# Indiana State Standards for Mathematics: Grade 3

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IN.3.1. Number Sense

3.1.1. Count, read, write, compare, and plot on a number line whole numbers up to at least 10,000.

3.1.2. Interpret and model fractions as parts of a whole, parts of a group, and points and distances on a number line for numbers less than, equal to, or greater than one.

3.1.3. Compare and order fractions by using models, benchmark fractions, or common numerators or denominators.

3.1.4. Use words, models, standard form and expanded form to represent place value and to show equivalent forms of whole numbers up to at least 10,000.

3.1.5. Solve problems involving addition and subtraction of whole numbers fluently using a standard algorithmic approach.

3.1.6. Represent the concept of multiplication of whole numbers with models as repeated addition, equal-sized groups, arrays, area models, and equal ''jumps'' on a number line and explain the result of multiplying by zero.

3.1.7. Represent the concept of division of whole numbers with models as successive subtraction, partitioning, sharing, and an inverse of multiplication. Show that division by zero is not possible.

3.1.8. Construct and analyze frequency tables and bar graphs from data, including data collected through observations, surveys and experiments.

3.1.9. Identify events on a continuum from impossible to unlikely, equally likely, likely or certain. Determine a simple probability in a context using pictures.

IN.3.2. Computation

3.2.1. Write and solve equations using (=) to show equivalence and use variables to express mathematical relationships involving multiplication.

3.2.2. Create, extend, and give a rule for number patterns using multiplication.

3.2.3. Solve problems using the identity principle of multiplication.

IN.3.3. Algebra and Functions

3.3.1. Identify angles that are right angles and other angles that are greater than or less than a right angle.

3.3.2. Identify, describe and draw points, lines and line segments and use these terms when describing two-dimensional shapes.

3.3.3. Identify and draw lines of symmetry in geometric shapes and recognize symmetrical shapes in the environment.

3.3.4. Find the perimeter of polygons.

3.3.5. Choose and use appropriate units and tools to estimate and measure length and weight. Estimate and measure length to 1/4 inch, weight in pounds and kilograms, and temperature in Celsius and Fahrenheit selecting appropriate units for the given situation. Use the relationship between the units to express answers in different units.

3.3.6. Using an analog clock tell time to the nearest minute.

IN.PS. Process Standards

PS.1. Problem Solving

PS.1.1. Build new mathematical knowledge through problem solving.

PS.1.2. Solve problems that arise in mathematics and in other contexts.

PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems.

PS.1.4. Monitor and reflect on the process of mathematical problem solving.

PS.2. Reasoning and Proof

PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics.

PS.2.2. Make and investigate mathematical conjectures.

PS.2.3. Develop and evaluate mathematical arguments and proofs.

PS.2.4. Select and use various types of reasoning and methods of proof.

PS.3. Communication

PS.3.1. Organize and consolidate their mathematical thinking through communication.

PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others.

PS.3.4. Use the language of mathematics to express mathematical ideas precisely.

PS.4. Connections

PS.4.1. Recognize and use connections among mathematical ideas.

PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

PS.4.3. Recognize and apply mathematics in contexts outside of mathematics.

PS.5. Representation

PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas.

PS.5.2. Select, apply, and translate among mathematical representations to solve problems.

PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena.

PS.6. Estimation and Mental Computation

PS.6.1. Know and apply appropriate methods for estimating the results of computations.

PS.6.2. Round numbers to a specified place value.

PS.6.3. Use estimation to decide whether answers are reasonable.

PS.6.4. Decide when estimation is an appropriate strategy for solving a problem.

PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations.

PS.6.6. Use properties of numbers and operations to perform mental computation.

PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy.

PS.7. Technology

PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum.

PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving.

PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills.

PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.

PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end in itself.