Math "I Can" Statements

FIRST NINE-WEEKS Page 1 

TEAYS VALLEY ELEMENTARY THIRD GRADE MATH MAP 

Benchmarks: Number, number sense and operations (NNS); Measurement (MEA); Data Analysis and Probability (DAP); Patterns, Functions and 

Algebra (PFA) Geometry and Spatial Sense (GSS) 

Grade Level Indicators “I CAN” statements Important Dates Resources/ Vocab./ Verbs 

NNS 3.1 Identify and generate 

equivalent forms of whole numbers; e.g., 

36, 30+6, 9x4, 46-10, number of inches 

in a yard. 

NNS. 3.2 Use place value concepts to 

represent whole numbers and decimals 

using numerals, words, expanded 

notation and physical models. For 

example: 

A. Recognize 100 means “10 tens” as 

well as a single entry (1 hundred) 

through physical models and trading 

games. 

NNS 3.3 Use mathematical language and 

symbols to compare and order; e.g., less 

than, greater than, at most, at least, , 

=, 

NNS 3.4 Count money and make change 

using coins and paper bills to ten 

dollars. 

NNS 3.10 Explain and use relationships 

between operations, such as: 

A. Relate addition and subtractions 

inverse operations. 

NNS 3.11 Model and use the 

commutative and associative properties 

for addition and multiplication 

NNS 3.12 Add and subtract whole 

numbers with and without regrouping. 

“I can identify and make equivalent(equal) 

forms of whole numbers.” 

“I can use place value to show whole 

numbers and decimals using numerals, 

words, expanded notation, and models. For 

example: recognize that 100 means (10 

tens) as well as a single number (1 

hundred) through hands on activities.” 

“I can use math language and symbols to 

compare and order (less than, greater than, 

equal to, etc) 

“I can count money and make change using 

coins and paper bills to ten dollars. 

“I can explain and use relationships between 

operations such as understanding that 

addition and subtraction are opposite 

operations.” 

“I can show and use commutative property 

(order) for addition (2+3=3+2) and 

multiplication (2X3=3X2) and the 

associative property (grouping) for 

addition (2+4) +3=2+(4+3) and 

multiplication (2x4)x3=2x(4x3) 

“I can add and subtract whole numbers 

with and without regrouping.” 

Resources: 

Everyday Math U 

Using the Standards 

Kamico 

Measuring Up 

Buckle Down 

Vocabulary: (first nine-weeks) 

equivalent 

expanded notationals 

Inverse operations 

commutative property 

Associative property 

regrouping 

addition 

Subtraction 

reasonableness 

reasonable estimate 

personal referents 

elapsed time 

Patterns 

sequences 

conclusion 

mode






NNS 3.15 Evaluate the reasonableness 

of computations based upon operations 

and the numbers involved; e.g., 

considering relative size, place value and 

estimates. 

MEA 3.2 Establish personal or common 

referents to include additional units; e.g., 

a gallon container of milk; a postage 

stamp is about a square inch 

MEA 3.3 Tell time to the nearest minute 

and find elapsed time using a calendar 

or a clock. 

PFA 3.1 Extend multiplicative and 

growing patterns, and describe the 

pattern or rule in words. 

PFA 3.2 Analyze and replicate arithmetic 

sequences with and without a calculator. 

PFA 3.3 Use patterns to make prediction, 

identify relationships, and solve 

problems. 

PFA 3.4 Model problem situations using 

objects, pictures, tables, numbers, letters 

and other symbols. 

PFA 3.7 Create tables to record, 

organize and analyze data to discover 

patterns and rules. 

DAP 3.4 Support a conclusion or 

predication orally and in writing, using 

information in a table or graph. 

DAP 3.5 Match a set of data with a 

graphical representation of the data. 

I can decide whether an answer makes 

sense.” 

“I can list items that are the same size of 

common units ( a gallon of milk; a postage 

stamp is about a square inch.” 

“I can find elapsed time using a calendar 

or clock.” 

“I can describe the multiplication pattern 

or state the rule in words.” 

“I can find the number sequence, with and 

without a calculator.” 

“I can use patterns to make predictions and 

solve problems.” 

“I can solve problems by using objects, 

pictures, tables, numbers, letters and other 

symbols.” 

