## 3rd Grade Grade Level Goals

Everyday Mathematics third-edition Grade Level Goals have been revised to align with the Common Core State Standards for Mathematics (CCSS-M), which were widely adopted in 2010. Both versions of the curriculum's goals are available below. For more information on standards, please see Meeting Standards with Everyday Mathematics.

### Common Core State Standards (CCSS) Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Place value and notation | Read and write whole numbers up to 1,000,000; read, write, and model with manipulatives decimals through hundredths; identify places in such numbers and the values of the digits in those places; translate between whole numbers and decimals represented in words, in base-10 notation, and with manipulatives. |

Meanings and uses of fractions | Read, write, and model fractions; solve problems involving fractional parts of a region or a collection; describe strategies used. | |

Number theory | Find multiples of 2, 5, and 10. | |

Understand Equivalent Names for Numbers | Equivalent names for whole numbers | Use numerical expressions involving one or more of the basic four arithmetic operations to give equivalent names for whole numbers. |

Equivalent names for fractions, decimals, and percents | Use manipulatives and drawings to find and represent equivalent names for fractions; use manipulatives to generate equivalent fractions. | |

Understand Common Numerical Relations | Comparing and ordering numbers | Compare and order whole numbers up to 1,000,000; use manipulatives to order decimals through hundredths; use area models and benchmark fractions to compare and order fractions. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Compute Accurately | Addition and subtraction facts | Demonstrate automaticity with all addition and subtraction facts through 10+10; use basic facts to compute fact extensions such as 80+70. |

Addition and subtraction procedures | Use manipulatives, mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the addition and subtraction of whole numbers and decimals in a money context; describe the strategies used and explain how they work. | |

Multiplication and division facts | Demonstrate automaticity with multiplication facts through 10 x 10. | |

Multiplication and division procedures | Use arrays, mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the multiplication of 2- and 3-digit whole numbers by 1-digit whole numbers; describe the strategies used. | |

Make Reasonable Estimates | Computational estimation | Make reasonable estimates for whole number addition, subtraction, multiplication, and division problems; explain how the estimates were obtained. |

Understand Meanings of Operations | Models for the operations | Recognize and describe change, comparison, and parts-and-total situations; use repeated addition, arrays, and skip counting to model multiplication; use equal sharing and equal grouping to model division. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data or use given data to create charts, tables, graphs, and line plots. |

Analyze and Interpret Data | Data analysis | Use graphs to ask and answer simple questions and draw conclusions; find the maximum, minimum, range, mode, and median of a data set. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, very likely, likely, unlikely, very unlikely, impossible and other basic probability terms; explain the choice of language. |

Quantitative probability | Predict the outcomes of simple experiments and test the predictions using manipulatives; express the probability of an event by using "_out of _" language. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Estimate length with and without tools; measure length to the nearest 1/2 inch and 1/2 centimeter; draw and describe angles as records of rotations. |

Area, perimeter, volume, and capacity | Describe and use strategies to measure the perimeter of polygons; find the areas of rectangles. | |

Units and systems of measurement | Describe relationships among inches, feet, and yards; describe relationships between minutes in an hour, hours in a day, days in a week. | |

Use and Understand Reference Frames | Time | Tell and show time to the nearest minute on an analog clock; tell and write time in digital notation. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Lines and angles | Identify and draw points, intersecting and parallel line segments and lines, rays, and right angles. |

Plane and solid figures | Identify, describe, model, and compare plane and solid figures including circles, polygons, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes using appropriate geometric terms including the terms face, edge, vertex, and base. | |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Create and complete two-dimensional symmetric shapes or designs; locate multiple lines of symmetry in a two-dimensional shape. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric patterns; describe rules for patterns and use them to solve problems; use words and symbols to describe and write rules for functions involving addition, subtraction, and multiplication and use those rules to solve problems. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Read, write, and explain number sentences using the symbols +,-,x, Ë†, =, >, and <; solve number sentences; write expressions and number sentences to model number stories. |

Order of operations | Recognize that numeric expressions can have different values depending on the order in which operations are carried out; understand that grouping symbols can be used to affect the order in which operations are carried out. | |

