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Common CoreMath Standards

1st Quarter Study Guide3rd Grade

Created byKaryn Miller

3rd Grade Math TeacherWRES

Detailed Descriptions of Each StandardExamples of Every StandardPractice Problems IncludedPictorial Representations

Standards Listed on Every PageBonus Posters Included

33 Jam-Packed Pages of Guidance

Kid FriendlyParent Friendly

Common Core Math Standards

1st Quarter Study Guide

3rd Grade

MCC3.NBT.1Use place value understanding to round whole numbers to the nearest 10 and 100.

Rounding to the Nearest Ten

Step 1 - State the two tens the number is between.Step 2 - Look at the digit in the ones place.Step 3 - If the ones digit is 5 or more, round up to the

next ten.

If the ones digit is less than 5, the tens digitstays the same (go down).

Example:Use place value to round 84 to the nearest ten.

Step 1 - 84 is between 80 and 90Step 2 - 4 is in the ones placeStep 3 - 4 is less than 5, so the tens digit stays the

same. I will round down to 80.

So, 84 rounded to the nearest 10 is 80.

Round to the nearest 10: 26, 35, 92, 71, 18, 47, 83, 59

When you round a number, you find a number that tells you about how much or about how many.


Rounding to the Nearest Hundred

Step 1 - State the two hundreds the number is between.Step 2 - Look at the digit in the tens place.Step 3 - If the tens digit is 5 or more, round up to the

next hundred.

If the tens digit is less than 5, the hundredsdigit stays the same (go down).

Example:Use place value to round 372 to the nearest hundred.

Step 1 - 372 is between 300 and 400Step 2 - 7 is in the tens placeStep 3 - 7 is more than 5, so the hundreds digit rounds up

to the next hundred. I will round up to 400.

So, 372 rounded to the nearest 100 is 400.

Practice rounding these numbers to the nearest 100.

849 561 293 617 458 924 785 136 394

Now try rounding them to the nearest 10.

When you round a number, you find a number that

tells you about how much or about how many.

Page 2


Rounding 3-digit Numbersto the Nearest Ten

Step 1 - Cover up the digit in the hundreds place.

Step 2 - State the two tens the uncovered 2-digitnumber is between.

Step 3 - Look at the digit in the ones place.Step 4 - If the ones digit is 5 or more, round up to the

next ten.

If the ones digit is less than 5, the tens digitstays the same (go down).

Step 5 - Once you decide what the tens rounds to,uncover the hundreds digit and add it back tothe number.

Example:Use place value to round 643 to the nearest ten.

Step 1 - Cover up 6 and just look at 43

Step 2 - 43 is between 40 and 50Step 3 - 3 is in the ones placeStep 4 - 3 is less than 5, so the tens digit stays the

same (rounds down). I will round 43 to 40.Step 5 - Add the 6 hundred back to the number. Instead

of just 40, my rounded number will be 640.

So, 643 rounded to the nearest 100 is 640. Page 3


Page 4


Page 5

MCC3.NBT.1Use place vale understanding to round whole numbers to the nearest 10 and 100.

Page 6

MCC3.NBT.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Place Value Strategy

Breaking Each Number into Expanded Form

325 + 461300 + 20 + 5400 + 60 + 1700 + 80 + 6

786

or

325+ 461

70080

+ 6786

Page 7

Addition and Subtraction Strategies


Landmark or Friendly Numbers Strategy

Breaking Each Number into PartsThat are Easy to Add

85 + 25

Break 85 into 75 + 10 because it is easy to add 75 to 25. Then I added 75 + 25 (like quarters) which was 100. Then I went back and added the other 10 to 100, which was 100 + 10 = 110.

Landmark or Friendly Numbers That are Easy to Add and Subtract:

Numbers that end in 0

Numbers that represent quarters(25, 50, 75, 100) Page 8



Adding Up in Chunks Strategy

Adding 10 at a time until you get close to the number and then add the remainder

85 + 25

Start at 85 and add 10 (95), add 10 more (105) and then add the remaining 5 (110).

