## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• 3.OA.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

• 18 learning outcomes – click to view

Samples: Groups of 2. Groups of 5. Groups of 10. Counting by 2. Counting by 5. Counting by 10. Arrays. 2x tables. 5x tables. 10x tables.

• #### Groups and rows of 2

• Activities: 3 course, 7 extra
• #### Groups and rows of 5

• Activities: 4 course, 14 extra
• #### Groups and Rows of 10.

• Activities: 3 course, 6 extra
• #### Counting by 2

• Activities: 6 course, 5 extra
• #### Counting by 5

• Activities: 4 course, 3 extra
• #### Counting by 10

• Activities: 5 course, 5 extra
• #### Arrays

• Activities: 1 course, 0 extra
• #### 2x tables

• Activities: 3 course, 5 extra
• #### 5x tables

• Activities: 3 course, 7 extra
• #### 10x tables

• Activities: 4 course, 6 extra
• #### 2x tables (problem solving)

• Activities: 2 course, 4 extra
• #### 5x tables (problem solving)

• Activities: 2 course, 3 extra
• #### 10x tables (problem solving)

• Activities: 2 course, 3 extra
• #### Groups and rows of 3

• Activities: 3 course, 1 extra
• #### 3x tables (problem solving)

• Activities: 3 course, 3 extra
• #### Groups and rows of 4

• Activities: 3 course, 4 extra
• #### 4x tables (problem solving)

• Activities: 3 course, 3 extra
• #### 2x-10x tables

• Activities: 2 course, 7 extra
• 3.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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

• 8 learning outcomes – click to view

Samples: Sharing between 2. Dividing by 2. Dividing by 2 (problem solving). Dividing using division symbol. Dividing by 3.

• #### Sharing between 2

• Activities: 1 course, 5 extra
• #### Dividing by 2

• Activities: 3 course, 1 extra
• #### Dividing by 2 (problem solving)

• Activities: 2 course, 3 extra
• #### Using the division symbol

• Activities: 2 course, 0 extra
• #### Dividing by 3

• Activities: 3 course, 3 extra
• #### Dividing by 3 (problem solving)

• Activities: 2 course, 1 extra
• #### Dividing by 4

• Activities: 3 course, 3 extra
• #### Dividing by 4 (problem solving)

• Activities: 2 course, 3 extra
• 3.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 the problem. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

• 28 learning outcomes – click to view

Samples: Groups of 2. Groups of 3. Groups of 4. Groups of 5. Groups of 10. Counting by 2. Counting by 5. Counting by 10. Groups of 6.

• #### Groups and rows of 2

• Activities: 3 course, 7 extra
• #### Groups and rows of 3

• Activities: 3 course, 1 extra
• #### Groups and rows of 4

• Activities: 3 course, 4 extra
• #### Groups and rows of 5

• Activities: 4 course, 14 extra
• #### Groups and Rows of 10.

• Activities: 3 course, 6 extra
• #### Counting by 2

• Activities: 6 course, 5 extra
• #### Counting by 5

• Activities: 4 course, 3 extra
• #### Counting by 10

• Activities: 5 course, 5 extra
• #### Groups and rows of 6

• Activities: 2 course, 0 extra
• #### Groups and rows of 7

• Activities: 2 course, 0 extra
• #### Groups and rows of 8

• Activities: 2 course, 0 extra
• #### Groups and rows of 9

• Activities: 2 course, 0 extra
• #### Dividing by 2

• Activities: 3 course, 1 extra
• #### 2x tables (problem solving)

• Activities: 2 course, 4 extra
• #### 3x tables (problem solving)

• Activities: 3 course, 3 extra
• #### 4x tables (problem solving)

• Activities: 3 course, 3 extra
• #### 5x tables (problem solving)

• Activities: 2 course, 3 extra
• #### 6x tables (problem solving)

• Activities: 2 course, 4 extra
• #### 7x tables (problem solving)

• Activities: 2 course, 4 extra
• #### 8x tables (problem solving)

