Grade 2 Mathematics

Correlation Between the California Content Standards and the eTAP Lessons

Grade 3 Mathematics

Number Sense | Algebra and Functions | Measurement and Geometry | Statistics, Data Analysis, and Probability | Mathematical Reasoning

Topics marked by yellow are accessible from the Demo. You need to become a subscribing Member to access other lessons. Below are the eTAP lessons covering each standard. Click on the eTAP lesson for access to the Q/A & video.

Pre-Test

Post-Test

Outside Link

Number Sense
1.0 Students understand the place value of whole numbers:

1.1

Count, read, and write whole numbers to 10,000.

Count, Read and Write Whole Numbers to 10,000

1.2

Compare and order whole numbers to 10,000.

Compare and Order Whole Numbers to 10,000

http://www.aaamath.com/cmpk1a-morefewer.html

1.3

Identify the place value for each digit in numbers to 10,000.

Identify the Place Value for Each Digit in Numbers to 10,000

http://www.aaaknow.com/plc.htm

1.4

Round off numbers to 10,000 to the nearest ten, hundred, and thousand.

Round off Numbers to 10,000 to the Nearest Ten, Hundred, and Thousand

http://www.factmonster.com/ipka/A0875987.html

1.5

Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).

Expanded Notation

http://www.mathnstuff.com/math/spoken/here/1words/e/e20.htm

2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division:

2.1

Find the sum or difference of two whole numbers between 0 and 10,000.

Sum or Difference of Two Whole Numbers

http://www.mathgoodies.com/lessons/vol5/addition.html

2.2

Memorize to automaticity the multiplication table for numbers between 1 and 10.

Multiplication Tables

http://math2.org/math/general/multiplytable.htm

2.3

Use the inverse relationship of multiplication and division to compute and check results.

http://www.aaaknow.com/div34cx2.htm

2.4

Solve simple problems involving multiplication of multidigit numbers by one-digit numbers (3,671 x 3 = __).

Simple Problems

http://www.aaaknow.com/div34cx2.htm

2.5

Solve division problems in which a multidigit number is evenly divided by a one-digit number (135 ÷ 5 = __).

Dividing Numbers

http://www.quia.com/mathjourney.html

2.6

Understand the special properties of 0 and 1 in multiplication and division.

The Special Properties of 0 and 1

http://www.aaamath.com/mul39a-mult03.html

2.7

Determine the unit cost when given the total cost and number of units.

Unit Cost

http://www.aaamath.com/g68-unit-total.html

2.8

Solve problems that require two or more of the skills mentioned above.

http://www.quia.com/mathjourney.html
http://www.aaamath.com/g68-unit-total.html

3.0 Students understand the relationship between whole numbers, simple fractions, and decimals:

3.1

Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., 1/2 of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than 1/4).

Compare Fractions

http://www.visualfractions.com/Compare.html

3.2

(e.g., determine that 1/8 + 3/8 Add and subtract simple fractionsis the same as 1/2).

Add and Subtract Simple Fractions

http://www.themathpage.com/ARITH/add-fractions-subtract-fractions-1.htm

3.3

Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.

Solve Problems

http://www.dositey.com/math34.htm

3.4

Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar).

Fractions and Decimals – Same Concept

http://www.aaaknow.com/dec42bx2.htm

Algebra and Functions (top)
1.0 Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships:

1.1

Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

Relationships Between Numbers

1.2

Solve problems involving numeric equations or inequalities.

Basic Operations
Adding the Same Number
Subtracting the Same Number

http://www.rfbarrow.btinternet.co.uk/htmks3/Equation2.htm

1.3

Select appropriate operational and relational symbols to make an expression true (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).

Problem Situations and Number Sentences

http://www.kidport.com/GradeK/Math/NumberSense
/MathK_BasicAdd.htm

1.4

Express simple unit conversions in symbolic form (e.g., __ inches = __ feet x 12).

Different Units to Measure the Same Object

http://www.sciencemadesimple.net/conversions.html

1.5

Recognize and use the commutative and associative properties of multiplication (e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).

Commutative and Associative Property

http://www.learningwave.com/chapters/numbers/com_assoc_add.html

2.0 Students represent simple functional relationships:

2.1

Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).

Unit Cost

http://www.aaamath.com/g68-unit-total.html

2.2

Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).

The Next Element in Simple Repeating Patterns

http://www.primarygames.com/patterns/start.htm

Measurement and Geometry (top)
1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects:

1.1

Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

Estimate Measurement

http://www.firstschoolyears.com/numeracy/mea
sure/measure.html

1.2

Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.

Estimate or Determine the Area and Volume

http://regentsprep.org/Regents/Math/math-topic.cfm?To
picCode=fsolid

1.3

Find the perimeter of a polygon with integer sides.

Perimeter Formulas

http://www.regentsprep.org/Regents/math/math-topic.
cfm?TopicCode=fperim

1.4

Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

Different Units to Measure the Same Object

http://regentsprep.org/Regents/math/math-topic.cfm?
TopicCode=meteng

2.0 Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems:

2.1

Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).

Classify Plane and Solid Geometric Shapes

http://www.regentsprep.org/Regents/math/geometry/G
G3/Polygon.htm

2.2

Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle).

Triangles, Rectangles, Squares, Circles

http://www.geom.uiuc.edu/~demo5337/Group3/tri2.html

2.3

Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).

Classify Plane and Solid Geometric Shapes

http://www.math.com/school/subject3/lessons/S3U2L3GL.html

2.4

Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.

Triangles, Rectangles, Squares, Circles

http://www.math.com/school/subject3/lessons/S3U1L4DP.html

2.5

Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).

Familiar Plane and Solid Objects

http://illuminations.nctm.org/LessonDetail.aspx?ID=U122

2.6

Identify common solid objects that are the components needed to make a more complex solid object.

Put Shapes Together and Take Them Apart

http://www.kid-at-art.com/htdoc/lesson49.html

Statistics, Data Analysis, and Probability (top)
1.0 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions:

1.1

Identify whether common events are certain, likely, unlikely, or improbable.

Predict Future Events

http://regentsprep.org/Regents/math/math-top
ic.cfm?TopicCode=probab

1.2

Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.

Record Possible Outcome

http://mathdemos.gcsu.edu/mathdemos/cointoss/cointoss.html

1.3

Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot).

Summarize and Display Results

http://www.twingroves.district96.k12.il.us/Science
Internet/ChartsGraphs.html

1.4

Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day).

Predict Future Events
Summarize and Display Results

http://www.twingroves.district96.k12.il.us/Scien
ceInternet/ChartsGraphs.html

Mathematical Reasoning (top)
1.0 Students make decisions about how to approach problems:

1.1

Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

1.2

Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions:

2.1

Use estimation to verify the reasonableness of calculated results.

2.2

Apply strategies and results from simpler problems to more complex problems.

2.3

Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4

Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.5

Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.

2.6

Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations:

3.1

Evaluate the reasonableness of the solution in the context of the original situation.

3.2

Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3

Develop generalizations of the results obtained and apply them in other circumstances.