Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Standards for Mathematical Practice
1
Make sense of problems and persevere in solving them.
This standard is covered throughout the program; the following are examples.
Instruction:
New Concept
2
Problem Solving Overview, pages 1–6,
Lessons 18, 20, 30, 36, 39, 40, 60, 90,
93, 95, 99
Investigation(s)
10
Maintenance:
Problem Solving
Lessons 23, 53, 78, 85, 94, 98, 108
Written Practice
Lessons 22, 32, 41, 50, 67, 85, 106, 109
This standard is covered throughout the program; the following are examples.
Reason abstractly and quantitatively.
Instruction:
New Concept
Maintenance:
Problem Solving
1
Lessons 9, 18, 20, 25, 34, 36, 39, 40,
58, 60, 62, 63, 72, 73, 90
Lessons 12, 18, 20, 50, 60, 64, 78, 82,
107
Written Practice
Lessons 29 (see Early Finishers), 36,
44, 59, 60 (see Early Finishers), 65, 69,
84, 94
Performance Task(s)
3, 8
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
3
Construct viable arguments and critique the reasoning of others.
This standard is covered throughout the program; the following are examples.
Instruction:
New Concept
Lessons 26, 27, 44, 51, 67, 68, 102, 104
Investigation(s)
8
Maintenance:
Problem Solving
Lessons 41, 49, 55, 77, 84, 100
Written Practice
4
Lessons 42 (see Early Finishers), 58, 61
(see Early Finishers), 95
Performance Task(s)
9
This standard is covered throughout the program; the following are examples.
Model with mathematics.
2
Instruction:
New Concept
Lessons 6, 7, 11, 13, 14, 16, 34, 81,
Investigation(s)
1, 2, 3, 6
Maintenance:
Problem Solving
Lessons 7, 17, 28, 47, 51
Written Practice
Lessons 21, 38, 39, 40, 42, 46, 60, 91
Performance Task(s)
1, 4, 11
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
5
Use appropriate tools strategically.
This standard is covered throughout the program; the following are examples.
Instruction:
New Concept
Investigation(s)
Maintenance:
Written Practice
6
Attend to precision.
Lessons 14, 17, 19, 34, 35, 37, 38, 65,
77, 79, 81, 85
4, 9
Lessons 3 (see Early Finishers), 5 (see
Early Finishers), 6, 11 (see Early
Finishers), 17, 38 (see Early Finishers),
85, 86, 110
Performance Task(s)
10
Calculator Activities
Lessons 16, 19, 60, 73, 101
This standard is covered throughout the program; the following are examples.
Instruction:
New Concept
3
Lessons 3, 4, 5, 20, 34, 35, 37, 38, 52,
74, 79, 80, 84, 87, 109
Investigation(s)
4
Maintenance:
Problem Solving
Lessons 20, 69, 87, 110
Written Practice
Lessons 22, 31, 41, 84, 86, 88, 89, 98
Performance Task(s)
10
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
7
Look for and make use of structure.
This standard is covered throughout the program; the following are examples.
Instruction:
New Concept
8
Look for and express regularity in repeated reasoning.
Lessons 8, 10, 25, 34, 53, 77, 78, 92,
102, 104
Maintenance:
Problem Solving
Lessons 11, 24, 46, 56, 58, 86, 95, 102
Written Practice
Lessons 10, 26, 53, 78, 93, 103
Performance Task(s)
4, 5
This standard is covered throughout the program; the following are examples.
Instruction:
New Concept
Standard
Descriptor
Lessons 15, 43, 44, 46, 47, 53, 54, 55,
56, 57, 58, 61, 70, 76, 81, 82, 83, 84,
86, 88, 101, 102
Maintenance:
Power Up
Lessons 88, 90
Problem Solving
Lessons 47, 97, 105
Written Practice
Lessons 26, 47, 67, 80, 86, 89, 109
Performance Task(s)
7
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
Operations and Algebraic Thinking 3.OA
Represent and solve problems involving multiplication and division.