• Activities: 2 course, 4 extra
• #### 9x tables (problem solving)

• Activities: 3 course, 6 extra
• #### 10x tables (problem solving)

• Activities: 2 course, 3 extra
• #### 2x-10x tables (problem solving)

• Activities: 4 course, 6 extra
• #### Dividing by 2 (problem solving)

• Activities: 2 course, 3 extra
• #### Dividing by 3 (problem solving)

• Activities: 2 course, 1 extra
• #### Dividing by 6 (problem solving)

• Activities: 3 course, 3 extra
• #### Dividing by 7 (problem solving)

• Activities: 4 course, 2 extra
• #### Division facts (problem solving)

• Activities: 2 course, 7 extra
• 3.OA.4 – Determine 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 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

• 9 learning outcomes – click to view

Samples: 2x-10x tables (missing number). Division facts (missing number). 2x tables. 5x tables. 10x tables. 3x tables. 4x tables.

• #### 2x-10x tables (missing number)

• Activities: 3 course, 12 extra
• #### Division facts (missing number)

• Activities: 2 course, 2 extra
• #### 2x tables

• Activities: 3 course, 5 extra
• #### 5x tables

• Activities: 3 course, 7 extra
• #### 10x tables

• Activities: 4 course, 6 extra
• #### 3x tables

• Activities: 3 course, 8 extra
• #### 4x tables

• Activities: 4 course, 6 extra
• #### Dividing by 3

• Activities: 3 course, 3 extra
• #### Dividing by 4

• Activities: 3 course, 3 extra
• ##### Mathematics
• 3.OA.5 – Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

• 3.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.

• 2 learning outcomes – click to view

Samples: Division facts (missing number). 2x-10x tables (missing number). Division facts (missing number).

• #### Division facts (missing number)

• Activities: 2 course, 2 extra
• #### 2x-10x tables (missing number)

• Activities: 3 course, 12 extra
• ##### Mathematics
• 3.OA.7 – Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

• 19 learning outcomes – click to view

Samples: 2x tables. 3x tables. Challenge Puzzle - 3x tables. 4x tables. 4x Multiplication facts - puzzle. 5x tables. 6x tables.

• #### 2x tables

• Activities: 3 course, 5 extra
• #### 3x tables

• Activities: 3 course, 8 extra
• #### Puzzle - 3x tables

• Activities: 1 course, 0 extra
• #### 4x tables

• Activities: 4 course, 6 extra
• #### 4x tables - puzzle

• Activities: 1 course, 0 extra
• #### 5x tables

• Activities: 3 course, 7 extra
• #### 6x tables

• Activities: 3 course, 5 extra
• #### 7x tables

• Activities: 3 course, 6 extra
• #### 8x tables

• Activities: 3 course, 5 extra
• #### 9x tables

• Activities: 3 course, 6 extra
• #### 2x-10x tables

• Activities: 3 course, 12 extra
• #### Dividing by 3

• Activities: 3 course, 3 extra
• #### Dividing by 4

• Activities: 3 course, 3 extra
• #### Dividing by 6

• Activities: 2 course, 1 extra
• #### Dividing by 7

• Activities: 2 course, 1 extra
• #### Dividing by 8

• Activities: 2 course, 1 extra
• #### Dividing by 9

• Activities: 2 course, 1 extra
• #### 2x-10x tables - puzzle

• Activities: 1 course, 0 extra
• #### Division facts

• Activities: 3 course, 8 extra
• ##### Mathematics
• 3.OA.8 – Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order.)

• 5 learning outcomes – click to view

Samples: Subtraction (two step problem solving). Represent problems using algebraic equation.

• #### Subtraction (two step problem solving)

• Activities: 2 course, 1 extra
• #### Represent problems using algebraic equation

• Activities: 1 course, 0 extra
• #### Problem solving: Two step - Activity 1

• Activities: 1 course, 0 extra
• #### Problem solving: Two step - Activity 2

• Activities: 1 course, 0 extra
• #### Problem solving: Two step - Activity 3

• Activities: 1 course, 0 extra
• 3.OA.9 – Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

• 9 learning outcomes – click to view

Samples: Groups of 6. Groups of 7. Groups of 8. Groups of 9. Missing elements in number patterns.

