Standards with the same topic and subject but for other grades
Grade three students should explore and apply the properties of addition as strategies for solving addition and subtraction problems using a variety of representations (e.g., manipulatives, diagrams, symbols, etc.).
Flexibility with facts to 10 should be applied to facts to 20 (e.g., when adding 4 + 7, it is appropriate to think of 4 as 3 + 1 in order to combine 3 and 7 to make a 10 whereas adding 4 + 8, it is appropriate to think of 4 as 2 + 2 in order to combine 8 and 2 to make a 10).
Identify examples of the identity and commutative properties for addition and multiplication.
One more than, one less than, two more than, two less than.
Compare data represented in a line plot with the same data represented in a stem-and-leaf plot. (c)
Read the information presented on a simple bar or picture graph (e.g., the title, the categories, the description of the two axes).
Write at least one sentence to describe the analysis and interpretation of the data, identifying parts of the data that have special characteristics, including categories with the greatest, the least, or the same.
Interpret the data in a variety of forms (e.g., orally or in written form).
Interpret the data to answer the question posed, and compare the answer to the prediction (e.g., “The summer sport preferred by most is swimming, which is what I predicted before collecting the data.”). (b)
visualize the action in the story problem and draw a picture to show their thinking; and