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Mathematics Toolkit
Curriculum Guidance Materials & Resources
Template for Analysis of Mathematics Programs/Series
March 2005

Grade 3 - Performance Indicators Process Strands	Does the program/series support the development of the process/content in the performance indicator?	Are additional resources needed?	At what grade level is the indicator addressed?	Is the concept newly introduced this year?
3.PS.1 Explore, examine, and make observations about a social problem or mathematical situation
3.PS.2 Understand that some ways of representing a problem are more helpful than others
3.PS.3 Interpret information correctly, identify the problem, and generate possible solutions
3.PS.4 Act out or model with manipulatives activities involving mathematical content from literature
3.PS.5 Formulate problems and solutions from everyday situations
3.PS.6 Translate from a picture/diagram to a numeric expression
3.PS.7 Represent problem solving situations in oral, written, concrete, pictorial, and graphical forms
3.PS.8 Select an appropriate representation of a problem
3.PS.9 Use trial and error to solve problems
3.PS.10 Use process of elimination to solve problems
3.PS.11 Make pictures/diagrams of problems
3.PS.12 Use physical objects to model problems
3.PS.13 Work in collaboration with others to solve problems
3.PS.14 Make organized lists to solve numerical problems
3.PS.15 Make charts to solve numerical problems
3.PS.16 Analyze problems by identifying relationships
3.PS.17 Analyze problems by identifying relevant versus irrelevant information
3.PS.18 Analyze problems by observing patterns
3.PS.19 State a problem in their own words
3.PS.20 Determine what information is needed to solve a problem
3.PS.21 Discuss with peers to understand a problem situation
3.PS.22 Discuss the efficiency of different representations of a problem
3.PS.23 Verify results of a problem
3.PS.24 Recognize invalid approaches
3.PS.25 Determine whether a solution is reasonable in the context of the original problem
3.RP.1 Use representations to support mathematical ideas
3.RP.2 Determine whether a mathematical statement is true or false and explain why
3.RP.3 Investigate the use of knowledgeable guessing by generalizing mathematical ideas
3.RP.4 Make conjectures from a variety of representations
3.RP.5 Justify general claims or conjectures, using manipulatives, models, and expressions
3.RP.6 Develop and explain an argument using oral, written, concrete, pictorial, and/or graphical forms
3.RP.7 Discuss, listen, and make comments that support or reject claims made by other students
3.RP.8 Support an argument by trying many cases
3.CM.1 Understand and explain how to organize their thought process
3.CM.2 Verbally explain their rationale for strategy selection
3.CM.3 Provide reasoning both in written and verbal form
3.CM.4 Organize and accurately label work
3.CM.5 Share organized mathematical ideas through the manipulation of objects, drawings, pictures, charts, graphs, tables, diagrams, models, symbols, and expressions in written and verbal form
3.CM.6 Answer clarifying questions from others
3.CM.7 Listen for understanding of mathematical solutions shared by other students
3.CM.8 Consider strategies used and solutions found in relation to their own work
3.CM.9 Increase their use of mathematical vocabulary and language when communicating with others
3.CM.10 Describe objects, relationships, solutions and rationale using appropriate vocabulary
3.CM.11 Decode and comprehend mathematical visuals and symbols to construct meaning
3.CN.1 Recognize, understand, and make connections in their everyday experiences to mathematical ideas
3.CN.2 Compare and contrast mathematical ideas
3.CN.3 Connect and apply mathematical information to solve problems
3.CN.4 Understand multiple representations and how they are related
3.CN.5 Model situations with objects and representations and be able to make observations
3.CN.6 Recognize the presence of mathematics in their daily lives
3.CN.7 Apply mathematics to solve problems that develop outside of mathematics
3.CN.8 Recognize and apply mathematics to other disciplines
3.R.1 Use verbal and written language, physical models, drawing charts, graphs, tables, symbols, and equations as representations
3.R.2 Share mental images of mathematical ideas and understandings
3.R.3 Recognize and use external mathematical representations
3.R.4 Use standard and nonstandard representations with accuracy and detail
3.R.5 Understand similarities and differences in representations
3.R.6 Connect mathematical representations with problem solving
3.R.7 Construct effective representations to solve problems
3.R.8 Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)
3.R.9 Use mathematics to show and understand social phenomena (e.g., determine the number of buses required for a field trip)
3.R.10 Use mathematics to show and understand mathematical phenomena (e.g., use a multiplication grid to solve odd and even number problems)

Grade 3 - Performance Indicators Content Strands	Does the program/series support the development of the process/content in the performance indicator?	Are additional resources needed?	At what grade level is the indicator addressed?	Is the concept newly introduced this year?