4
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
1
Interpret products of whole numbers, e.g., interpret 5 x 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 x 7.
Instruction:
New Concept
Maintenance:
Power Up
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.
5
Lessons 54, 55, 57, 60, 61
Lessons 63, 66, 68, 73, 74, 76, 78, 80,
84, 86, 89, 90, 91, 97, 100, 101
Problem Solving
Lessons 55, 62, 75, 94
Written Practice
Lessons 54, 55, 56, 57, 58, 59, 60, 61,
62, 63, 64, 66, 67, 70, , 73, 75, 76, 78,
79, , 81, 84, 102, 104,
Learning Stations
Lessons 54, 57, 59, 60, 61
Instruction:
New Concept
Lessons 82, 85, 86, 88, 90, 101
Maintenance:
Power Up
Lessons 92, 93
Problem Solving
Lessons 93, 94
Written Practice
Lessons 82, 83, 84, 85, 86, 87, 88, 89,
90, 93, 94, 97, 105, 108, 109, 110
Learning Stations
Lessons 82, 85
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
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. 1
[1 See Glossary, Table 2]
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 x ? = 48, 5 = ÷ 3,
6 x 6 = ?.
Instruction:
New Concept
Maintenance:
Power Up
Lesson 83
Problem Solving
Lessons 82, 90, 93, 94, 105
Written Practice
Lessons 60, 61, 62, 63, 64, 65, 68, 69,
70, 73, 75, 76, 77, 78, 79, 82, 90, 91,
93, 94, 100, 101, 102, 103, 104, 107
Learning Stations
Lessons 60, 90, 100
Instruction:
New Concept
Lessons 86, 89, 90
Maintenance:
Power Up
Lessons 87, 92, 101, 105
Written Practice
Understand properties of multiplication and the relationship between multiplication and division.
6
Lessons 60, 76, 79, 80, 82, 83, 85, 87,
89, 90, 95, 97, 99, 100
Lessons 86, 87 88, 89, 91, 92, 93, 94,
95, 96, 97, 98, 99, 100, 101, 102, 103,
104, 105, 106, 107, 109, 110
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
5
Apply properties of operations as strategies to multiply and divide. 2 Examples:
If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property
of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by
5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing
that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8
x 2) = 40 + 16 = 56. (Distributive property.)
Instruction:
New Concept
Maintenance:
Power Up
Lessons 55, 56, 57, 70, 77, 81 (see also
TM Lesson 81 Alternate Method and
Math Background), 86, 89,
Lessons 86, 91, 92
[2 Students need not use formal terms for these properties.]
Written Practice
6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8
by finding the number that makes 32 when multiplied by 8.
Instruction:
New Concept
Maintenance:
Power Up
Multiply and divide within 100.
7
Lessons 55, 56, 57, 58, 59, 62, 64, 77,
78, 80, 81, 82, 83, 84, 87, 88, 89, 90,
92, 94, 106, 109, 110
Lessons 83, 86, 89, 90
Lessons 91, 92, 93, 96, 98, 101, 104,
105, 108, 110
Written Practice
Lessons 83, 84, 85, 86, 87, 88, 89, 90,
91, 92, 93, 94, 105, 107
Learning Stations
Lesson 86
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
7
Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 x 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.
Instruction:
New Concept
Maintenance:
Power Up
Lessons 54, 55, 56, 59, 61, 64, 70, 77,
81, 83, 86, 89, 92
Lessons 57, 58, 59, 60, 61, 62, 63, 64,
65, 66, 67, 69, 70, 72, 73, 74, 75, 76,
77, 78, 79, 80, 81, 82, 83, 84, 86, 87,
88, 89, 90, 91, 92, 93, 94, 95, 96, 97,
98, 99, 100, 101, 102, 103, 104, 105,
106, 107, 108, 109, 110
Written Practice
Lessons 55, 56, 57, 58, 59, 60, 61, 63,
64, 65, 68, 69, 70, 71, 72, 73, 74, 75,
76, 78, 79, 80, 81, 86, 87, 89, 101
Learning Stations
Lessons 54, 55, 56, 59, 64, 70, 86
Instruction:
New Concept
Lessons 9, 18, 20, 36, 39, 40, 60, 90
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
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. 3
Maintenance:
Power Up
[3 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
Problem Solving
(Order of Operations).]