• #### Groups and rows of 6

• Activities: 2 course, 0 extra
• #### Groups and rows of 7

• Activities: 2 course, 0 extra
• #### Groups and rows of 8

• Activities: 2 course, 0 extra
• #### Groups and rows of 9

• Activities: 2 course, 0 extra
• #### Identify missing elements in number patterns

• Activities: 1 course, 5 extra
• #### Representing word problems as number sentences

• Activities: 1 course, 0 extra
• #### Identify the rules for number patterns

• Activities: 1 course, 0 extra
• #### Continue number patterns resulting from addition or subtraction

• Activities: 1 course, 1 extra
• #### Challenge puzzle - Algebra

• Activities: 1 course, 0 extra
• ##### Mathematics
• 3.NBT.1 – Use place value understanding to round whole numbers to the nearest 10 or 100.

• 2 learning outcomes – click to view

Samples: Rounding to the nearest 10 (3 digits). Rounding to the nearest hundred. Rounding numbers: Activity 2.

• #### Rounding to the nearest 10

• Activities: 3 course, 3 extra
• #### Rounding to the nearest hundred

• Activities: 3 course, 0 extra
• 3.NBT.2 – Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

• 8 learning outcomes – click to view

Samples: Adding three digit numbers using blocks. Subtracting 10 large numbers. Subtracting 100.

• #### Adding three digit numbers using blocks

• Activities: 1 course, 0 extra
• #### Subtracting 10 large numbers

• Activities: 1 course, 1 extra
• #### Subtracting 100

• Activities: 1 course, 1 extra
• #### Place value - Subtract three digit numbers

• Activities: 1 course, 0 extra
• #### Subtracting from 1000

• Activities: 3 course, 10 extra
• #### Subtraction - missing number

• Activities: 1 course, 2 extra
• #### Subtraction and addition (problem solving)

• Activities: 1 course, 0 extra
• #### Subtracting multiples of 100 (problem solving)

• Activities: 1 course, 0 extra
• 3.NBT.3 – Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

• 4 learning outcomes – click to view

Samples: Multiplying multiples of 10. Challenge Puzzle. Short multiplication of multiples of 10.

• #### Multiplying multiples of 10

• Activities: 5 course, 4 extra
• #### Multiplying multiples of 10 - puzzle

• Activities: 1 course, 0 extra
• #### Multiples of 10 by 1 digit - problem solving

• Activities: 0 course, 1 extra
• #### Multiplying 2 by 1 digit (problem solving)

• Activities: 4 course, 8 extra
• ##### Mathematics
• 3.NF.1 – Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

• 6 learning outcomes – click to view

Samples: Halves and quarters. Halves - identifying an equal share. Representing fractions. Identifying Fractions.

• #### A half.

• Activities: 2 course, 5 extra
• #### Halving groups.

• Activities: 2 course, 1 extra
• #### Representing fractions

• Activities: 1 course, 0 extra
• #### Identifying fractions

• Activities: 3 course, 4 extra
• #### Identifying mixed fractions

• Activities: 2 course, 0 extra
• #### Count by halves, thirds, quarters and eighths.

• Activities: 1 course, 0 extra
• 3.NF.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram.

• 3.NF.2.a – Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

• 1 learning outcomes – click to view

Samples: Fractions on a number line (with guides). Fractions on a number line. Fractions on a Number Line.

• #### Fractions on a number line.

• Activities: 2 course, 1 extra
• 3.NF.2.b – Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

• 1 learning outcomes – click to view

Samples: Fractions on a number line (with guides). Fractions on a number line. Fractions on a Number Line.

• #### Fractions on a number line.

• Activities: 2 course, 1 extra
• 3.NF.3 – Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

• 3.NF.3.a – Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

• 5 learning outcomes – click to view

Samples: Equivalence. Matching equivalent fractions using fraction models. Matching equivalent fractions.

