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Vermont Math Standards - 3rd Grade
MathScore aligns to the Vermont 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 Vermont Math Standards at other levels.
Arithmetic, Number and Operation Concepts
M3: 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. M(N&O)-3-1 (Place Value to 1000 , Fraction Pictures )M3: 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. M(N&O)-3-2 (Number Comparison , Order Numbers to 1000 )
M3: 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. M(N&O)-3-3 (Understanding Multiplication , Inverse Equations 1 )
M3: 4 Accurately solves problems involving addition and subtraction with and without regrouping; the concept of multiplication; and addition or subtraction of decimals (in the context of money). M(N&O)-3-4 (Beginner Multiplication , Addition Grouping , Long Addition to 1000 , Long Addition , Long Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 , Making Change )
M3: 5 No M3: 5 at this grade level
M3: 6 Mentally adds and subtracts whole-numbers facts through twenty with accuracy. (Fast Addition , Fast Addition Reverse , Fast Subtraction , Mixed Addition and Subtraction )
M3: 7 Estimates and evaluates the reasonableness of solutions appropriate to grade level. (Rounding Numbers , Decimal Rounding to .01 , Estimated Addition , Estimated Subtraction , Money Addition , Money Subtraction )
M3: 8 Applies properties of numbers (odd, even) and applies the commutative and associative properties of addition to solve problems and to simplify computations. (Odd or Even , Odd or Even Theory , Addition Grouping , Associative Property 1 , Commutative Property 1 )
Geometry and Measurement Concepts
M3: 9 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. M(G&M)-3-1 (Geometric Shapes , Quadrilateral Types , Polygon Names )
M3: 10 No M3: 10 at this grade level
M3: 11 Uses properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres).
M3: 12 Demonstrates conceptual understanding of congruency using transformations (flips and slides and turns), and shape and size of polygons.
M3: 13 No M3: 13 at this grade level
M3: 14 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. M(G&M)-3-6 (Perimeter )
M3: 15 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. M(G&M)-3-7 (Time Intervals , Telling Time , Distance Conversion , Time Conversion )
M3: 16 Determines elapsed and accrued time to the ¼ hour. (Time Intervals )
M3: 17 No M3: 17 at this grade level
M3: 18 Solves problems using the Cartesian coordinate system (Quadrant I) to locate coordinates and to represent data from tables.
Functions and Algebra Concepts
M3: 19 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. M(F&A)-3-1 (Patterns: Numbers , Patterns: Shapes , Function Tables , Function Tables 2 )
M3: 20 Demonstrates a conceptual understanding of linear relationships (y = kx) as a constant rate of change by identifying, describing, or comparing situations that represent constant rates of change.
M3: 21 No M3: 21 at this grade level
M3: 22 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). M(F&A)-3-4 (Missing Term )
Data, Statistics, and Probability Concepts
M3: 23 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. (IMPORTANT: Analyzes data consistent with concepts and skills in M3: 24.) M(DSP)-3-1 (Tally and Pictographs , Bar Graphs )
M3: 24 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)-3-2
M3: 25 Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M3: 23. M(DSP)-3-3 Organizes and displays data using bar graphs or tables to answer question related to the data, to analyze the data to formulate or justify conclusions, or to make predictions. (IMPORTANT: Analyzes data consistent with concepts and skills in M3: 24.)
M3: 26 Uses counting techniques to solve problems in context to determine possibilities using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others); (e.g., "How many ways can you make 50 cents using nickels, dimes, and quarters?" Given a map-"How many different ways can you go from point A to B?")
M3: 27 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)-3-5
M3: 28 In response to a teacher - or student-generated question or hypothesis, collects appropriate data, organizes the data, displays/represents the data, and makes observations about the data to draw conclusions about the question or hypothesis being tested. (IMPORTANT: Analyzes data consistent with concepts and skills in M3: 24.) (Requires outside materials )
M3: 29 Uses experimental probability to describe the likelihood or chance of an event using "more likely," "less likely," "equally likely," "certain," or "impossible."
Mathematical Problem Solving and Reasoning
M3: 30 Demonstrate understanding of mathematical problem solving and communication through:
• Approach & Reasoning-The reasoning, strategies, and skills used to solve the problem;
• Connections-Demonstration of observations, applications, extensions, and generalizations;
• Solution-All of the work that was done to solve the problem, including the answer;
• Mathematical Language-The use of mathematical language in communicating the solution;
• Mathematical Representation-The use of mathematical representation to communicate the solution; and
• Documentation-Presentation of the solution. (Basic Word Problems , Making Change )
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