Grade 3 Sadlier Math - Chapter List

Sadlier School
Sadlier Math™
Correlation to the Archdiocese of Washington
Catholic Schools Academic Standards: Mathematics
Grade 3
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and Sadlier® are registered trademarks of William H. Sadlier, Inc. Sadlier Math is a trademark of William H. Sadlier, Inc.
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Sadlier Math Grade 3 Correlation to the Archdiocese of
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Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®
STANDARD 1 – NUMBER SENSE

3rd Grade Content Standards Sadlier Math, Grade 3
Students understand the relationships among numbers,

quantities, and place value in whole numbers* up to
1,000. They understand the relationship among whole
numbers, simple fractions, and decimals.
MA.3.1.1 Count, read, and write whole numbers up Chapter 1: 1-1

• 1-1 Read and Write Multi-Digit Numbers—pp. 2–3 (Write numbers
to 1,000. to 1000 using base-ten numerals, number names, and expanded
form; TE Develop Concepts: Model 3-Digit Numbers with Base Ten
Example: Write 349 for the number “three Models)
hundred forty-nine.”
MA.3.1.2 Identify and interpret place value in Chapter 1: 1-1

whole numbers up to 1,000. to 1000 using base-ten numerals, number names, and expanded
Example: Understand that the 7 in 479 Models)
represents 7 tens or 70.
MA.3.1.3 Use words, models, and expanded form Chapter 1: 1-1 & 1-2
to represent numbers up to 1,000. to 1000 using base-ten numerals, number names, and expanded
Example: Recognize that 492 = 400 + 90 + 2. Models)
• 1-2 Understand the Number Line—pp. 4–5 (Understand how to use a
number line; TE Develop Concepts: Number Lines)
Sadlier Math is a trademark of William H. Sadlier, Inc.

MA.3.1.4 Identify any number up to 1,000 in Chapter 1: 1-1
various combinations of hundreds, tens, and to 1000 using base-ten numerals, number names, and expanded
ones. form; TE Develop Concepts: Model 3-Digit Numbers with Base Ten
Models)
Example: 325 can be written as 3 hundreds, 2
tens, and 5 ones, or as 2 hundreds, 12 tens, and
5 ones, etc.
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MA.3.1.5 Compare whole numbers up to 1,000 Chapter 1: 1-3
• 1-3 Compare and Order Numbers—pp. 6–7 (Compare and order
and arrange them in numerical order. 3-digit numbers using a number line and place value; TE Develop
and Sadlier® are registered trademarks of William H. Sadlier, Inc.

Concepts: Comparing and Ordering)
Example: What is the smallest whole number
you can make using the digits 4, 9, and 1? Use
each digit exactly once.
MA.3.1.6 Round numbers less than 1,000 to the Chapter 1: 1-4 & 1-5
• 1-4 Round Numbers to the Nearest Ten—pp. 10–11 (Round numbers
nearest ten and the nearest hundred. to the nearest ten using number lines or place-value concepts; TE
Develop Concepts: Which Tens Number is Closer?)
Example: Round 548 to the nearest ten. • 1-5 Round Numbers to the Nearest Hundred—pp. 12–13 (Round
numbers to the nearest 100 using number lines or place-value
concepts; TE Develop Concepts: Which Hundred is Closer?)
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MA.3.1.7 Identify odd and even numbers up to Chapter 2: 2-2

• 2-2 Explore Addition Patterns—pp. 24–25 (Odd numbers, even
1,000 and describe their characteristics. numbers)
Example: Find the even number: 47, 106, 357, See also Grade 2
629. Chapter 10: 10-1
• 10-1 Odd and Even Numbers—pp. 429–432 (Count objects by 2s,
or pair objects, to decide if a number is odd or even; TE Develop
Concepts: Making Pairs (count by twos))
MA.3.1.8 Show equivalent fractions* using equal Chapter 10: 10-1 through 10-3
• 10-1 Whole Numbers and Fractions—pp. 210–211 (Write whole
parts. numbers as fractions and recognize fractions that are equivalent to
whole numbers; TE Develop Concepts: Dividing a Whole into Parts)
Example: Draw pictures to show that 3/5, 6/10, • 10-2 Find Equivalent Fractions—pp. 212–213 (Identify equivalent
and 9/15 are equivalent fractions. fractions; TE Develop Concepts: Fractions—using two-color
counters)
• 10-3 Find Equivalent Fractions on a Number Line—pp. 214–215
(Find equivalent fractions on a number line; TE Develop Concepts:
Dividing a Number Line)
MA.3.1.9 Identify and use correct names for Chapter 9: 9-1

