Mathematics – United States – Common Core State Standards
3.OA – Operations & Algebraic Thinking
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

2x10x tables
 Activities: 2 course, 7 extra


18 learning outcomes – click to view
3.OA.2 – Interpret wholenumber 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: 2 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


8 learning outcomes – click to view
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/thestandards/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: 2 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

2x10x 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


28 learning outcomes – click to view
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: 2x10x tables (missing number). Division facts (missing number). 2x tables. 5x tables. 10x tables. 3x tables. 4x tables.

2x10x 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


9 learning outcomes – click to view
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 unknownfactor 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). 2x10x tables (missing number). Division facts (missing number).

Division facts (missing number)
 Activities: 2 course, 2 extra

2x10x tables (missing number)
 Activities: 3 course, 12 extra


2 learning outcomes – click to view
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 onedigit 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

2x10x 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

2x10x tables  puzzle
 Activities: 1 course, 0 extra

Division facts
 Activities: 3 course, 8 extra


19 learning outcomes – click to view
Mathematics
3.OA.8 – Solve twostep 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 wholenumber 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


5 learning outcomes – click to view
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


9 learning outcomes – click to view
3.NBT – Number & Operations in Base Ten
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


2 learning outcomes – click to view
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


8 learning outcomes – click to view
3.NBT.3 – Multiply onedigit 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


4 learning outcomes – click to view
3.NF – Number & Operations—Fractions¹ (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8.)
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


6 learning outcomes – click to view
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


1 learning outcomes – click to view
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


1 learning outcomes – click to view
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


5 learning outcomes – click to view
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 learning outcomes – click to view
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


10 learning outcomes – click to view
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


4 learning outcomes – click to view
3.MD – Measurement & Data
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

Reading a Calendar
 Activities: 1 course, 5 extra

Timelines
 Activities: 1 course, 6 extra

Reading Time  to the minute
 Activities: 2 course, 10 extra


5 learning outcomes – click to view
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/thestandards/mathematics/glossary/glossary/ ). Add, subtract, multiply, or divide to solve onestep 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


9 learning outcomes – click to view
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 twostep “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


6 learning outcomes – click to view
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


2 learning outcomes – click to view
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


2 learning outcomes – click to view
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


1 learning outcomes – click to view
3.MD.7 – Relate area to the operations of multiplication and addition.
3.MD.7.a – Find the area of a rectangle with wholenumber 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


2 learning outcomes – click to view
3.MD.7.b – Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and mathematical problems, and represent wholenumber 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


1 learning outcomes – click to view
3.MD.7.c – Use tiling to show in a concrete case that the area of a rectangle with wholenumber 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 learning outcomes – click to view
3.MD.7.d – Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping 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


2 learning outcomes – click to view
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


3 learning outcomes – click to view
3.G – Geometry
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


4 learning outcomes – click to view
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

Matching equivalent fractions using fraction models
 Activities: 1 course, 0 extra



7 learning outcomes – click to view