• #### Modelling equivalent fractions.

• Activities: 2 course, 3 extra
• #### Matching equivalent fractions using fraction models

• Activities: 1 course, 0 extra
• #### Matching equivalent fractions

• Activities: 1 course, 0 extra
• #### Hundredths in their lowest forms

• Activities: 2 course, 0 extra
• #### Comparing fractions as quantities.

• Activities: 2 course, 0 extra
• 3.NF.3.b – Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

• 3 learning outcomes – click to view

Samples: Matching equivalent fractions using fraction models. Equivalence. Matching equivalent fractions.

• #### Matching equivalent fractions using fraction models

• Activities: 1 course, 0 extra
• #### Modelling equivalent fractions.

• Activities: 2 course, 3 extra
• #### Matching equivalent fractions

• Activities: 1 course, 0 extra
• 3.NF.3.c – Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

• 10 learning outcomes – click to view

Samples: Halves, thirds and quarters. Identifying Fractions. Dividing groups into halves and quarters.

• #### Halves, thirds and quarters

• Activities: 1 course, 1 extra
• #### Quarters and eighths

• Activities: 4 course, 9 extra
• #### Dividing groups into halves and quarters

• Activities: 2 course, 5 extra
• #### Representing fractions

• Activities: 1 course, 0 extra
• #### Identifying fractions

• Activities: 3 course, 4 extra
• #### Identifying mixed fractions

• Activities: 2 course, 0 extra
• #### Matching equivalent fractions using fraction models

• Activities: 1 course, 0 extra
• #### Comparing fractions as quantities.

• Activities: 2 course, 0 extra
• #### Modelling equivalent fractions.

• Activities: 2 course, 3 extra
• #### Comparing fractions - 1 whole

• Activities: 1 course, 0 extra
• 3.NF.3.d – Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

• 4 learning outcomes – click to view

Samples: ComparingFractionsAsQuantities. Compare fractions: using comparison symbols (<, =, >). Equivalence.

• #### Comparing fractions as quantities.

• Activities: 2 course, 0 extra
• #### Compare fractions: using comparison symbols (<, =, >)

• Activities: 1 course, 0 extra
• #### Modelling equivalent fractions.

• Activities: 2 course, 3 extra
• #### Matching equivalent fractions

• Activities: 1 course, 0 extra
• ##### Mathematics
• 3.MD.1 – Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

• 5 learning outcomes – click to view

Samples: Estimate the duration of time. Months of the Year. Reading a Calendar. Timelines. Reading Clock Five Minute Intervals.

• #### Most likely duration for an event

• Activities: 1 course, 2 extra
• #### Months of the Year

• Activities: 1 course, 3 extra

• Activities: 1 course, 5 extra
• #### Timelines

• Activities: 1 course, 6 extra
• #### Reading Time - to the minute

• Activities: 2 course, 10 extra
• 3.MD.2 – Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes multiplicative comparison problems (problems involving notions of “times as much”; see Glossary, Table 2 http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ ). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes compound units such as cm3 and finding the geometric volume of a container.)

• 9 learning outcomes – click to view

Samples: Comparing Capacity. Measuring capacity using informal units tutorial. Measure volume using informal units.

• #### Full to empty

• Activities: 2 course, 1 extra
• #### Use direct and indirect comparisons to compare volume

• Activities: 2 course, 4 extra
• #### Compare or measure volume measured using informal units

• Activities: 1 course, 10 extra
• #### Measure volume using informal units.

• Activities: 2 course, 5 extra
• #### Measure volume using litres and milliltres

• Activities: 2 course, 7 extra
• #### Measure mass in grams and kilograms

• Activities: 3 course, 19 extra
• #### Compare mass using a balance scale

• Activities: 2 course, 2 extra
• #### Measure mass with informal units using a balance scale

• Activities: 4 course, 7 extra
• ##### Mathematics
• 3.MD.3 – Draw 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. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

• 6 learning outcomes – click to view

Samples: Data in tables: Activity 1. Data - tally marks: Activity 1. Interpret data in lists.