• 9-1 Understand Equal Parts—pp. 188–189 (Determine if a shape is
numerators and denominators. divided into equal parts and name the number of equal parts; TE
Develop Concepts: Equal Shares)
Example: In the fraction 3/5, name the
numerator and denominator.
MA.3.1.10 Given a pair of fractions, decide which Chapter 10: 10-4 & 10-5

• 10-4 Compare Fractions with the Same Denominator—pp. 218–219
is larger or smaller by using objects or pictures. (Compare fractions with the same denominator; TE Develop
Concepts: Comparing Whole Numbers on Number Lines)
Example: Is 3/4 of a medium pizza larger or • 10-5 Compare Fractions with the Same Numerator—pp. 220–221
smaller than 1/2 of a medium pizza? Explain (Compare fractions with the same numerator; TE Develop Concepts:
Compare Unit Fractions)
your answer.
MA.3.1.11 Given a set* of objects or a picture, See Grade 4
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name and write a decimal to represent tenths Chapter 13: 13-1 & 13-3
• 13-1 Equivalent Fractions: Rename Tenths as Hundredths—pp.
and hundredths. 272–273 (Express a fraction with a denominator of 10 as an

equivalent fraction with a denominator of 100; TE Develop
Example: You have a pile of 100 beans and 72 Concepts: Equivalent Fractions)
of them are lima beans. Write the decimal that • 13-3 Tenths and Hundredths as Fractions and Decimals—pp.
276–277 (Use decimal notation for fractions with denominators 10
represents lima beans as a part of the whole and 100; TE Develop Concepts: Place Value)
pile of beans.
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MA.3.1.12 Given a decimal for tenths, show it as a See Grade 4

fraction using a place-value model. Chapter 13: 13-1 & 13-3
• 13-1 Equivalent Fractions: Rename Tenths as Hundredths—pp.
Example: Shade the part of a square that 272–273 (Express a fraction with a denominator of 10 as an
equivalent fraction with a denominator of 100; TE Develop
represents 0.7 and write the number 7/10. Concepts: Equivalent Fractions)
• 13-3 Tenths and Hundredths as Fractions and Decimals—pp.
276–277 (Use decimal notation for fractions with denominators 10
and 100; TE Develop Concepts: Place Value)
MA.3.1.13 Interpret data displayed in a circle See Grade 6
graph and answer questions about the Chapter 17: 17-5
• 17-5 Interpret Circle Graphs—pp. 388–389 (Interpret circle graphs;
situation. TE Develop Concepts: Fraction Circles)
Example: Have the students in your class

choose the pizza they like best from these
choices: cheese, sausage, or pepperoni. Use a
spreadsheet to enter the number of students
who chose each kind and make a circle graph
of the data. Determine the most popular and
the least popular kind of pizza, and explain
what the circle and each pie slice represent.
MA.3.1.14 Identify whether everyday events are N/A

certain, likely, unlikely, or impossible.
Example: It is raining in your neighborhood. Is
it certain, likely, unlikely, or impossible that the
tree in your front yard will get wet?
MA.3.1.15 Record the possible outcomes for a N/A
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simple probability experiment.
Example: Have a partner toss a coin while you
keep a tally of the outcomes. Exchange places
with your partner and repeat the experiment.
Explain your results to the class.
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STANDARD 2 – COMPUTATION
Students solve problems involving addition and subtraction

