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Rhode Island Math Standards - 3rd Grade
MathScore aligns to the Rhode Island Math Standards for 3rd Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the Rhode Island Math Standards at other levels.
Number and Operations
M(N&O)-3-1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/6, or a/8, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) as a part of 100 using models, explanations, or other representations. (Place Value to 1000 , Fraction Pictures )M(N&O)-3-2 Demonstrates understanding of the relative magnitude of numbers from 0 to 999 by ordering whole numbers; by comparing whole numbers to benchmark whole numbers (100, 250, 500, 750); or by comparing whole numbers to each other; and comparing or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the denominator) using models, number lines, or explanations. (Number Comparison , Order Numbers to 1000 )
M(N&O)-3-3 Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or explanations. (Understanding Multiplication , Inverse Equations 1 )
M(N&O)-3-4 Accurately solves problems involving addition and subtraction with regrouping; the concept of multiplication; and addition or subtraction of decimals (in the context of money). (Beginner Multiplication , Long Addition to 1000 , Long Addition , Long Subtraction , Long Subtraction to 1000 , Making Change )
M(N&O)-3-6 Mentally adds and subtracts whole number facts through 20; adds two-digit and one-digit whole numbers; adds combinations of two-digit and three-digit whole numbers that are multiples of ten (e.g., 60 +50, 300 + 400, 320 + 90); subtracts a one-digit whole number from a two-digit whole number (e.g., 37 - 5); and subtracts two-digit whole numbers that are multiples of ten and three-digit whole numbers that are multiples one hundred (e.g., 50 - 20, 500 - 200). (Fast Addition , Fast Addition Reverse , Fast Subtraction , Mixed Addition and Subtraction , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 )
M(N&O)-3-7 Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands. (Decimal Rounding to .01 , Money Addition , Money Subtraction , Estimated Multiply Divide Word Problems )
M(N&O)-3-8 Applies properties of numbers (odd, even, and multiplicative property of zero for single-digit whole numbers [6 x 0 = 0]) and field properties (commutative for addition, associative for addition, identity for multiplication, and commutative for multiplication for single-digit whole numbers [e.g., 3 x 4 = 4 x 3]) to solve problems and to simplify computations involving whole numbers. (Odd or Even Theory , Associative Property 1 , Associative Property 2 , Commutative Property 1 , Commutative Property 2 )
Geometry and Measurement
M(G&M)-3-1 Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or decomposition of shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles. (Geometric Shapes , Quadrilateral Types , Polygon Names )M(G&M)-3-4 Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, and rotations (flips, slides, and turns) (e.g., recognizing when pentominoes are reflections, translations and rotations of each other); composing and decomposing two- and three-dimensional objects using models or explanations (e.g., Given a cube, students use blocks to construct a congruent cube.); and by using line symmetry to demonstrate congruent parts within a shape.
M(G&M)-3-5 Demonstrates conceptual understanding of similarity by identifying similar shapes. (Congruent And Similar Triangles )
M(G&M)-3-6 Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a variety of models or manipulatives. Expresses all measures using appropriate units. (Perimeter )
M(G&M)-3-7 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. (Time Intervals , Telling Time , Distance Conversion , Time Conversion )
M(G&M)-3-9 Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions from one location to another (e.g., classroom to the gym, from school to home) using positional words; and between locations on a map or coordinate grid (first quadrant) using positional words or compass directions.
M(G&M)-3-10 Demonstrates conceptual understanding of spatial reasoning and visualization by copying, comparing, and drawing models of triangles, squares, rectangles, rhombi, trapezoids, hexagons, and circles; and builds models of rectangular prisms from three-dimensional representations.
Functions and Algebra
M(F&A)-3-1 Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, or finding missing elements. (Patterns: Numbers , Patterns: Shapes , Function Tables , Function Tables 2 )M(F&A)-3-4 Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions; or by finding the value that will make an open sentence true (e.g., 2 + [] = 7 ). (limited to one operation and limited to use addition, subtraction, or multiplication) (Missing Term )
Data, Statistics, and Probability
M(DSP)-3-1 Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions. (Tally and Pictographs , Bar Graphs )M(DSP)-3-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using most frequent (mode), least frequent, largest, or smallest.
M(DSP)-3-3 Organizes and displays data using tables, tally charts, and bar graphs, to answer questions related to the data, to analyze the data to formulate conclusions, to make predictions, or to solve problems.
M(DSP)-3-3 Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M(DSP)-3-1.
M(DSP)-3-4 Uses counting techniques to solve problems involving combinations and simple permutations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others).
M(DSP)-3-5 For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the likelihood of an event using "more likely," "less likely," "equally likely," certain, or impossible and tests the prediction through experiments; and determines if a game is fair.
M(DSP)-3-5 For a probability event in which the sample space may or may not contain equally likely outcomes, determines the likelihood of the occurrence of an event (using "more likely", "less likely", or "equally likely").
M(DSP)-3-6 In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions. (Requires outside materials )
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