OCEAN THEME Kid Friendly math Common Core I can... for 3rd Grade
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1 OCEAN THEME Kid Friendly math Common Core I can... for 3rd Grade By Hope Newport teachingwhope.blogspot.com clipart by
2 I can round numbers to the nearest 10. I can round numbers to the nearest 100.
3 I can add within 1,000 using many strategies. I can subtract within 1,000 using many strategies.
4 I understand that area measures the space within a plane figure.
5 I can measure the area of a shape or flat surface by covering it with unit squares, with no gaps or overlaps and counting the number of unit squares used.
6 I can explain the relationship between tiling and multiplying side lengths to find the area of rectangles.
7 I can multiply adjacent side lengths of rectangles to solve word problems. I can decompose an irregular figure into non-overlapping rectangles.
8 I can explain area as an additive and use this understanding to solve word problems. I can use area models to explain the distributive property.
9 I can use tiles to find the area of rectangles.
10 I can measure area by counting unit squares within a figure. (square cm., square m., square in., square feet, or square units)
11 I can use addition to determine area. I can use multiplication to determine area.
12 I understand how addition and multiplication are related and can use this to help me solve problems.
13 I can identify parts of multiplication equations (factors and products).
14 I can explain division as a set of objects partitioned into an equal number of shares.
15 I can identify parts of division equations (dividend, divisor, and quotient). I can determine when to multiply and divide in word problems.
16 I can represent multiplication and division word problems using drawings, and equations with unknowns.
17 I can solve word problems involving equal groups, arrays, and measurement quantities using drawings and equations.
18 I can determine the unknown number in multiplication and division problems such as in the following: 8x9=, 8x =48, 28 7=, 6= 3
19 I can explain the commutative, associative and distributive property of multiplication.
20 I can apply the commutative, associative and distributive properties to decompose, regroup, and/or reorder factors to make it easier to multiply two or more factors.
21 I can turn a division problem into a multiplication problem with an unknown factor.
22 I understand and can show how to use multiplication in problem solving. (5 groups of 7 people is equal to 5x7)
23 I understand the meaning of division problems and how they are related to equal shares.
24 I can use multiplication and division to solve word problems involving equal groups, arrays and measurements.
25 I can use relations between numbers to determine the missing number in multiplication and division equations.
26 I understand the relationship between division and multiplication and use my multiplication facts to help me solve division problems.
27 I can multiply 1-digit numbers by multiples of 10 and solve using place value properties. (9x80=720) I know all products of 1 digit numbers.
28 I can choose the correct operation to perform the first computation, and choose the correct operation to perform the second computation in order to solve two-step word problems.
29 I can write equations using a letter for the unknown number. I can decide if my answers are reasonable using mental math and estimation strategies including rounding.
30 I can identify and describe arithmetic patterns in number charts, addition tables, and multiplication tables.
31 I can explain arithmetic patterns using properties of operations. I can partition (divide) shapes into equal parts with equal areas.
32 I can explain any fraction as one part of a whole divided into equal parts (e.g. 1/2, 1/4, 1/8). I can represent a unit fraction on a number line between 0 and 1.
33 I can explain any fraction (a/b) as a (numerator) being the numbers of parts and b (denominator) as the total number of equal parts in the whole.
34 I can explain and show how a fraction can be represented on a number line in two ways: (1) as a number that is located a to the right of 0, and (2) as the size of each of the parts when a whole is partitioned into equal parts.
35 I can use a ruler to measure lengths in whole, half, and quarter inches.
36 I can gather and record measurement data using whole, half, and quarter inches.
37 I can make a line plot with the horizontal scale marked off in whole number, half, or quarter units. I can use models to show and explain equivalent fractions.
38 I can locate equivalent fractions on a number line. I can use models to show and explain whole numbers as fractions.
39 I can use >, < or = to compare fractions.
40 I can explain how the size of equal parts can be used to compare two fractions with the same numerator.
41 I can explain how the size of equal parts can be used to compare two fractions with the same denominator.
42 I can say and write times to the nearest minute. I can measure a length of time in minutes.
43 I can solve addition and subtraction word problems involving time.
44 I can estimate liquid, volumes and masses of objects using standard units of measure (grams, kilograms, and liters).
45 I can measure liquid volumes and masses of objects using standard units of measure (grams, kilograms, and liters).
46 I can use drawings to represent one--step word problems involving masses or volumes.
47 I can solve one--step word problems involving masses or volumes using addition, subtraction, multiplication, or division.
48 I can make a scaled picture graph or bar graph with several categories to represent data (e.g. one square or picture represents 5 objects).
49 I can read and interpret scaled bar graphs in order to solve one- and two- step how many more and how many less problems.
50 I can use attributes to identify shapes. I can use attributes to classify shapes into categories.
51 I can define quadrilaterals. I can draw quadrilaterals other than rhombuses, rectangles, and squares.
52 I can identify polygons. I can define perimeter. I can find the perimeter of polygons when given the lengths of all sides.
53 I can find unknown side lengths of polygons when given the perimeter.
54 I can show how rectangles with the same perimeter can have different areas and show rectangles with the same areas can have different perimeters.
55 I can solve word problems involving perimeter.
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