of whole numbers. They model and solve simple problems
involving multiplication and division.
MA.3.2.1 Add and subtract whole numbers up Chapter 2: 2-1, 2-3 through 2-7
• 2-1 Use Addition Properties—pp. 22–23
to 1,000 with or without regrouping, using
• 2-3 Estimate Sums—pp. 26–27
relevant properties of the number system. • 2-4 Add with Partial Sums—pp. 30–31
• 2-5 Use Place Value to Add: Regroup Once—pp. 32–33
Example: 854 – 427 = ?. Explain your method. • 2-6 Use Place Value to Add: Regroup Twice—pp. 34–35
• 2-7 Add with Three or More Addends—pp. 36–37
Chapter 3: 3-1 through 3-6

• 3-1 Estimate Differences—pp. 46–47
• 3-2 Relate Addition and Subtraction—pp. 48–49
• 3-3 Subtract with Partial Differences—pp. 50–51
• 3-4 Subtract Three-Digit Numbers—pp. 54–55
• 3-5 Subtract Across Zeros—pp. 56–57
• 3-6 Problem Solving: Read and Understand—pp. 58–59
MA.3.2.2 Represent the concept of multiplication Chapter 4: 4-1

• 4-1 Represent Multiplication as Repeated Addition—pp. 66–67
as repeated addition.
Example: Lynn made 3 baskets each week for
4 weeks. Draw a picture to show how many
baskets she made.

MA.3.2.3 Represent the concept of division Chapter 4: 4-5 & 4-6
• 4-5 Represent Division by Sharing—pp. 76–77
as repeated subtraction, equal sharing, and
• 4-6 Represent Division by Repeated Subtraction—pp. 78–79
forming equal groups.
Chapter 7: 7-1
Example: Bob shared 10 cookies among 5 • 7-1 Relate Multiplication and Division—pp. 142–143 (Use related
multiplication and division facts to solve problems; TE Develop
friends. Draw a picture to show how many Concepts: Grouping in Division)
cookies each friend got. Chapter 8: 8-5
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• 8-5 One and Zero in Division—pp. 172–173 (Use 1 and 0 in division;
TE Develop Concepts: One and Zero Properties of Division)

MA.3.2.4 Know and use the inverse relationship Chapter 7: 7-1
• 7-1 Relate Multiplication and Division—pp. 142–143 (Use related
between multiplication and division facts, such multiplication and division facts to solve problems; TE Develop
as 6 × 7 = 42, 42 ÷ 7 = 6, 7 × 6 = 42, 42 ∞÷ 6 = 7. Concepts: Grouping in Division)
Example: Find other facts related to 8 × 3 = 24.
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MA.3.2.5 Show mastery of multiplication facts for Chapter 5: 5-4

• 5-4 Multiply by 1 and 0—pp. 96–97
0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.
Chapter 6: 6-1 through 6-9, 6-11
Example: Know the answer to 6 × 5. • 6-1 Break Apart to Multiply—pp. 112–113
• 6-2 Multiply by 3—pp. 114–115
• 6-3 Multiply by 4—pp. 116–117
• 6-4 Multiply by 6—pp. 118–119
• 6-5 Multiply by 7—pp. 120–121
• 6-6 Multiply by 8—pp. 122–123
• 6-7 Use a Bar Model to Multiply—pp. 126–127
• 6-8 Problem Solving: Make a Table—pp. 128–129
• 6-9 Use the Associative Property to Multiply—pp. 130–131
• 6-11 Multiply by Multiples of 10—pp. 134–135
MA.3.2.6 Add and subtract simple fractions with See Grade 4

the same denominator. Chapter 11: 11-1, 11-2, 11-4 & 11-5
• 11-1 Use Models to Add Fractions—pp. 224–225 (Add fractions
Example: Add 3/8 and 1/8 . Explain your using models; TE Develop Concepts: The Meaning of Sums)
• 11-2 Add Fractions: Like Denominators—pp. 226–227 (Add
answer. fractions with the same denominators; TE Develop Concepts:
Modeling Addition with Fractions)
• 11-4 Use Models to Subtract Fractions—pp. 230–231 (Subtract
fractions using fraction strips and number lines; TE Develop
Concepts: Difference of Fractions)
• 11-5 Subtract Fractions: Like Denominators—pp. 232–233
(Subtract fractions with like denominators; TE Develop Concepts:
Modeling Subtraction with Fractions)

