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#### MA 3.1.1.a

Read and write numbers to one-hundred thousand (e.g., 4,623 is the same as four thousand six hundred twenty three)

#### MA 3.1.1.b

Count by multiples of 5 to 200

#### MA 3.1.1.c

Count by multiples of 10 to 400

#### MA 3.1.1.d

Count by multiples of 100 to 1,000

#### MA 3.1.1.e

Demonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens)

#### MA 3.1.1.f

Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 + .4)

#### MA 3.1.1.g

Compare and order whole numbers through the thousands

#### MA 3.1.1.h

Find parts of whole and parts of a set for , ?, or

#### MA 3.1.1.i

Round a given number to tens, hundreds, or thousands

#### MA 3.1.2.a

Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)

#### MA 3.1.2.b

Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 3 = 4.)

#### MA 3.1.2.c

Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)

#### MA 3.1.2.d

Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)

#### MA 3.1.3.a

Compute whole number multiplication facts 0 10 fluently

#### MA 3.1.3.b

Add and subtract through four-digit whole numbers with regrouping

#### MA 3.1.3.c

Select and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil)

#### MA 3.1.4

Estimate the two-digit product of whole number multiplication and check the reasonableness

#### MA 3.2.1.a

Identify the number of sides, angles, and vertices of two-dimensional shapes

#### MA 3.2.1.b

Identify congruent two-dimensional figures given multiple two-dimensional shapes

#### MA 3.2.1.c

Identify lines, line segments, rays, and angles

#### MA 3.2.1.d

Describe attributes of solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)

#### MA 3.2.2.a

Draw a number line and plot points

#### MA 3.2.2.b

Determine the distance between two whole number points on a number line

#### MA 3.2.3

Draw all possible lines of symmetry in two-dimensional shapes

#### MA 3.2.4.a

Sketch and label lines, rays, line segments, and angles

#### MA 3.2.4.b

Build three-dimensional objects (e.g., using clay for rectangular prisms, cone, cylinder)

#### MA 3.2.5.a

Select and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle)

#### MA 3.2.5.b

Count mixed coins and bills greater than \$1.00

#### MA 3.2.5.c

Identify time of day (e.g., am, pm, noon, midnight)

#### MA 3.2.5.d

State multiple ways for the same time using 15 minute intervals (e.g., 2:15, or quarter past 2, 2:45 or a quarter until 3)

#### MA 3.2.5.e

Identify the appropriate customary unit for measuring length, weight, and capacity/volume

#### MA 3.2.5.f

Measure length to the nearest inch and centimeter (e.g., requires rounding)

#### MA 3.2.5.g

Compare and order objects according to length using centimeters and meters

#### MA 3.3.1.a

Identify, describe, and extend numeric and non-numeric patterns

#### MA 3.3.1.b

Identify patterns using words, tables, and graphs

#### MA 3.3.2.a

Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols

#### MA 3.3.2.b

Describe and model quantitative change involving subtraction (e.g., temperature dropped two degrees)

#### MA 3.3.3.a

Use symbolic representation of the identity property of addition (e.g., 3 = 0 + 3)

#### MA 3.3.3.b

Solve simple one-step whole number equations involving addition and subtraction (e.g., ? + 2 = 3)

#### MA 3.3.3.c

Explain the procedure(s) used in solving simple one-step whole number equations involving addition and subtraction

#### MA 3.4.1.a

Represent data using horizontal and vertical bar graphs

#### MA 3.4.1.b

Use comparative language to describe the data (e.g., increasing, decreasing)

#### MA 3.4.1.c

Interpret data using horizontal and vertical bar graphs

#### MA 3.4.2

Predictions and Inferences: Mastery not expected at this level.

#### MA 3.4.3

Perform simple experiments (e.g., flip a coin, toss a number cube, spin a spinner) and describe outcomes as possible, impossible, or certain