Describe and
analyze
properties of
two-dimensional
shapes.
Grade 3
Big Idea 3
MA.3.A.4.1
Create, analyze, and represent patterns
and relationships using words,
variables, tables, and graphs.
Content Limits
Items may use numeric patterns, graphic patterns, function tables, or
graphs (bar graphs, pictographs, or line plots only).
Numeric patterns should be shown with three or more elements.
Items will not include extending the pattern on a bar graph or pictograph.
Rules for numeric patterns and relationships shown in function tables
must include only one operation limited to addition, subtraction, or
multiplication. When the operation of multiplication is used, the rule is
limited to the multiplication facts of 0 × 0 through 9 × 9.
Function rules or relationships may be described using words, tables,
graphs, or expressions using variables or geometric shapes (e.g., n, ?, ?);
however, the intent of the benchmark is not to assess solving equations.
FCAT Sample Question
MA.3.A.6.2
Solve non-routine problems by
making a table, chart, or list and
searching for patterns.
Content Limits
Items should require students to solve
nonroutine problems and not align with the
clarifications of MA.3.A.4.1 (extending a graphic
pattern or identifying a simple relationship [rule]
for a pattern).
FCAT Sample Question
MA.3.G.5.1
Select appropriate units, strategies and
tools to solve problems involving
perimeter
Content Limits
Items may require the student to use properties of polygons to
deduce the lengths of a side or sides of a polygon given the
perimeter and/or the lengths of the remaining sides of the polygon.
Polygons used in items must be convex with 3, 4, 5, 6, 8, or 10 sides
or composed of composite rectangles.
Items may require students to measure the sides of a polygon using
a ruler.
The lengths of the sides of polygons must be whole numbers.
Items will not include conversions between units of measure.
MA.3.G.5.2
Measure objects using fractional parts of
linear units such as ½, ¼, and 1/10.
Content Limits
Items will require students to measure
objects using a ruler. Measurements will be
less than 6 inches or 15 centimeters.
If an object is greater than 6 inches or 15
centimeters, then part of the object may be
represented pictorially with a partial ruler to
be read and interpreted by the student.
Items will not include conversions between
units.
Benchmark Clarifications
Students will find the measure of objects
to the nearest ¼, ½, or ¾ of an inch.
Students will find the measure of objects
to the neares whole millimeter and/or
centimeters.
MA.3.G.5.3
Tell time to the nearest minute and to the
nearest quarter hour, and determine the
amount of time elapsed.
Content Limits
Items may include determining elapsed time of
days, weeks, months, or years.
For elapsed time greater than 1 hour and less
than or equal to 24 hours, only increments of
hours and half hours will be assessed.
For elapsed time less than 1 hour, only
increments of quarter hours and 5 minutes will
be assessed.
MA.3.A.4.1
Create, analyze, and represent patterns and
relationships using words, variables, tables
and graphs.
MA.3.A.6.2
Solve non-routine problems by making a table,
chart, or list and searching for patterns.
Teaching for Depth
Mona is wearing her magic cape again. The first time she
wore it, she found 5 pennies. The next time she wore it, she
discovered 9 pennies. The third time she wore it, she found
13 pennies. If Mona keeps finding pennies this way, how
many pennies will she find when she wears her cape the
eighth time?
Time
Pennies Mona
Finds
Practice Problem:
Carol’s cat weighs 2 pounds. Doug’s dog weighs 14
pounds. Both pets are gaining about a pound a
month. If they keep on gaining weight like that, the
dog will soon weigh three times as much as the cat.
How many pounds will the cat weigh then?
Pounds
the cat
weighs
Pounds
the dog
weighs
Sachi and Kieko are both collecting baseball cards.
On Monday each of them got 3 cards. The next
day Sachi got 5 and Keiko got 4. On Wednesday
Sachi got 7 and Keiko got 6. On Thursday, each girl
got 9. If Sachi and Keiko keep getting cards in the
same way, how many cards will Keiko get on the
day that Sachi gets 15?
Day
Sachi’s Cards
Keiko’s cards
Grab and Go Activity 10.3
MA.3.G.5.1
Select appropriate units, strategies and
tools to solve problems involving
perimeter.
Introducing Perimeter
Students need to “experience” what perimeter
is and means.
The next step…..
Use what we know about rectangles to
determine missing side lengths.
Sample Problem
Another Problem
?
Perimeter and Area
Grab and Go Activity 11.9
MA.3.G.5.2
Measure objects using fractional parts
of linear units such as ½. ¼, and 1/10.
WHAT DOES RESEARCH
SAY?
• In the
sixth National Assessment of
educational Progress (NAEP), only 24% of
fourth-grade students and 62% of eighthgrade students could give the correct
measure of an object not aligned with the
end of a ruler.
John Van De Walle,
2001
What is the LENGTH of the
crayon?
What is the LENGTH of the
crayon?
What is the LENGTH of the
crayon?
Customary Measurement Model
MA.3.G.5.3
Tell time to the nearest minute and to
the nearest quarter hour, and
determine the amount of time elapsed.
Teaching for Depth
About the Math
Elapsed Time Situations
Examples
 Example 1: Our plane ride starts at 4:35 and
ends at 9:35. How long did the ride last?
Start: 4:35
Stop: 9:35
Elapsed:
Examples
 Example 1: Our plane ride starts at 4:35 and
lasts for 5 hours. What time did the plane
land?
Start: 4:35
Stop:
Elapsed: 5 hours
Examples
 Example 1: Our plane ride landed at 9:35 and
lasted for 5 hours. What time did the plane take
off?
Start:
Stop: 9:35
Elapsed: 5 hours
Grab and Go Activity 12.3