MA.3.2.7 Use estimation to decide whether Problem Solving Strategies
• Make and Use a Plan—p. xxvi (Estimate to check the reasonableness
answers are reasonable in addition and of the answer)
subtraction problems. Chapter 1: 1-6
• 1-6 Problem Solving: Use a Four-Step Process—pp. 14–15 (Homework
Example: Your friend says that 79 – 22 = 27. Look Back: Decide if your answer is reasonable)
Without solving, explain why you think the Chapter 2: 2-3, 2-5 & 2-6
answer is wrong. • 2-3 Estimate Sums—pp. 26–27 (Estimate sums to 1000 using
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rounding and front-end estimation; TE Develop Concepts: Compare
Estimation Methods)
• 2-5 Use Place Value to Add: Regroup Once—pp. 32–33 (Estimate to
check the reasonableness of the answer)

• 2-6 Use Place Value to Add: Regroup Twice—pp. 34–35 (Check
answer with estimate)
Chapter 3: 3-1, 3-4 & 3-5

• 3-1 Estimate Differences—pp. 46–47 (Estimate differences by
rounding and using front-end estimation; TE Develop Concepts:
Compare Estimation Methods for Subtraction)
• 3-4 Subtract Three-Digit Numbers—pp. 54–55 (Estimate by
rounding. Then subtract and check.)
• 3-5 Subtract Across Zeros—pp. 56–57 (Estimate to check the
reasonableness of the answer)
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MA.3.2.8 Use mental arithmetic to add or Located in the TE, Mental Math is the first activity for
subtract with numbers less than 100. each lesson. For example:
Example: Subtract 35 from 86 without using Chapter 2: 2-1

• 2-1 Use Addition Properties—TE p. 22(TE Mental Math: Find each
pencil and paper. sum. 2 + 1, 4 + 5, 6 + 7, etc.)
Chapter 3: 3-1
• 3-1 Estimate Differences—TE p. 46 (TE Mental Math: Find each
difference. 8 – 3, 20 – 10, 9 – 5, etc.)
Chapter 4: 4-6
• 4-6 Represent Division by Repeated Subtraction—TE p. 78 (TE
Mental Math: Solve. 28 – 4, 24 – 4, 16 – 4, etc.)
STANDARD 3 – ALGEBRA AND FUNCTIONS

Students select appropriate symbols, operations, and

properties to represent, describe, simplify, and solve simple
number and functional relationships.
MA.3.3.1 Represent relationships of quantities in Problem Solving Math Practices

• Four Steps: Read and Understand, Represent the Situation/Use an
the form of a numeric expression or equation. Equation, Make and Use a Plan, Look Back—p. xxi

Example: Bill’s mother gave him money to Problem Solving Strategies
• Write and Solve an Equation—p. xxx
buy three drinks that cost 45 cents each at
the concession stand. When he returned to Chapter 4: 4-7
• 4-7 Problem Solving: Write an Equation—pp. 80–81 (Write equations
the bleachers, he gave 25 cents change to his to solve problems involving multiplication and division; TE Develop
Concepts: Explore Equations)
mother. Write an equation to find the amount
Chapter 5: 5-7
of money Bill’s mother originally gave him. • 5-7 Solve for Unknowns—pp. 102–103 (Find the unknown in a
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multiplication equation; TE Develop Concepts: Strategies for
Fluency)
Chapter 11: 11-6

• 11-6 Problem Solving: Write an Equation—pp. 244–245 (Write one-
step equations to solve problems; TE Develop Concepts: Use a Bar
Model to Represent a Situation)
MA.3.3.2 Solve problems involving numeric Problem Solving Math Practices

