According to the Missouri Learning Standards, 3rd grade Mathematics instructional time should focus on four critical areas.

NUMBER SENSE AND OPERATIONS IN BASE TEN

Video Lesson:  Rounding to the nearest 10 (6:21 mins)

Video Lesson:  Rounding to the nearest 100 (4:55 mins)

Video Lesson:  Examples rounding to the nearest 10 and 100 (6:16 mins)

Video Lesson:  Multiplying by multiples of 10 (3:04 mins)

  • I can round whole numbers to the nearest 10 or 100.

  • I can read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form.

  • I can demonstrate fluency with addition and subtraction within 1000.

  • I can multiply whole numbers by multiples of 10 in the range 10-90.

 

NUMBER SENSE AND OPERATIONS IN FRACTIONS

Video Lesson:  Introduction to fractions (5:40 mins)

Video Lesson:  Fraction basics (4:14 mins)

Video Lesson:  Equivalent fractions (5:50 mins)

Video Lesson:  More on equivalent fractions (4:53 mins)

Video Lesson:  Fractions on a number line (4:15 mins)

Video Lesson:  Comparing fractions with same numerator (3:45 mins)

Video Lesson:  Comparing fractions with same denominator (3:09 mins)

Video Lesson:  Comparing fractions w/greater than and less than symbols (5:18 mins)

Video Lesson:  Comparing fractions visually and on number line (4:42 mins)

Video Lesson:  Equivalent fractions and different wholes (6:05 mins)

  • I can understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts.

  • I can understand that when a whole is partitioned equally, a fraction can be used to represent a portion.

  • I can represent fractions on a number line.

  • I can demonstrate that two fractions are equivalent if they are the same size, or the same point on a number-line.

  • I can recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent.

  • I can compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution.

  • I can explain why fraction comparisons are only valid when the two fractions refer to the same whole.

 

RELATIONSHIPS AND ALGEBRAIC THINKING

Video Lesson:  Basic multiplication (13:20 mins)

Video Lesson:  Multiplication 2: The multiplication tables (15:26 mins)

Video Lesson:  Multiplication 3: 10,11,12 times tables (12:10 mins)

Video Lesson:  Order doesn’t matter when purely multiplying (5:33 mins)

Video Lesson:  Multiplying by tens word problem (2:29 mins)

Video Lesson:  Properties and patterns for multiplication (8:33 mins)

Video Lesson:  Division 1 (17:01 mins)

Video Lesson:  The idea of division (8:00 mins)

Video Lesson:  Examples relating multiplication to division (3:26 mins)

Video Lesson:  Unknowns with multiplication and division (5:17 mins)

Video Lesson:  Rounding to the nearest 10 (6:21 mins)

Video Lesson:  Rounding to the nearest 100 (4:55 mins)

Video Lesson:  Examples rounding to the nearest 10 and 100 (6:16 mins)

Video Lesson:  Practice finding patterns in numbers (3:37 mins)

Video Lesson:  Perimeter word problem (skating rink) (2:27 mins)

Video Lesson:  Perimeter word problem (tables) (3:59 mins)

  • I can interpret products of whole numbers.

  • I can interpret quotients of whole numbers.

  • I can describe in words or drawings a problem that illustrates a multiplication or division situation.

  • I can use multiplication and division within 100 to solve problems.

  • I can determine the unknown number in a multiplication or division equation relating three whole number.

  • I can apply properties of operations as strategies to multiply and divide.

  • I can multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations.  

  • I can demonstrate fluency with products within 100.

  • I can write and solve two-step problems involving variables using any of the four operations.

  • I can interpret the reasonableness of answers using mental computation and estimation strategies including rounding.

  • I can identify arithmetic patterns and explain the patterns using properties of operations.

 

GEOMETRY AND MEASUREMENT

Video Lesson:  Introduction to types of quadrilaterals (8:06 mins) 

Video Lesson: Cutting shapes into equal parts (1:35 mins)

Video Lesson: Telling time to the nearest minute (3:43 mins)

Video Lesson: Telling time problems with number line (6:43 mins)

Video Lesson: Time differences (4:02 mins)

Video Lesson: Time Differences 1 (9:56 mins)

Video Lesson: Telling time exercise example 1 (2:50 mins)

Video Lesson: Telling time exercise example 2 (2:15 mins)

Video Lesson:  Estimating lengths (2:02 mins)

Video Lesson:  Measuring lengths 2 (4:39 mins)

Video Lesson:  Measuring lengths with different units (2:53 mins)

Video Lesson:  Length word problems (5:49 mins)

Video Lesson:  Introduction to area and unit squares (4:16 mins)

Video Lesson:  Finding perimeter when a side length is missing (3:30 mins)

Video Lesson:  Decomposing shapes to find area (grids) (2:50 mins)

Video Lesson:  Decomposing shapes to find area (add) (3:35 mins)

Video Lesson:  Decomposing shapes to find area (subtract) (3:11 mins)

Video Lesson:  Measuring area with partial unit squares (3:15 mins)

Video Lesson:  Transitioning from counting to multiplying to find area (3:21 mins)

Video Lesson:  Comparing areas and perimeters of rectangles (5:33 mins)

Video Lesson:  Creating rectangles with a given area 1 (3:27 mins)

Video Lesson:  Creating rectangles with a given area 2 (2:46 mins)

Video Lesson:  Introduction to place value (5 58 mins)

  • I can understand that shapes in different categories may share attributes and that the shared attributes can define a larger category.

  • I can distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories.

  • I can partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole.

  • I can tell and write time to the nearest minute.

  • I can estimate time intervals in minutes.

  • I can solve problems involving addition and subtraction of minutes.

  • I can measure or estimate length, liquid volume and weight of objects.

  • I can use the four operations to solve problems involving lengths, liquid volumes or weights, given in the same units.

  • I can calculate area by using unit squares to cover a plane figure with no gaps or overlaps.

  • I can label area measurements with squared units.

  • I can demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value.

  • I can multiply whole-number side lengths to solve problems involving the area of rectangles.

  • I can find rectangular arrangements that can be formed for a given area.

  • I can decompose a rectangle into smaller rectangles to find the area of the original rectangle.

  • I can solve problems involving perimeters of polygons.

  • I can understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters.

  • use place value understanding and properties of operations to perform multi-digit arithmetic.

 

DATA AND STATISTICS

Video Lesson:  Interpreting picture graphs (paint) (1:22 mins)

Video Lesson:  Interpreting picture graphs (notebook) (3:44 mins)

Video Lesson:  Solving problems with pictographs 2 (3:38 mins)

Video Lesson:  Interpreting bar graphs (colors) (4:04 mins)

Video Lesson:  More solving problems with bar graphs (3:48 mins)

Video Lesson:  Reading bar graph examples (2:56 mins)

Video Lesson:  Creating picture and bar graphs 2 exercises (4:57 mins)

Video Lesson:  Introduction to line plots (4:00 mins)

Video Lesson:  Marking data on line plots (5:04 mins)

  • I can create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories.

  • I can solve one- and two-step problems using information presented in bar and/or picture graphs.

  • I can create a line plot to represent data.

  • I can use data shown in a line plot to answer questions.

 

* Sources:  dese.mo.gov (Grade Level Expectations (GLEs))