This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed
information at each level. Resources used: CCSS, Arizona DOE, Ohio DOE and North Carolina DOE. This "Flip Book" is intended to help teachers understand what each standard means in terms of what students must know and be able to do. It provides only a sample of instructional
strategies and examples. The goal of every teacher should be to guide students in understanding & making sense of mathematics.
Construction directions: Print single-sided on cardstock. Cut the tabs on each page starting with page 2. Cut
the bottom off of this top cover to reveal the tabs for the subsequent pages. Staple or bind the top of all pages to complete your flip book.
Compiled by Melisa Hancock (Send feedback to: email@example.com)
1. Make sense of problems and persevere in solving them. In third grade, students know that doing mathematics involves solving problems and discussing how
they solved them. Students explain to themselves the meaning of a problem and look for ways to
solve it. Third graders may use concrete objects or pictures to help them conceptualize and solve
problems. They may check their thinking by asking themselves, "Does this make sense?" They listen to the strategies of others and will try different approaches. They often will use another method to
check their answers. 2. Reason abstractly and quantitatively.
Third graders should recognize that a number represents a specific quantity. They connect the
quantity to written symbols and create a logical representation of the problem at hand, considering
both the appropriate units involved and the meaning of quantities. 3. Construct viable arguments and critique the reasoning of others.
In third grade, students may construct arguments using concrete referents, such as objects,
pictures, and drawings. They refine their mathematical communication skills as they participate in
mathematical discussions involving questions like "How did you get that?" and "Why is that true?" They explain their thinking to others and respond to others' thinking.
4. Model with mathematics. Students experiment with representing problem situations in multiple ways including numbers,
words (mathematical language), drawing pictures, using objects, acting out, making a chart, list, or
graph, creating equations, etc. Students need opportunities to connect the different representations
and explain the connections. They should be able to use all of these representations as needed.
Third graders should evaluate their results in the context of the situation and reflect on whether the
results make sense. 5. Use appropriate tools strategically.
Third graders consider the available tools (including estimation) when solving a mathematical
problem and decide when certain tools might be helpful. For instance, they may use graph paper to
find all the...