• Four Steps: Read and Understand, Represent the Situation/Use an
equations. Equation, Make and Use a Plan, Look Back—p. xxi
Example: Use your equation from the last Problem Solving Strategies
example to find the amount of money that Bill’s
mother gave him, and justify your answer. Chapter 4: 4-7
• 4-7 Problem Solving: Write an Equation—pp. 80–81 (Write equations
continued
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to solve problems involving multiplication and division; TE Develop

Concepts: Explore Equations)
Chapter 5: 5-7
• 5-7 Solve for Unknowns—pp. 102–103 (Find the unknown in a
multiplication equation; TE Develop Concepts: Strategies for
Fluency)
Chapter 11: 11-6

• 11-6 Problem Solving: Write an Equation—pp. 244–245 (Write one-
step equations to solve problems; TE Develop Concepts: Use a Bar
Model to Represent a Situation)
MA.3.3.3 Choose appropriate symbols for Chapter 1: 1-3

• 1-3 Compare and Order Numbers—pp. 6–7 (<, =, >)
operations and relations to make a number
sentence true. Chapter 3: 3-6
• 3-6 Problem Solving: Read and Understand—pp. 58–59 (What
operations will you use to solve the problem?)
Example: What symbol is needed to make the
number sentence 4 _ 3 = 12 true? Chapter 4: 4-1 & 4-5
• 4-1 Represent Multiplication as Repeated Addition—pp. 66–67
(Multiplication symbol)
• 4-5 Represent Division by Sharing—pp. 76–77 (Division symbol)
MA.3.3.4 Understand and use the commutative* Chapter 2: 2-1

• 2-1 Use Addition Properties—pp. 22–23 (Identify and understand
and associative* properties of multiplication. the properties of addition; TE Develop Concepts: Properties of
Addition)
Example: Multiply the numbers 7, 2, and 5 in
Chapter 4: 4-4
this order. Now multiply them in the order 2, 5, • 4-4 Multiply with the Commutative Property—pp. 74–75

and 7. Which was easier? Why? Chapter 6: 6-9
• 6-9 Use the Associative Property to Multiply—pp. 130–131 (Use
the Associative Property of Multiplication to multiply; TE Develop
Concepts: Use the Associative Property to Add)
Chapter 8: 8-5
• 8-5 One and Zero in Division—pp. 172–173 (Use 1 and 0 in division;
TE Develop Concepts: One and Zero Properties of Division)
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MA.3.3.5 Create, describe, and extend number Chapter 2: 2-2
• 2-2 Explore Addition Patterns—pp. 24–25
patterns using multiplication.
Chapter 5: 5-5 & 5-6
Example: What is the next number: 3, 6, 12, 24,
• 5-5 Multiply by 10—pp. 98–99
…? How did you find your answer? • 5-6 Find Patterns in the Multiplication Table—pp. 100–101
Chapter 6: 6-10
• 6-10 Find More Multiplication Patterns—pp. 132–133
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MA.3.3.6 Solve simple problems involving a Chapter 5: 5-6

• 5-6 Find Patterns in the Multiplication Table—pp. 100–101 (Find and
functional relationship between two quantities. use patterns in the multiplication table; TE Develop Concepts: Using
a Multiplication Table)
Example: Ice cream sandwiches cost 20 cents
each. Find the costs of 1, 2, 3, 4, … ice cream
sandwiches. What pattern do you notice?
Continue the pattern to find the cost of enough
ice cream sandwiches for the class.
STANDARD 4 – GEOMETRY
Students describe and compare the attributes of plane and

solid geometric shapes and use their understanding to show
relationships and solve problems.
MA.3.4.1 Identify quadrilaterals* as four-sided Chapter 14: 14-2

• 14-2 Classify Quadrilaterals—pp. 296–297 (Classify quadrilaterals by
shapes. their attributes; TE Develop Concepts: More than One Name)
Example: Which of these are quadrilaterals:

square, triangle, or rectangle?

