![]() ![]() It’ll help them understand that fractions are equal parts of a whole. ![]() Use this worksheet to practice more multiplication.ĭuring meals, ask your child to cut something (e.g., a waffle) into two, three, or four equal pieces. Use beans or chocolate chips to put them in columns and rows (ex: 3 rows of 8 pennies). Ask your child what pairs of numbers can be multiplied to equal 24 (3 x 8, 6 x 4, 2 x 12, and 1 x 24). Here’s a fun way to help: pick a number that divides by lots of numbers such as 24. Part of math this year is not just learning multiplication tables, but mastering them. These activities will teach fundamental 3rd-grade math skills. 3.G.A.1 Understand that shapes in different categories, may share attributes, and that the shared attributes can define a larger category.Everyday life offers lots of opportunities for learning and practicing important math lessons, especially when you bring a sense of fun and adventure.3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons.3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.ģ.MD.C.5.A A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.ģ.MD.C.5.B A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.ģ.MD.C.6 Measure areas by counting unit squares.ģ.MD.C.7 Relate area to the operations of multiplication and addition.ģ.MD.C.7.A Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.ģ.MD.C.7.B Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems.ģ.MD.C.7.C Use area models to represent the distributive property in mathematical reasoning.3.MD.B.3 Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.ģ.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.Solve word problems involving addition and subtraction of time intervals in minutes. 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.ģ.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.ģ.NF.A.3.B Recognize and generate simple equivalent fractions.ģ.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.ģ.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size.3.NF.A.1 Develop understanding of fractions as numbers.ģ.NF.A.2 Understand a fraction as a number on the number line.ģ.NF.A.2.A Represent a fraction on a number line diagram.ģ.NF.A.2.B Represent a fraction on a number line diagram by marking off a lengths.ģ.G.A.2 Partition shapes into parts with equal areas.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.ģ.OA.D.8 Solve two-step word problems using the four operations.ģ.NF.A.1 Develop understanding of fractions as numbers.ģ.MD.A.2 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes.3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.3.OA.B.6 Understand division as an unknown-factor problem.ģ.OA.C.7 Fluently multiply and divide within 100.3.OA.A.2 Interpret whole-number quotients of whole numbers.3.OA.A.1 Interpret products of whole numbers. ![]()
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