“I can make tables to record information 

to find patterns and rules.” 

“I can use information in a table or graph 

to support a prediction.” 

“I can match correct information with a 

graph.”






DAP 3.6 Translate information freely 

among charts, tables, line plots, picture 

graphs and bar graphs; e.g., create a bar 

graph from the information in a chart. 

“I can move information freely among 

charts, tables, line plots, picture graphs, 

and bar graphs.” 

DAP 3.8 Identify the mode of a data set 

and describe the information it gives 

about a data set. 

DAP 3.9 Conduct a simple experiment 

or simulation of a simple event, record 

the results in a chart, table or graph, and 

use the results to draw conclusions about 

the likelihood of possible outcomes. 

“I can find the mode (number that appears 

most often) and describe the information it 

gives.” 

“I can do a simple experiment, record the 

results, and draw conclusions about what 

will happen.”

SECOND NINE-WEEKS Page 4 






symbols to compare and order; e.g., less 

than, greater than, at most, at least, , 

=, 

NNS 3.9 Model, represent and explain 

division; e.g., sharing equally, repeated 

subtraction, rectangular arrays and area 

model. For example: 

A. Translate contextual situations 

involving division into conventional 

mathematical symbols. 

B. Explain how a remainder may impact 

an answer in a real-world situation; e.g., 

14 cookies being shared by 4 children. 

NNS 3.10 Explain and use relationships 

between operations, such as: 

B. Relate multiplication and division as 

inverse operations 

C. Relate addition to multiplication (repeated 

addition) 

D. Relate subtraction to division (repeated 

subtraction) 



for addition and multiplication. 


numbers with and without regrouping. 

NNS 3.13 Demonstrate fluency in 

multiplication facts through 10 and 

corresponding division facts. 

“I can use math language and symbols to 

compare and order (less than, greater than, 

equal to, greater than or equal, less than or 

equal to, , =, .” 

“I can explain division by using repeated 

subtraction, arrays, sharing equally, and 

area model, for example: 

“I can write story problems for division.” 

“I can identify what a remainder means in 

a division story problem.” 

“I can explain and use relationship between 

operations such as: 

*understand multiplication and division as 

opposite operations. 

*understand that multiplication is repeated 

addition. 

*understand that division is repeated subtraction.” 

“I can show and use the commutative property 

(order) for addition and multiplication and 

associative property (grouping) for addition and 

multiplication.” 

“I can add and subtract whole numbers with 

and without grouping.” 

“I can show I know my multiplication 

facts through 10 and division facts through 

10.” 

Vocabulary: 2 nd nine-weeks 

fractions 

mixed numbers 

model 

arrrays 

remainders 

inverse operations






MEA 3.1 Identify and select appropriate units 

for measuring: 

A. Length – miles, kilometers and other units 

of measure as appropriate; 

C. Weight – ounces, pounds, grams, or 

kilograms; 

D. Temperature – degrees (Fahrenheit or 

Celsius). 

MEA 3.2 Establish personal or 

common referents to include additional 

units; e.g., a gallon container of milk; 

a postage stamp is about a square inch 

MEA 3.3 Tell time to the nearest 

minute and find elapsed time using a 

calendar or a clock 

MEA 3.4 Read thermometers in both 

Fahrenheit and Celsius scales. 

MEA 3.5 Estimate and measure length, 

weight and volume (capacity), using 

metric and U.S. customary units, 

accurate to the nearest ½ or ¼ unit as 

appropriate. 

MEA 3.7 Make estimates for perimeter, 

area and volume using links, tiles, cubes 

and other models. 


growing patterns,and describe the 

patterns or rule in words 



patterns and rules. 

“I can name and choose the correct units for 

measuring; length- miles, kilometers and other 

units of measure; weight- ounces,pounds, grams, 

or kilograms; temperature-degrees (Fahrenheit or 

Celsius.” 

“I can list items that are the same size in 

common units ( a gallon container of milk; 

a postage stamp in about a square inch.” 


or clock.” 

“I can read thermometers in both 

Fahrenheit and Celsius scales.” 

“I can estimate and measure length, 

weight, and volume (capacity), using 

metric U.S. Customary units.” 

