School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 3

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Algebra:

Mathematics:

State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Clarification of Indicator and/or Objective
    Explanation and/or examples of indicator and/or objective
  • Lesson Seeds
    Ideas/seeds for an objective-aligned activity
  • Sample Assessments
    Items and annotated student responses as appropriate
  • Public Release Items
    Actual MSA items and annotated student responses as appropriate

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.

Topic

A. Patterns and Functions

Indicator

  • 1. Identify, describe, extend, and create numeric patterns and functions
Objectives
  1. Represent and analyze numeric patterns using skip counting
    Assessment limit: Use 2, 5, 10, or 100 starting with any whole number (0 – 1000)
  2. Represent and analyze numeric patterns using skip counting
    Assessment limit: Use 3 or 4 starting with 0, 1, 2, 3, or 4 (0 - 30)
  3. Represent and analyze numeric patterns using skip counting backward
    Assessment limit: Use 10 or 100 starting with any whole number (0 – 1000)
  4. Complete a function table using a given addition or subtraction rule

Indicator

  • 2. Identify, describe, extend, and create non-numeric growing or repeating patterns
Objectives
  1. Represent and analyze growing patterns using symbols, shapes, designs, or pictures
    Assessment limit: Start at the beginning, show at least 3 levels but no more than 5 levels, and ask for the next level
  2. Represent and analyze repeating patterns using symbols, shapes, designs, or pictures
    Assessment limit: Use no more than 4 objects in the core of the pattern

Topic

B. Expressions, Equations, and Inequalities

Indicator

  • 1. Write and identify expressions
Objective
  1. Represent numeric quantities using operational symbols (+, -, ×, ÷)
    Assessment limit: Use operational symbols (+ or -) and whole numbers (0 – 50)

Indicator

  • 2. Identify, write, solve, and apply equations and inequalities
Objectives
  1. Represent relationships using appropriate relational symbols (<, >, or =) and operational symbols (+, -, ×, ÷) on either side
    Assessment limit: Use operational symbols (+ or -) and whole numbers (0 – 1000)
  2. Find the missing number (unknown) in a number sentence (equation) using operational symbols (+, -, ×, ÷)
    Assessment limit: Use one operational symbol (+ or -) and whole numbers (0 – 100)
  3. Find the missing number(s) (unknown) on one or both sides of a number sentence (equation)

Topic

C. Numeric and Graphic Representations of Relationships

Indicator

  • 1. Locate points on a number line
Objectives
  1. Represent whole numbers on a number line
    Assessment limit: Use whole numbers (0 - 500)
  2. Represent proper fractions on a number line
    Assessment limit: Use fractions that have denominators of 2, 3, or 4

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004