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NECAP Grade Level Expectations (GLEs) for Math Grade 3
Clicking on a highlighted term will bring up a definition or description of the term, along with examples that help to exemplify it. The examples are not necessarily aligned to the particular grade, but help to clarify the term being defined.
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M(N&O)-3-1 Demonstrates conceptual understanding of rational numbers with respect to:whole numbers from 0 to 999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/6, or a/8, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) as a part of 100 using models, explanations, or other representations. | |||
| M(N&O)-3-2 Demonstrates understanding of the relative magnitude of numbers from 0 to 999 by ordering whole numbers; by comparing whole numbers to benchmark whole numbers (100, 250, 500, or 750); or by comparing whole numbers to each other; and comparing or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the denominator) using models, number lines, or explanations. | ||||
| M(N&O)-3-3 Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or explanations. |
Area model to represent part to whole relationship Inverse relationships in operations Relationship between repeated addition and multiplication of whole numbers |
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| M(N&O)-3-4 Accurately solves problems involving addition and subtraction with and without regrouping; the concept of multiplication; and addition or subtraction of decimals (in the context of money). |
Relationship between repeated addition and multiplication of whole numbers Relationship between repeated subtraction and division of whole numbers |
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M(G&M)-3-1 Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or decomposition of shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles. | |||
| M(G&M)-3-6 Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a variety of models or manipulatives. Expresses all measures using appropriate units. |
Measures and uses units of measure appropriately and consistently |
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| M(G&M)-3-7 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. Benchmarks in Appendix B. | Measures and uses units of measure appropriately and consistently | |||
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M(F&A)-3-1 Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, or finding missing elements. | Patterns | ||
| M(F&A)-3-4 Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions; or by finding the value that will make an open sentence true (e.g., ). (limited to one operation and limited to use addition, subtraction, or multiplication) |
Examples of forms of equations
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M(DSP)-3-1 Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions.(IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-3-2.) | Interprets a given representation | ||
| M(DSP)-3-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using most frequent (mode), least frequent, largest, or smallest. | ||||
| M(DSP)-3-3 Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M(DSP)-3-1. | Representation | |||
| M(DSP)-3-5 For a probability event in which the sample space may or may not contain equally likely outcomes, determines the likelihood of the occurrence of an event (using "more likely", "less likely", or "equally likely"). | Sample space | |||