“I can estimate the perimeter, area, and 

volume using manipulatives.” 




to find patterns and rules.”







among charts, tables, line plots, 

picture graphs and bar graphs; eg. 

Create a bar graph from the 

information in a chart 

DAP 3.8 Identify the mode of a data 

set and describe the information it 

gives about a data set 






gives.”

THIRD NINE-WEEKS Page 7 





NNS 3.2 Use place value concepts to 

represent whole numbers and decimals 

using numerals, works, expanded 

notation and physical models. For 

example: 

B. Describe the multiplicative nature of 

the number system; e.g., the structure of 

3205 as 3x1000 plus 2x100 plus 5x1 

C. Model the size of 1000 in multiple 

ways; e.g., packaging 1000 objects into 

10 boxes of 100, modeling a meter with 

centimeter and decimeter strips, or 

gathering 1000 pop-can tabs. 

D. Explain the concept of tenths and 

hundredths using physical models, such 

as metric pieces, base ten blocks, decimal 

squares or money. 


symbols to compare and order; e.g., less than, 

greater than, at most, at least, , =, 



for addition and multiplication. 



corresponding division facts 

NNS 3.5 Represent fractions and 

mixed numbers using words, numerals 

and physical modes 


using coins and paper bills to ten dollars 

“I can use place value to show whole 

numbers and decimals using numerals, 

words, expanded notation and models. For 

example:b. Describe the expanded form of 

multiplication (3205 as 3x1000 plus 2x100 

plus 5x1) 

c. Show the size of 1,000 in many ways 

(packaging 1,000 objects into 10 boxes of 

100, modeling a meter with centimeter and 

decimeter strips, or gathering 1,ooo pop 

tabs) 

d. Explain the idea of tenths and 

hundredths using a variety of objects, such 

as metric pieces, base ten blocks, decimal 

squares, or money.” 

“I can use math language and symbols to compare 

order (less than, greater than, equal to, etc..) 

“I can show and use the commutative property 

(order) for addition and multiplication and 

associative property (grouping) for addition and 

multiplication.” 



10.” 

“I can show fractions and mixed numbers 

using words, numerals and pictures.” 

“ I can count money and make change 

using coins and paper bill to ten dollars. 

Vocabulary 3 rd nine-weeks 

(GSS) 

tenths 

hundredths 

vertex 

edge 

angle 

side 

face 

right angle 

acute 

obtuse 

symmetry 

three-dimensional







numbers with and without regrouping 



pattern or rule in words 

PFA 3.5 Write, solve and explain simple 

mathematical statements, such as 7+ >8 

or +8=10. 

PFA 3.6 Express mathematical 

relationships as equations and 

inequalities. 



patterns and rules 

GSS 3.1 Analyze and describe properties 

of two-dimensional shapes and threedimensional 

objects using terms such as 

vertex, edge, angle, side and face. 

GSS 3.2 Identify and describe the 

relative size of angles with respect to 

right angles as follows: 

A. Use physical models, like straws, to 

make different sized angles by opening 

and closing the sides, not by changing 

the side lengths. 

B. Identify, classify and draw right, 

acute, obtuse and straight angles. 

GSS 3.3 Find and name locations on a 

labeled grid or coordinate system; e.g., a 

map or graph. 





“I can write, solve, and explain simple 

number sentences, where there is a 

missing number.” 

“I can write number sentences using 

symbols =, .” 


to find patterns and rules.” 

“I can identify the vertex, edge, angle, 

side, and face of a shape.” 

“I can identify, draw and make models of 

right, obtuse, acute and straight angles.” 

“I can plot a point on a grid.”






GSS 3.4 Draw lines of symmetry to 

verify symmetrical two-dimensional 

shapes. 

GSS 3.5 Build a three-dimensional 

model of an object composed of cubes; 

e.g., construct a model based on an 

illustration or actual object. 

MEA 3.1 Identify and select appropriate 

units for measuring: 

B. Volume (capacity) – gallons: 



units; e.g. gallon container of milk; a 

postage stamp is a square inch. 

MEA 3.5 Estimate and measure length, 

weight and volume (capacity), using 

metric and U.S. customary units, 

accurate to the nearest ½ or ¼ unit as 

appropriate. 