Written Practice
8
Lessons 36, 37, 47, 51, 60, 61, 72, 76,
90, 102, 103, 104, 106, 108, 110
Lessons 103, 107, 108
Lessons 2, 7, 8, 9, 10, 13, 15, 16, 18-35,
37-55, 57, 59-110
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
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.
Instruction:
New Concept
Lessons 2, 34, 61, 64, 76, 88, 105
Maintenance:
Power Up
Lessons 2, 13, 23, 33, 39, 64, 74, 109
Problem Solving
Lessons 24, 55, 65 86, 87, 101
Written Practice
Lessons 4, 5, 6, 7, 8, 10, 11, 12, 13, 14,
16, 17, 18, 19, 33, 61, 64, 65, 66, 67,
69, 71, 72, 73, 75, 76, 78
Learning Stations
Lessons 2, 61, 64, 88
Number and Operations in Base Ten 3.NBT
Use place value understanding and properties of operations to perform multi-digit arithmetic. 4
[4 A range of algorithms may be used.]
9
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
1
Use place value understanding to round whole numbers to the nearest 10 or
100.
Instruction:
New Concept
Maintenance:
Power Up
10
Lessons 15, 30, 93, 95,
Lessons 58, 63, 70, 75, 85, 91, 94, 95,
99, 100, 104
Written Practice
Lessons 15, 16, 17, 18, 19, 22, 24, 25,
26, 27, 28, 29, 30, 31, 32, 33, 34, 35,
36, 37, 38, 39, 40, 41, 50, 51, 53, 70,
90, 94, 105, 106
Learning Stations
Lessons 15, 93
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
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.
Instruction:
New Concept
Investigation
Maintenance:
Power Up
3
Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g.,
9 x 80, 5 x 60) using strategies based on place value and properties of
operations.
2
Lessons 11, 12, 13, 14, 15, 16, 17, 18,
19, 20, 21, 29, 31, 32, 33, 34, 47, 53,
59, 81, 82
Written Practice
Lessons 13, 14, 15, 16, 17, 18, 19, 20,
21, 22, 23, 24, 25, 26, 27, 28, 29, 30,
31, 32, 33, 34, 35, 36, 37, 38, 39, 40,
41, 42, 43, 44, 45, 46, 47, 48, 49, 50,
51, 52, 53, 54, 55, 59, 60, 61, 62, 63,
67, 68, 70, 73, 75, 76, 77, 78, 80, 81,
82, 83, 84, 85, 89
Learning Stations
Lessons 6, 7, 8, 10, 14, 16, 30, 36, 39,
40
Instruction:
New Concept
Maintenance:
Power Up
11
Lessons 6, 7, 8, 10, 13, 14, 16, 19, 23,
24, 28, 30, 36, 39, 40
Lessons 56, 78
Lessons 79, 85, 87, 88, 90, 93, 96, 99
107
Written Practice
Lessons 78, 79, 80, 81, 82, 83, 84, 85,
86, 88, 90, 91, 92, 93, 94, 97, 99, 100,
101,
Learning Stations
Lessons 56, 78
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
Number and Operations—Fractions 5 3.NF
[5 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.]
1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is
Instruction:
New Concept
partitioned into b equal parts; understand a fraction a/b as the quantity formed
by a parts of size 1/b.
Maintenance:
Power Up
2
2a
Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
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.