Properties of the arithmetic operations | Describe and apply the Commutative and Associative Properties of Addition and Multiplication and the Multiplicative Identity; apply the Distributive Property of Multiplication over Addition. |

### 3rd Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Place value and notation | Read and write whole numbers up to 1,00,000; read, write, and model with manipulatives decimals through hundredths; identify places in such numbers and the values of the digits in those places; translate between whole numbers and decimals represented in words, in base-10 notation, and with manipulatives. |

Meanings and uses of fractions | Read, write, and model fractions; solve problems involving fractional parts of a region or a collection; describe strategies used. | |

Number theory | Find multiples of 2, 5, and 10. | |

Understand Equivalent Names and Numbers | Equivalent names for whole numbers | Use numerical expressions involving one or more of the basic four arithmetic operations to give equivalent names for whole numbers. |

Equivalent names for fractions, decimals, and percents | Use manipulatives and drawing to find and represent equivalent names for fractions; use manipulatives to generate fractions. | |

Understand Common Numerical Relations | Comparing and ordering numbers | Compare and order whole numbers up to 1,000,000; use manipulatives to order decimals through hundredths; use area models and benchmark fractions to compare and order fractions. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Computes Accurately | Addition and subtraction facts | Demonstrate automaticity with all addition and subtraction facts through 10+10; use basic facts to compute fact extensions such as 80+70. |

Addition and subtraction procedures | Use manipulatives, mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the addition and subtraction of whole numbers and decimals in a money context; describe the strategies used and explain how they work. | |

Multiplication and division facts | Demonstrate automaticity with x0, x1, x2, x5, and x10 multiplication facts; use strategies to computer remaining facts up to 10x10. | |

Multiplication and division procedures | Use arrays, mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the multiplication of 2- and 3-digit whole numbers by 1-digit and describe the strategies used. | |

Make Reasonable Estimates | Computational estimation | Make reasonable estimates for whole number addition and subtraction problems; explain how the estimates were obtained. |

Understand Meanings of Operations | Models for the operations | Recognize and describe change, comparison, and parts-and-total situations; use repeated addition, arrays, and skip counting to model multiplication; use equal sharing and equal grouping to model division. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data or use given data to create charts, tables, bar graphs, and line plots. |

Analyze and Interpret Data | Data analysis | Use graphs to ask simple questions and draw conclusions; find the maximum, minimum, range, mode, and median of a data set. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, very likely, likely, unlikely, very unlikely, impossible and other basic probability terms; explain the choice of language. |

Predict the outcomes of simple experiments and test the predictions using manipulatives; express the probability of an event by using "_out of _" language. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Estimate length with and without tools; measure length to the nearest 1/2 inch and 1/2 centimeter; draw and describe angles of records of rotations. |

Area, perimeter, volume, and capacity | Describe and use strategies to measure the perimeter of polygons; count unit squares to find the areas of rectangles. | |

Units and systems of measurement | Describe relationships among inches, feet, and yards; describe relationships between minutes in an hour, hours in a day, days in a week. | |

Use and Understand Reference Frames | Time | Tell and show time to the nearest minute on an analog clock; tell and write time in digital notation. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Lines and angles | Identify and draw points, intersecting and parallel line segments, and lines, rays, and right angles. |

Plane and solid figures | Identify, describe, model, and compare place and solid figures including circles, polygons, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes, using appropriate geometric terms including the terms face, edge, vertex, and base. | |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Create and complete two-dimensional symmetric shapes or designs; locate multiple lines of symmetry in a two-dimensional shape. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric patterns; describe rules for patterns and use them to solve problems; use words and symbols to describe addition, subtraction, and multiplication and use those rules to solve problems. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Read, write, and explain expressions and number sentences using the symbols +,-,x, ÷, =, >, and <; solve number sentences; write expressions and number sentences to model number stories. |

Order of operations | Recognize that numeric expressions can have different values depending on the order in which operations are carried out; understand that grouping symbols can be used to affect the order in which operations are carried out. | |

Properties of the arithmetic operations | Describe and apply the Commutative and Associative Properties of Addition, the Commutative Property of Multiplication , and the Multiplicative Identity. |