School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 3

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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 6.0 Knowledge of Number Relationships and Computation/Arithmetic

Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.

Topic

A. Knowledge of Number and Place Value

Indicator

Objectives
  1. Read, write, and represent whole numbers using symbols, words, and models
    Assessment limit: Use whole numbers (0 - 10,000)
  2. Express whole numbers using expanded form
    Assessment limit: Use whole numbers (0 - 10,000)
  3. Identify the place value of a digit in a whole number
    Assessment limit: Use whole numbers (0 - 9,999)
  4. Compare, order, and describe whole numbers with or without using relational symbols (<, >, =)
    Assessment limit: Use no more than four whole numbers (0 - 10,000)

Indicator

  • 2. Apply knowledge of fractions
Objectives
  1. Read, write, and represent fractions as parts of a single region using symbols, words, and models
    Assessment limit: Use fractions with denominators of 2, 3, or 4
  2. Read, write, and represent fractions as parts of a set using symbols, words, and models
    Assessment limit: Use fractions with denominators of 2, 3, or 4, and use sets of 2, 3, 4 items, respectively

Indicator

  • 3. Apply knowledge of money
Objectives
  1. Represent money amounts in different ways
    Assessment limit: Use money amounts ($0 - $100)
  2. Determine the value of a given set of mixed currency
    Assessment limit: Use coins and bills ($0 - $100)
  3. Compare the value of two sets of mixed currency

Topic

B. Number Theory

Indicator

  • 1. Apply number relationships to:
Objective
  1. Identify and describe whole numbers as even or odd
    Assessment limit: Use whole numbers (0 – 100)

Topic

C. Number Computation

Indicator

  • 1. Analyze number relations and compute
Objectives
  1. Add numbers using a variety of strategies
    Assessment limit: Use no more than 3 addends, with no more than 3 digits in each addend and whole numbers (0 – 1000)
  2. Subtract numbers using a variety of strategies
    Assessment limit: Use no more than 3 digits in the minuend or subtrahend and whole numbers (0 – 999)
  3. Solve addition and subtraction word problems
  4. Add and subtract money amounts
  5. Identify and apply the concept of inverse operations to addition and subtraction
  6. Represent multiplication and division basic facts using number sentences, pictures, and drawings
    Assessment limit: Use basic facts of no more than 9 x 9 = 81
  7. Identify and use properties of multiplication
    Assessment limit: Use the properties of commutative, identity, or zero and whole numbers (0 – 20)
  8. Multiply a one-digit factor by a two-digit factor using models, pictures, and drawings
  9. Divide a two-digit dividend by a one-digit divisor using models, pictures, and drawings
  10. Identify and apply the concept of inverse operations to multiplication and division
  11. Write a word problem based on multiplication or division number sentences

Indicator

Objective
  1. Determine the reasonableness of sums and differences

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