, or the presence or absence of angles of a
4.G.2 specified size.
Recognize right triangles as a category, and identify right triangles.
Recognize a line of symmetry for a two-dimensional figure as a line
across the figure such that the figure can be folded along the line into
4.G.3 matching parts.
Identify line-symmetric figures and draw lines of symmetry.
Fifth Grade Common Core State Standards
Generate two numerical patterns using two given rules. Identify appar-
ent relationships between corresponding terms. Form ordered pairs
5.OA.3 consisting of corresponding terms from the two patterns, and graph the
ordered pairs on a coordinate plan.
to hundredths.
to hundredths.
Find the area of a rectangle with fractional side lengths by tiling it with
unit squares of the appropriate unit fraction side lengths, and show that
5.NF.4b the area is the same as would be found by multiplying the side lengths.
Multiply fractional side lengths to find areas of rectangles, and
represent fraction products as rectangular areas.
Comparing the size of a product to the size of one factor on the basis of
5.NF.5a the size of the other factor, without performing the indicated
multiplication.
Explaining why multiplying a given number by a fraction greater than 1
results in a product greater than the given number; explaining why
5.NF.5b multiplying a given number by a fraction less than 1 results in a product
smaller than the given number; and relating the principle of fraction
equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
Solve real world problems involving multiplication of fractions and
5.NF.6 mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.
A cube with side length 1 unit, called a “unit cube,” is said to have “one
5.MD.3a cubic unit” of volume, and can be used to measure volume.
A solid figure which can be packed without gaps or overlaps using n unit
5.MD.3b cubes is said to have a volume of n cubic units.
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic
5.MD.4 ft, and improvised units.
their properties