**Third Grade**

**Strands:** **Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra**

**COMPETENCY GOAL 1:** **The learner will model, identify, and compute with whole numbers through 9,999.**

**Objectives**

**1.01** Develop number sense for whole numbers through 9,999.

- Connect model, number word, and number using a variety of representations.

http://www.mathsonline.co.uk/nonmembers/gamesroom/stick/stick.html - Build understanding of place value (ones through thousands).

http://www.mathsyear2000.co.uk/mathsmysteries/ (click on Dottie Double)

http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html

http://nlvm.usu.edu/en/nav/frames_asid_152_g_1_t_1.html?from=category_g_1_t_1.html - Compare and order.

http://www.harcourtschool.com/activity/elab2004/gr3/2.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/guessthenumber.html

http://pbskids.org/cyberchase/games/numbersense/index.html

http://enlvm.usu.edu/ma/nav/activity.jsp?sid=__shared&cid=emready@place_value&lid=4

http://www.mathsonline.co.uk/nonmembers/gamesroom/awards/awardc.html

http://www.crickweb.co.uk/assets/resources/flash.php?&file=ncmenu

**1.02** Develop fluency with multi-digit addition and subtraction through 9,999 using:

- Strategies for adding and subtracting numbers.

http://www.eduplace.com/kids/mw/swfs/faf_grade3.html

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/addsubtract/mental/flash3.shtml

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/addsubtract/mental/flash4.shtml

http://www.harcourtschool.com/activity/math_models2/English/gr3ch03.html

http://www.harcourtschool.com/activity/elab2004/gr3/3.html

http://www.harcourtschool.com/activity/math_models2/English/gr3ch04.html

http://www.harcourtschool.com/activity/elab2004/gr3/4.html - Estimation of sums and differences in appropriate situations.

http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/addition.shtml

http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/subtractiontest.html

http://pbskids.org/cyberchase/games/ballparkestimation/ballparkestimation.html - Relationships between operations.

**1.03** Develop fluency with multiplication from 1×1 to 12×12 and division up to two-digit by one-digit numbers using:

- Strategies for multiplying and dividing numbers.

http://www.oswego.org/ocsd-web/games/Mathmagician/mathsmulti.html

http://www.oswego.org/ocsd-web/games/Mathmagician/mathsdiv.html

http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/504/multiplicationpuzzle.swf

http://www.weeklyreader.com/kids/games/multiply.asp

http://www.harcourtschool.com/activity/mult/mult.html

http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html

http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/multiplication/timestables/game.shtml

http://www.tki.org.nz/r/wick_ed/maths/interactives_matrix.php

http://www.harcourtschool.com/activity/elab2004/gr3/6.html

http://www.harcourtschool.com/activity/elab2004/gr3/8.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/dividermachine.html

http://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/multiplication/timestables/flash3.shtml

http://www.hellam.net/maths2000/100square.html

http://resources.oswego.org/games/SumSense/sumdiv.html - Estimation of products and quotients in appropriate situations.

http://home.freeuk.net/elloughton13/math81.htm - Relationships between operations.

http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html

http://www.mathsyear2000.co.uk/magnet/minus/colour/fish/index.html

http://www.oswego.org/ocsd-web/games/SumSense/sumdiv.html

1.04Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division.

http://www.oswego.org/ocsd-web/games/SumSense/sumdiv.html

http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/activities/functionmachine/functionmachine3_4.html

http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/subtraction.shtml

**1.05** Use area or region models and set models of fractions to explore part-whole relationships.

- Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths).

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm

http://www.oswego.org/ocsd-web/games/FractionPaint/fpaint4.html

http://www.oswego.org/ocsd-web/games/FractionPaint/fpaint9.html

http://www.oswego.org/ocsd-web/games/FractionPaint/fpaint16.html - Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons.

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm - Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths.

http://www.mathplayground.com/Fraction_bars.html

http://www.mathplayground.com/visual_fractions.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm

http://www.mathplayground.com/Fraction_bars.html - Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers.