Lessons 52, 55, 59, 63, 68, 71, 75, 76,
87, 94
Written Practice
Lessons 29, 31, 33, 36, 37, 39, 41, 42,
43, 44, 45, 46, 48, 49, 50, 51, 52, 53,
54, 58, 59, 61, 62, 63, 64, 65, 66, 68,
69, 70, 71, 74, 76, 77, 80, 81, 83, 84,
85, 88, 90, 95, 97, 99, 100
Learning Stations
Lessons 29, 41, 42, 46
N/A
Instruction:
New Concept
Lessons 35, 48
Maintenance:
Power Up
Lessons 59, 83, 95, 100
Written Practice
12
Lessons 29, 41, 42, 43, 46, 47
Lessons 48, 49, 50, 62, 65, 66, 69, 70,
84, 97
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
2b
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.
Instruction:
New Concept
Lessons 35, 48
Maintenance:
3
3a
3b
Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
Understand two fractions as equivalent (equal) if they are the same size, or the
same point on a number line.
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.
13
Written Practice
Lessons 48, 49, 50, 62, 65, 66, 69, 70,
84, 97
Learning Stations
Lesson 48
N/A
Instruction:
New Concept
Lessons 46, 47, 48
Maintenance:
Power Up
Lesson 59
Written Practice
Lessons 47, 48, 49, 52, 54, 55, 56, 58,
63, 64, 70, 76, 90, 93, 99, 102
Learning Stations
Lesson 47
Instruction:
New Concept
Lessons 46, 47, 48
Maintenance:
Power Up
Lesson 59
Written Practice
Lessons 47, 48, 49, 50, 52, 54, 55, 56,
58, 63, 64, 70, 76, 90, 93, 99, 102
Learning Stations
Lesson 47
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
3c
3d
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.
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.
Instruction:
New Concept
Lessons 46, 48
Maintenance:
Written Practice
Lesson 47
Learning Stations
Lesson 46
Instruction:
New Concept
Lessons 43, 49
Maintenance:
Power Up
Lessons 53, 62
Written Practice
Measurement and Data 3.MD
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
14
Lessons 50, 59, 61, 62, 64, 65, 66, 68,
69, 75, 80, 81, 102
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
1
2
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.
Measure and estimate liquid volumes and masses of objects using standard
units of grams (g), kilograms (kg), and liters (l). 6 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. 7
[6 Excludes compound units such as cm3 and finding the geometric volume of
a container.
7
Excludes multiplicative comparison problems (problems involving notions of
“times as much”; see Glossary, Table 2).]
Represent and interpret data.
15
Instruction:
New Concept
Maintenance:
Power Up
Lessons 3, 5, 38
Lessons 1-30, 32, 33, 34, 36, 37, 39, 40,
41, 42, 43, 44, 45, 46, 47, 49, 50, 51,
53, 54, 55, 56, 58, 61, 62, 64, 71, 72,
76, 77, 78, 85, 89, 90, 92, 94, 99, 102,
103, 107
Problem Solving
Lessons 69, 71, 87
Written Practice
Lessons 3, 4, 5, 6, 7, 8, 9, 11, 12, 13,
15, 16, 18, 19, 21, 22, 30, 32, 34, 37,
38, 39, 42, 44, 45, 55, 57, 63, 65, 66,
68, 70, 71, 72, 73, 75, 81, 83, 84
Learning Stations
Lessons 3, 5, 38
Instruction:
New Concept
Lessons 72, 73, 77, 78, 80, 87, 98
Maintenance:
Written Practice
Learning Stations
Lessons 73, 74, 75, 76, 77, 79, 80, 81,
82, 84, 86, 100
Lessons 73, 77, 80, 87, 98
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
3
4
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.
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.
Instruction:
Investigation(s)
1, 3, 6
Maintenance:
Test-Taking
Strategies Guide
Interpreting Graphs, pages 35 and 36
Instruction:
New Concept
Lessons 34, 35, 37, 52
Maintenance:
Learning Stations
Lessons 34, 35, 37
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
5
5a
Recognize area as an attribute of plane figures and understand concepts of N/A
area measurement.
A square with side length 1 unit, called “a unit square, ” is said to have “one
Instruction:
New Concept
square unit” of area, and can be used to measure area.
