Grade 3 
Mathematics 
Standard 2 
(MATHEMATICAL REASONING)
Students use strategies, skills and concepts in finding solutions.

 

Resources
Lesson Plans
Assessments
SRA Math Explorations 
and Applications, 
Willoughby, 1999, 
SRA McGraw-Hill 

Section References 

Lesson 6  
Reviewing Basic Facts 

Lesson 28  
Applications: Four-Digit 
Addition and Subtraction 

Lesson 30  
Race the Calculator 

Lesson 33  
Choosing Reasonable 
Answers 

Lesson 34  
Approximating Sums 
and Differences 

Lesson 35 
Add to Find the Perimeter 

Lesson 36  
Practice with  
Approximating Sums  

(CHECKPOINT) 

Lesson 37  
Telling Time 

Lesson 38  
Practice Telling time  

(CHECKPOINT) 

Lesson 40 
Extend Your Thinking 

Lesson 41  
Approximating the Area 

Lesson 42  
Finding the Area 

Lesson 45  
Using Information in 
Displays 

Lesson 46  
Applying Multiplication:  
Area 

Lesson 47  
Estimating Products 

Lesson 50  
The Order Property of  
Multiplication 

Lesson 54 
Using Mental Math 
to Multiply 

Lesson 67  
Practice with Missing 
Factors and Division 

Lesson 71  
Choosing the Correct  
Operation  

(CHECKPOINT) 

Lesson 74  
Solving Equations with  
Variables 

Lesson 78  
Extend Your Thinking 

Lesson 79  
Reading Pictographs 

Lesson 80  
Reading Bar Graphs 

Lesson 81 
Reading Line Graphs 

Lesson 83 
Reading a Thermometer 

Lesson 84  
Making Line Graphs 

Lesson 88 
Estimate and Measure  
Customary Lengths 

Lesson 90  
Making Charts and Graphs 

Lesson 95 Conversions: 
Meters and Centimeters  

(CHECKPOINT) 

Lesson 96  
Dollars and Cents 

Lesson 103  
Organizing Data 

Lesson 104  
Applied Addition and 
Subtraction of Decimals 

Lesson 122  
Making Predictions 

Lesson 123  
Predicting the Outcome 

Lesson 124  
Probability and  
Predictions 

Lesson 126 
Reading Scale  
Drawings 

Lesson 134  
Area 

Lesson 135  
Applying  
Multiplication 
Skills 

Lesson 143  
Exploring Exponents 

Lesson 148 
Approximating  
Multiplication 

Lesson 149  
Approximating  
Answers 
 

Specific Textbook 
Web Sites 

http://www.glencoe.com/ 
sec/math/prealg/mathnet/ 

http://www.eduplace.com/ 
links/ 

http://www.eduplace.com/ 

http://www.hmco.com/ 
college/mathematics/ 
index.html 

http://www.mcdougallittell. 
com/ 

http://www.hmco.com/ 

http://www.SRA-4KIDS. 
com/ 

General Math  
Reference Sites 

http://www.learner.org/ 
sami/view-category.php3 
?category=math 

http://www.score.k12.ca.us/ 

http://henson.austin.apple. 
com/edres/curric.shtml 

http://school.discovery.com/ 
schrockguide/index.html 

http://www.EDsOasis.org/ 

http://www.math.com/ 

http://www.nea.org/grants 
/free.html 

http://www.wcom.com/ 
marcopolo/ 

http://www.udel.edu/sine/ 

http://dewey.chs.chico.k12.ca.us/ 
math.html 

Free Stuff 
http://www.nea.org/ 
grants/free.html 

State/National Math  
Ed Organizations 

http://www.nctm.org/ 

http://www.cde.ca.gov/ 

Calif. Dept. of Ed. Standards, Assessment, Ed. Reference. 

Calculator Reference Site 
http://www.ti.com/ 
calc/docs/calchome.html 

Previously Published Data 

1.) Students keep a Mathematics Journal where they include strategies for solving different types of problems as well as ways to double-check solutions for accuracy. If their Journal is a loose leaf binder, and each entry is on a separate sheet of paper, then they can alphabetize or otherwise organize their Journal for easy and efficient access. Students can put examples in their Journals or problems best addressed by a particular strategy, likewise they can indicate on their work which strategies they used to reason mathematically. 

2.) Students look at problems to find simpler, component parts and show those simpler parts in their work. They build models or draw pictures of problems and/ or solutions, and they relate new problems to familiar (types of) problems. Connections are made between new and familiar solution strategies. 

Previously Published Data 

1.) Students use estimation before calculation to determine the reasonableness of their answer: 

  • 22 x 38 = 
  • Estimation is 20 x 40 = 800
  • Actual answer is 836

    •  

     
     
     
     
     

    2.) Students can express problems and solutions in words, graphs, pictures, tables, etc. 

    Show your understanding of the functional relationship of legs to a horse using a T-table, a graph, and a formula 

    3.) Students can identify problems where exact, rather than approximate, answers are important 

    Write E for Exact or A for Approximate next to the following to show which kind of answer is better and explain why you chose it to be exact or approximate: 

    __________ dose of medicine 

    __________ money for a movie and popcorn 

    __________ popsicle sticks to build a birdhouse 

    __________ combination to a safe 

    __________ shoe size 

    __________ length of time to bake a cake 

    4.) Students can clearly state the evidence for their conclusions. They will write a rationale for their solutions including one or more of the following: supportive evidence using a graph, table, or drawing; indication of steps taken to solve the problem; or a narrative clearly explaining steps and reasonableness of their answer.