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm - Understand and use mixed numbers and their equivalent fraction forms.

http://teams.lacoe.edu/documentation/classrooms/amy/number/5-6/activities/cityplanner/cityplanner.html

**1.06** Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

http://www.harcourtschool.com/activity/operation_blustery_day/

http://www.amblesideprimary.com/ambleweb/mentalmaths/buttons.html

http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/846/Thinkingofanumber-100.swf

http://www.crickweb.co.uk/assets/resources/flash.php?&file=crazyc

** **

**COMPETENCY GOAL 2: **The learner will recognize and use standard units of metric and customary measurement**.**

**Objectives**

**2.01** Solve problems using measurement concepts and procedures involving:

- Elapsed time.

http://www.harcourtschool.com/activity/elab2002/grade_3/018.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html

http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/503/clock.swf

http://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/time/index.htm

http://www.teacherled.com/resources/elapsedtime/elapsetimelineload.html

http://www.shodor.org/interactivate/activities/ElapsedTime/?version=1.6.0_13&browser=Mozilla&vendor=Sun_Microsystems_Inc.

http://nlvm.usu.edu/en/nav/frames_asid_318_g_2_t_4.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/timetables/index.htm - Equivalent measures within the same measurement system.

**2.02** Estimate and measure using appropriate units.

http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/measures.shtml

- Capacity (cups, pints, quarts, gallons, liters).
- Length (miles, kilometers)

http://www.harcourtschool.com/activity/elab2004/gr3/22.html

http://www.harcourtschool.com/activity/length_strength3/ - Mass (ounces, pounds, grams, kilograms).
- Temperature (Fahrenheit, Celsius).

**COMPETENCY GOAL 3:** ** The learner will recognize and use basic geometric properties of two- and three-dimensional figures.**

**Objectives**

**3.01** Use appropriate vocabulary to compare, describe, and classify two- and three-dimensional figures.

http://www.harcourtschool.com/activity/elab2004/gr3/19.html

http://www.harcourtschool.com/activity/elab2004/gr3/20.html

http://teams.lacoe.edu/documentation/classrooms/amy/geometry/3-4/activities/quad_quest/quad_quest.html

http://www.mathcats.com/explore/polygonplayground.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htm

http://illuminations.nctm.org/ActivityDetail.aspx?ID=70

**3.02** Use a rectangular coordinate system to solve problems.

- Graph and identify points with whole number and/or letter coordinates.

http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/grids.shtml

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/maths/coordinate_game/game1.htm - Describe the path between given points on the plane.

**COMPETENCY GOAL 4:** ** The learner will understand and use data and simple probability concepts.**

** **

**Objectives**

**4.01** Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.

http://www.harcourtschool.com/activity/elab2004/gr3/25.html

http://www.harcourtschool.com/activity/elab2004/gr3/27.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html

http://nces.ed.gov/nceskids/createagraph/

http://www.bbc.co.uk/education/mathsfile/shockwave/games/datapick.html

**4.02** Determine the number of permutations and combinations of up to three items.

http://illuminations.nctm.org/ActivityDetail.aspx?ID=3

**4.03** Solve probability problems using permutations and combinations.

**COMPETENCY GOAL 5:** ** The learner will recognize, determine, and represent patterns and simple mathematical relationships.**

**Objectives**

**5.01** Describe and extend numeric and geometric patterns.

http://www.mathsyear2000.co.uk/mathsmysteries/ (click on Sam Lava)

http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html

http://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a

http://www.teacherled.com/resources/bus/busload.html

http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html

http://nlvm.usu.edu/en/nav/frames_asid_185_g_1_t_1.html

**5.02** Extend and find missing terms of repeating and growing patterns.

http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/supersequencer.html

http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html

http://nlvm.usu.edu/en/nav/frames_asid_185_g_1_t_1.html

**5.03** Use symbols to represent unknown quantities in number sentences.

http://www.amblesideprimary.com/ambleweb/mentalmaths/buttons.html

**5.04** Find the value of the unknown in a number sentence.