85 95 105 110

10 10 5

25Page 9



Compensation Strategy

Adding an amount to one number and subtracting that same amount from the

other number to make it easy to add

68 + 34(68 + 2) + (34 – 2)

70 + 32102

147 + 26(147 + 3) + (26 – 3)

150 + 23183 Page 10



Sketching Strategy

Draw base ten blocks to represent each number and then add the value of base ten

blocks for the two numbers.

64+ 31

95Page 11


MCC3.MD.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Picture Graphs

Students should be able to answer questionsabout pictographs regardless of how manyeach picture stands for, but paying very closeattention to the key to answer questionsaccurately.

How many more students play basketball thanhockey?How many fewer students play footballthan baseball? Page 12

MCC3.MD.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Bar Graphs

Students should be able to answer questionsabout bar regardless of what scale is used.

How many more students chose purple thanred?How many fewer students chose green thanblue? Page 13

MCC3.OA.1

Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.

‘x’ means “groups of”

5 groups of 75 x 7 = 35

Page 14

MCC3.OA.2

Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

56 gumdrops shared equally by 8 friends

56 ÷ 8 = 78 groups of 7

Page 15

Steps to Solve Story Problems

1.Read the Whole PROBLEM.2.Underline the QUESTION.3.Circle the Important NUMBERS.4.Draw a PICTURE.5.Reread the PROBLEM.6.Check your ANSWER.7.Write a Number SENTENCE.8.Box the ANSWER.

GET READY!

Callback Story Problem Fun

Remember to make sure your

answer makes sense and answers the question from the story problem.

Page 16

MCC3.OA.2


EXAMPLE

Four friends share 24 marbles equally. How many marbles will each person get?

Think: They have to share them equally, so I need to make a pile for each person.

Then I need to pass them out until I don’t have any left.

Now I can see that each friend will get 6 marbles each.

Number Sentence: 24 ÷ 4 = 64 groups of 6 Page 17

MCC3.OA.2


Now You Try

Five students earned 30 stickers that they had to share equally. How many stickers

will each student get?

Think: They have to share them equally, so I need to make a pile for each person.

Then I need to pass them out until I don’t have any left.

Now I can see that each friend will get ___ stickers each.

Number Sentence: _____ ÷ _____ = __________ groups of _____

Page 18

MCC3.OA.2


56 gumdrops with each friend getting 8 gumdrops each

56 ÷ 8 = 77 groups with 8 in EACH group

Page 19

MCC3.OA.2


EXAMPLE

Ella bakes 18 cupcakes. She puts 3 cupcakes on each plate to cool. How

many plates will she use?

Think: I need to put 3 cupcakes on each plate and count by 3s until I get to 18.

Now I can see that each plate has 3 cupcakes on it, and Ella had to use 6

plates.Number Sentence: 18 ÷ 3 = 6

6 groups of 3 Page 20

MCC3.OA.2


Now You Try

A group of 8 people want to ride the Ferris wheel. Two people will fit in each seat.

How many seats will they need?

Think: I need to put 2 people in each seat and count by 2s until I get to 8.

Now I can see that each seat has _____ people on it, and they used _____ seats

all together.Number Sentence: _____ ÷ _____ = _____

_____ groups of _____ Page 21

MCC3.OA.3

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 a problem.

ArrayAn equal number of rows and columns, where the

row is named first in the number sentence.(Row x Column = Total)

Lucy works at a cookie store. She places cookieson a cookie sheet to bake. She places the cookies in2 rows of 4 cookies. How many cookies can shebake on one cookie sheet?

2 X 4 = 82 rows of 4 Page 22

Arrays

3 x 4

Means

3 rows with 4 in each row

An arrangement that shows objects in rows and columns which will form a square or a rectangle

Row 1Row 2Row 3

1 2 3 4

Answer = 12 Page 23

MCC3.OA.3


Equal GroupsAn equal number of objects in each group

(Groups x Objects = Total)

Barry has some comic books. He puts them in 3 equal piles. He puts 5 in each pile. How many comic books does Barry have?