Maintenance:
Power Up
Written Practice
5b
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.
16
Lessons 53, 62
Lessons 93, 103, 108
Lessons 61, 62, 63, 64, 65, 67, 68, 72,
77, 78, 79, 80, 81, 82, 83, 85, 87, 88
Instruction:
New Concept
Lessons 62, 63
Maintenance:
Power Up
Lessons 93, 103, 108
Problem Solving
Lesson 82
Written Practice
Lessons 64, 73, 79, 85, 91, 92, 104,
105, 106
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
6
Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units).
Instruction:
New Concept
Lessons 53, 62, 106, 108
Maintenance:
Problem Solving
Lesson 54
Written Practice
7
7a
7b
Relate area to the operations of multiplication and addition.
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.
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.
17
Lessons 53, 54, 57, 58, 59, 61, 63, 78,
80
N/A
Instruction:
New Concept
Lessons 62, 63, 64
Maintenance:
Written Practice
Lessons 62, 63, 64, 80, 99, 104
Instruction:
New Concept
Lessons 62, 63, 64, 79
Maintenance:
Power Up
Lessons 93, 103, 108
Written Practice
Lessons 62, 63, 64, 65, 67, 68, 72, 73,
77, 79, 80, 88, 91, 92, 94, 97, 98, 99,
104, 105, 106, 107
Learning Stations
Lessons 62, 63
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
7c
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 x b and a x c. Use area models
to represent the distributive property in mathematical reasoning.
Instruction:
New Concept
Lesson 81 (see Teacher Edition
Alternate Method and Math
Background)
This standard is further developed in Saxon Math Intermediate 4, Lesson 108
(see Student Edition and Teacher
Edition).
7d
Recognize area as additive. Find areas of rectilinear figures by decomposing
them into non-overlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
Instruction:
New Concept
Lesson 62
Maintenance:
Written Practice
Lesson 69
Performance Task
8
Test Day Activity
7
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
8
Solve real world and mathematical problems involving perimeters of polygons, Instruction:
including finding the perimeter given the side lengths, finding an unknown side New Concept
length, and exhibiting rectangles with the same perimeter and different areas or
with the same area and different perimeters.
Maintenance:
Power Up
Lessons 58, 62, 63, 66, 67, 79
Lessons 67, 69, 73, 78, 84, 88, 93, 98,
Written Practice
Lessons 62, 63, 64, 65, 67, 68, 72, 73,
77, 79, 80, 91, 92, 94, 97, 98, 105, 106,
107
Learning Stations
Lessons 58, 62, 79
This standard is further developed in Saxon Math Intermediate 4. See Investigation 3,
Math Background.
Geometry 3.G
Reason with shapes and their attributes.
18
Saxon Math Intermediate 3 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Grade 3
Standard
Descriptor
Saxon Math Intermediate 3 Citations
Italic references indicate foundational.
1
2
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.
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.
Instruction:
New Concept
Maintenance:
Power Up
Lessons 61, 70, 72, 73, 76, 79, 82, 84,
87, 88, 90, 95, 98, 100, 105, 108
Problem Solving
Lessons 75, 100
Written Practice
Lessons 51-60, 64-86, 90, 91, 93, 94,
96, 97, 100, 101, 103, 105-108, 110
Learning Stations
Lessons 51, 52, 66, 67, 69, 104
This standard is addressed in depth in Saxon Math Intermediate 4. See Lesson
92.
Instruction:
New Concept
Lessons 42, 47, 62, 63
Maintenance:
Power Up
19
Lessons 51, 66, 67, 69, 104, 105
Lessons 63, 68, 75, 76, 83, 87, 94, 95,
100, 105
Written Practice
Lessons 48, 49, 52, 62, 63, 64, 68, 69,
71, 74, 76, 77, 80, 81, 83, 84, 88, 90,
95, 97, 99, 100
Learning Stations
Lessons 42, 62, 63