• #### Interpret data presented in a table

• Activities: 2 course, 3 extra
• #### Interpret data presented with tally marks

• Activities: 2 course, 2 extra
• #### Interpret data presented in lists

• Activities: 1 course, 0 extra
• #### Interpret data presented using picture graphs.

• Activities: 1 course, 4 extra
• #### Data & Graphs - Column Graph Creator

• Activities: 0 course, 1 extra
• #### Interpret data presented using simple column graphs

• Activities: 1 course, 12 extra
• 3.MD.4 – Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

• ##### Mathematics
• 3.MD.5 – Recognize area as an attribute of plane figures and understand concepts of area measurement.

• 3.MD.5.a – A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

• 2 learning outcomes – click to view

Samples: Partitioned rectangles. Area using square tiles.

• #### Partitioned rectangles

• Activities: 1 course, 0 extra
• #### Area using square tiles

• Activities: 1 course, 0 extra
• 3.MD.5.b – A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

• 2 learning outcomes – click to view

Samples: Measuring area using informal units. Partitioned rectangles. Area using informal units.

• #### Comparing area using informal units.

• Activities: 2 course, 5 extra
• #### Partitioned rectangles

• Activities: 1 course, 0 extra
• 3.MD.6 – Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

• 1 learning outcomes – click to view

Samples: Measure using square centimetres. Measure area using a grid tutorial. Comparing and measuring area using a grid.

• #### Comparing and measuring area using a grid.

• Activities: 3 course, 10 extra
• 3.MD.7 – Relate area to the operations of multiplication and addition.

• 3.MD.7.a – Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

• 2 learning outcomes – click to view

Samples: Partitioned rectangles. Area using square tiles.

• #### Partitioned rectangles

• Activities: 1 course, 0 extra
• #### Area using square tiles

• Activities: 1 course, 0 extra
• 3.MD.7.b – Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

• 1 learning outcomes – click to view

Samples: Calculating area using a grid. Calculating the area of squares and rectangles.

• #### How to calculate the area of squares and rectangles.

• Activities: 3 course, 8 extra
• 3.MD.7.c – Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

• 3 learning outcomes – click to view

Samples: Area using square tiles. Measure using square centimetres. The 'square centimetre'.

• #### Area using square tiles

• Activities: 1 course, 0 extra
• #### Comparing and measuring area using a grid.

• Activities: 3 course, 10 extra
• #### Square centimetres

• Activities: 1 course, 8 extra
• 3.MD.7.d – Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

• 2 learning outcomes – click to view

Samples: Calculating the Area of Irregular Shapes. Calculating the Area of Irregular Shapes. Area of irregular shapes.

• #### Area of irregular shapes

• Activities: 3 course, 1 extra
• #### Calculate the area of irregular shapes.

• Activities: 0 course, 3 extra
• ##### Mathematics
• 3.MD.8 – Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

• 3 learning outcomes – click to view

Samples: Calculating Perimeter Regular Shapes. Calculating perimeter - irregular shapes. Perimeter and Area.

• #### Perimeter of squares and rectangles.

• Activities: 2 course, 4 extra
• #### Perimeter of irregular shapes.

• Activities: 2 course, 9 extra
• #### Perimeter and Area

• Activities: 1 course, 0 extra
• ##### Mathematics
• 3.G.1 – Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

• 4 learning outcomes – click to view

Samples: Identifying shapes based on attributes. Identifying types of lines. Shapes. Constructing 2D shapes. Identifying lines.

• #### Identifying shapes based on attributes

• Activities: 1 course, 0 extra
• #### Identifying types of lines

• Activities: 2 course, 9 extra
• #### Describe two dimensional shapes

• Activities: 0 course, 1 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 4 extra
• 3.G.2 – Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

• 7 learning outcomes – click to view

Samples: Fractions of an area. Identifying Fractions. Matching equivalent fractions using fraction models.

• #### Fractions of an area

• Activities: 1 course, 1 extra
• #### Identifying mixed fractions

• Activities: 2 course, 0 extra