MEA 3.6 Use appropriate measurement 

tools and techniques to construct a figure 

or approximate an amount of specified 

length, weight or volume (capacity); e.g., 

construct a rectangle with length 2 ½ 

inches and width 3 inches, file a 

measuring cup to the ¾ cup mark. 




MEA 3.3 Tell time to the nearest minute and 

find elapsed time using a calendar or 

clock 

“I can find and draw lines of symmetry.” 

“I can build a three-dimensional model of 

an object using cubes.” 

“ I can name and choose the correct units 

for measuring, such as volume (capacity)- 

gallons 




“I can estimate and measure length, 

weight, and volume (capacity) using 

metric and U.S. Customary units.” 

“ I can use correct measurement tools and 

methods.” 




or clock.”






DAP 3.3 Read, interpret and construct 

bar graphs with intervals greater than 

one. 

DAP 3.7 Analyze and interpret 

information represented on a time line. 



picture graphs; e.g. create bar graphs 

from the information in a chart 



gives about a data set 

“I can read, make and understand bar 

graphs with spaces greater than one.” 

“I can understand information shown on a 

time line.” 






gives.”

FOURTH NINE-WEEKS Page 11 






using coins and paper bills to ten.” 



corresponding division facts. 

NNS 3.14 Multiply and divide 2- and 3- 

digit numbers by a single-digit number, 

without remainders for division. 

DAP 3.1 Collect and organize data from 

an experiment, such as recording and 

classifying observations or 

measurements, in response to a question 

posed. 

DAP 3.9 Conduct a simple experiment 

or simulation of a simple event, record 

the results in a chart, table, graph, and 

use the results to draw conclusions about 

the likelihood of possible outcomes. 

DAP 3.10 Use physical models, pictures, 

diagrams and lists to solve problems 

involving possible arrangements or 

combinations or two to four objects. 

PFA 3.8 Identify and describe 

quantitative changes,especially those 

involving addition and subtraction; e.g., 

the height of water in a glass becoming 1 

centimeter lower each week due to 

evaporation. 

“I can count money and make change 

using coins and paper bills to ten dollars.” 



10.” 

“I can multiply 2- and 3- digit numbers by 

a single digit number (without remainders 

for division) I can divide 2- and 3- digit 

numbers by a single-digit number.” 

“I can collect and organize information 

from an experiment to answer a question. 

“I can do a simple experiment, record the 

results, and draw conclusions about what 

will happen.” 

“ I can solve problems by making different 

combinations of two to four items.” 

“I can identify the change in amount, by 

using addition and subtraction.”





NNS 3.5 Represent fractions and mixed 

numbers using words numerals and 

physical models 


numbers with and without regrouping 

DAP 3.3 Read, interpret and construct 

bar graphs with intervals greater than 

one 



picture graphs; e.g. create a bar graph 

from the information in a chart 



gives about the data set 

GSS 3.1 Analyze and describe 

properties of two-dimensional shapes 

and three-dimensional objects using 

terms such as vertex, edge, angle, side 

and face. 

GSS 3.3 Find and name locations on a 

labeled grid or coordinate system; e.g., a 

map or graph. 

GSS 3.4 Draw lines of symmetry to 

verify symmetrical two-dimensional 

shapes. 



units; e.g. gallon container of milk; a 

postage stamp is a square inch. 

“I can show fractions and mixed numbers 

using words, numerals and pictures.” 



“I can read, make and understand bar 

graphs with spaces greater than one.” 






gives.” 

“I can identify the vertex, edge, angle, 

side, and face of a shape.” 

“I can plot a point on a grid.” 

“I can find and draw lines of symmetry.” 




FOURTH NINE-WEEKS Page 12

FOURTH NINE-WEEKS Page 13 








MEA 3.3 Tell time to the nearest 

minute and find elapsed time using a 

calendar or clock 



pattern or rule in words 

PFA 3.5 Write, solve and explain simple 

mathematical statements, such as 7+ >8 

or +8=10. 



patterns and rules 




or clock.” 



“I can write, solve, and explain simple 

number sentences, where there is a 

missing number.” 


to find patterns and rules.”

Math "I Can" Statements

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