Grade 3 Math Samples
Place Value Unit
Home Towns in Texas
Students use inequality symbols to compare the home town populations of three teams and round population numbers to the nearest hundreds place to determine which team has the greatest combined rounded population.Summative assessments include student anchor papers and scoring rationales.
Place Value Unit
The Place Value Unit involves understanding and representing the relative position, magnitude and relationships within the numeration system in order to answer questions such as:
- How can you use the additive property of place value (expanded notation) to decompose the number 54,321? (50,000 + 4,000 + 300 + 20 + 1)
- How can you use the base ten property of place value to explain the relationship between each of the digits in the number 55,555? (Each number is worth 10 times the number to its right and one-tenth the number to its left.)
- How can you use the multiplicative property of place value to describe the meaning of each digit in the number 54,321? (Since the 4 is in the thousands place, multiplying the 4 times 1,000 gives the value of the 4 in the number.)
- What other ways can you use ten thousands, thousands, hundreds, tens, and ones to represent a number without changing its value? (Methods might include using objects, pictorial models, and numbers, including non-standard partitioning of the number in a variety of ways.)
Three Fish Limit
Students determine the number of fish that are caught when each friend catches their three fish limit.Summative assessments include student anchor papers and scoring rationales.
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
TEKS (for Texas)
Circles and Stars
Students determine the solution to 6 x 3 and draw a representation of their findings using circles and stars.Summative assessments include student anchor papers and scoring rationales.
The Multiplication Unit involves identifying a variety of models to represent the process of multiplication in order to learn how to use it to solve problems. Questions to answer may include:
- How do multiplication situations differ from addition situations?
- How do equal-sized groups model multiplication situations in the world outside the classroom? What real-world examples of equal-sized groups can you think of?
- How do arrays and area models represent multiplication situations in the world outside the classroom? What real-world examples of arrays can you think of?
- Given a multiplication equation, how can you create a situation to match it?
TEKS standards covered: 3.4D, 3.4E, 3.4F, 3.4G