3.N.1 Skip count by 25’s, 50 ’s, 100’s to 1,000
3.N.2 Read and write whole numbers to 1,000
3.N.3 Compare and order numbers to 1,000
3.N.4 Understand the place value structure of the base ten number system: 1 0 ones = 1 ten 10 tens = 1 hundred 10 hundreds = 1 thousand
3.N.5 Use a variety of strategies to compose and decompose three-digit numbers
3.N.6 Use and explain the commutative property of addition and multiplication
3.N.7 Use 1 as the identity element for multiplication
3.N.8 Use the zero property of multiplication
3.N.9 Understand and use the associative property of addition
3.N.10 Develop an understanding of fractions as part of a whole unit and as parts of a collection
3.N.11 Use manipulatives, visual models, and illustrations to name and represent unit fractions (½, 1/3, ¼, 1/5, 1/6, and 1/10) (and ) as part of a whole or a set of objects
3.N.12 Understand and recognize the meaning of numerator and denominator in the symbolic form of a fraction
3.N.13 Recognize fractional numbers as equal parts of a whole
3.N.14 Explore equivalent fractions (½, ⅓, ¼)
3.N.15 Compare and order unit fractions (½, ⅓, ¼) and find their approximate locations on a number line
3.N.16 Identify odd and even numbers
3.N.17 Develop an understanding of the properties of odd/even numbers as a result of addition or subtraction
3.N.18 Use a variety of strategies to add and subtract 3-digit numbers (with and without regrouping)
3.N.19 Develop fluency with single-digit multiplication facts
3.N.20 Use a variety of strategies to solve multiplication problems with factors up to 12 x 12
3.N.21 Use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication
3.N.22 Demonstrate fluency and apply single-digit division facts
3.N.23 Use tables, patterns, halving, and manipulatives to provide meaning for division
3.N.24 Develop strategies for selecting the appropriate computational and operational method in problem solving situations
3.N.25 Estimate numbers up to 500
3.N.26 Recognize real world situations in which an estimate (rounding) is more appropriate
3.N.27 Check reasonableness of an answer by using estimation
3.A.1 Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers and unit fractions and $1/10 fraction$
3.A.2 Describe and extend numeric (+, -) and geometric patterns
3.G.1 Define and use correct terminology when referring to shapes (circle, triangle, square, rectangle, rhombus, trapezoid, and hexagon)
3.G.2 Identify congruent and similar figures
3.G.3 Name, describe, compare, and sort three-dimensional shapes: cube, cylinder, sphere, prism, and cone
3.G.4 Identify the faces on a three-dimensional shape as two-dimensional shapes
3.G.5 Identify and construct lines of symmetry
3.M.1 Select tools and units (customary) appropriate for the length measured
3.M.2 Use a ruler/yardstick to measure to the nearest standard unit (whole and ½ inches, whole feet, and whole yards)
3.M.3 Measure objects, using ounces and pounds
3.M.4 Recognize capacity as an attribute that can be measured
3.M.5 Compare capacities (e.g., Which contains more? Which contains less?)
3.M.6 Measure capacity, using cups, pints, quarts, and gallons
3.M.7 Count and represent combined coins and dollars, using currency symbols ($0.00)
3.M.8 Relate unit fractions to the face of the clock: Whole = 60 minutes ½ = 30 minutes ¼ = 15 minutes
3.M.9 Tell time to the minute, using digital and analog clocks
3.M.10 Select and use standard (customary) and non-standard units to estimate measurements
3.S.1 Formulate questions about themselves and their surroundings
3.S.2 Collect data using observation and surveys, and record appropriately
3.S.3 Construct a frequency table to represent a collection of data
3.S.4 Identify the parts of pictographs and bar graphs
3.S.5 Display data in pictographs and bar graphs
3.S.6 State the relationships between pictographs and bar graphs
3.S.7 Read and interpret data in bar graphs and pictographs
3.S.8 Formulate conclusions and make predictions from graphs