3 X 5 = 153 groups of 5

Page 24

MCC3.OA.3


Repeated AdditionAn equal number of objects in each group(Group + Group + Group + Group = Total)

Mr. Carson was cleaning out his closet. He packed 2shoes in each of his 5 shoeboxes to organize hiscloset. How many shoes did he pack up in all?

2 + 2 + 2 + 2 + 2 = 105 groups of 2

Page 25

MCC3.OA.3


Number LineEqual jumps on a number line

(Number skip counting by X Number of jumps = Total)

Mrs. Baxter buys 3 packages of mangos to make alarge fruit salad. Each package contains 2 mangos.How many mangos does Mrs. Baxter have in all?

2 X 3 = 63 groups of 2

Page 26

2 2 2

MCC3.OA.5

Apply properties of operations as strategies to multiply and divide. Examples: If 6x4=24 is known, then 4x6=24 is also known. (Commutative Property of Multiplication). 3x5x2 can be found by 3x5=15, then 15x2=30, or by 5x2=10, then 3x10=30. (Associative Property of Multiplication). Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive Property of Multiplication).

Commutative Property of Multiplication(Flip Flop Property)

States that the order of the numbers (factors) does not matter when you are multiplying numbers

5 x 4 = 4 x 5

Page 27

5 x 4 = 20 4 x 5 = 20

“Flip Flop” PropertyAlso Known As

Commutative Property

5 x 4

Has the Same Value as

4 x 5

Either way you compute it, you still get 20.Page 28

MCC3.OA.5


Associative Property of Multiplication(Friendship Property)

States that the product stays the same when the grouping of the factors is changed

(5 x 2) x 3 = (5 x 3) x 210 x 3 = 15 x 2

30 = 30

Give it a try:

(4 x 2) x 5 = (4 x 5) x 2______x_____ = _____ x _____

_____ = _____

or

(6 x 4) x 2 = (6 x 2) x 4_____ x 2 = _____ x 4

_____ = _____ Page 29

MCC3.OA.5


Distributive Property of Multiplication(Stretch it Out)

Students use this strategy for using products they know to solve products they don’t know.

7 x 67 x 5 = 357 x 1 = 7

35 + 7 = 42

or7 x 6

7 x 3 = 217 x 3 = 21

21 + 21 = 42

or7 x 6

5 x 6 = 302 x 6 = 12

30 + 12 = 42Page 30

MCC3.OA.5


Distributive Property of Multiplication(Stretch it Out)

Students use this strategy for using products they know to solve products they don’t know.

Give it a try:

8 x 6_____ x _____ = __________ x _____ = __________ + _____ = _____

or

9 x 7_____ x _____ = __________ x _____ = __________ + _____ = _____

Page 31

MCC3.OA.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = □ ÷ 3, 6 x 6 = ?.

Determine the Unknown in aMultiplication or Division Equation

2 x c = 16c = 8

b x 8 = 80b = 10

Give it a try:

21 ÷ a = 7a = _____

or

c x 5 = 45c = _____

Page 32

MCC3.OA.6

Understand division as an unknown factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Fact FamiliesMultiplication and Division are

Inverse Operations of Each Other

4 x 3 = 123 x 4 = 1212 ÷3 = 412 ÷4 = 3

Give it a try:

5 x 7 = 35_____ x _____ = _____

_____ ÷_____ = __________ ÷_____ = _____

or

3 x 6 = 18_____ x _____ = __________ ÷_____ = __________ ÷_____ = _____

Page 33

This study guide is a culmination of all the standards taught during the 1st 9 weeks in 3rd Grade Math this year, in the format that is was taught with kid friendly terms they understand and use.

I created this file for my students to review for our system-wide end of the 9 weeks testing, in addition to providing my parents with a resource that is easy to understand so they can help their children when they are at home. We do not have a Common Core textbook yet, so this resource should prove invaluable to my parents during this transition.

I hope you find it just as useful, as I tried to make it kid & parent friendly, and also included examples for practice.

Karyn Miller3rd Grade Math TeacherWhitesville Road Elementary SchoolLaGrange, GA

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