MA.3.4.2 Identify right angles in shapes and Chapter 14: 14-2 & 14-3
• 14-2 Classify Quadrilaterals—pp. 296–297 (Right angles)
objects and decide whether other angles are
• 14-3 Draw Quadrilaterals—pp. 298–299 (TE Develop Concepts: Draw
greater or less than a right angle. Parallel Lines and Right Angles)
Example: Identify right angles in your See also Grade 4

classroom. Open the classroom door until it Chapter 16: 16-2
TM
• 16-2 Angle Measure—pp. 352–353 (Right, acute, obtuse, and
makes a right angle with one wall and explain straight angles )
what you are doing.

MA.3.4.3 Identify, describe, and classify: cube, See Grade 2
sphere*, prism*, pyramid, cone, and cylinder. Chapter 13: 13-3
• 13-3 Identify Three-Dimensional Shapes—pp. 565–568 (Identify
Example: Describe the faces of a pyramid and cones, cubes, cylinders, pyramids, rectangular prisms, and
spheres; TE Develop Concepts: Three-Dimensional Figures)
identify its characteristics.
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MA.3.4.4 Identify common solid objects that are See Grade 5

the parts needed to make a more complex solid Chapter 16: 16-1
• 16-1 Solid Figures—pp. 360–361 (Identify solid figures and their
object. attributes; Relate plane and solid figures to identify nets for solid
figures; TE Develop Concepts: Two-Dimensional Objects)
Example: Describe and draw a house made
from a prism and a pyramid.
MA.3.4.5 Draw a shape that is congruent* to See Grade 4
another shape. Chapter 17: 17-2
• 17-2 Quadrilaterals—pp. 372–373 (Identify and classify
Example: Draw a triangle that is congruent to quadrilaterals, equal sides; TE Develop Concepts: Constructing
Quadrilaterals)
a given triangle. You may use a ruler and pencil
or the drawing program on a computer. See also Grade 5
Chapter 15: 15-1
• 15-1 Polygons—pp. 342–343 (TE Guided Practice: definition of
rhombus: parallelogram with 4 congruent sides)
MA.3.4.6 Use the terms point, line, and line See Grade 4
segment in describing two-dimensional shapes. Chapter 16: 16-1
• 16-1 Points, Lines, Line Segments, Rays, and Angles—pp. 350–351
Example: Describe the way a triangle is made (Identify and draw points, lines, line segments, rays, and angles;
TE Develop Concepts: Basic Geometric Figures)
of points and line segments and how you know
it is a triangle.

MA.3.4.7 Draw line segments and lines. Chapter 11: 11-1
• 11-1 Measure Length—pp. 232–233 (Draw lines with the length
Example: Draw a line segment three inches shown)
long.
MA.3.4.8 Identify and draw lines of symmetry See Grade 4

in geometric shapes (by hand or using Chapter 17: 17-4
• 17-4 Symmetry—pp. 376–377 (Identify line symmetry in figures
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technology). and draw lines of symmetry; TE Develop Concepts: Symmetry as
Reflections)
Example: Use pencil and paper or a drawing
program to draw lines of symmetry in a square.
Discuss your findings.
MA.3.4.9 Sketch the mirror image reflections of N/A

shapes.
Example: Hold up a cardboard letter F to a
mirror. Draw the letter and the shape you see in
the mirror.
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MA.3.4.10 Recognize geometric shapes and their Chapter 14: 14-1 & 14-2
• 14-1 Classify Polygons—pp. 294–295 (Classify polygons by their
properties in the environment and specify their attributes; TE Develop Concepts: Describe Geometric Figures)
locations. • 14-2 Classify Quadrilaterals—pp. 296–297 (Classify quadrilaterals by
their attributes; TE Develop Concepts: More than One Name)
Example: Write the letters of the alphabet and
draw all the lines of symmetry that you see.
STANDARD 5 – MEASUREMENT
Students choose and use appropriate units and

measurement tools for length, capacity, weight,
temperature, time, and money.
MA.3.5.1 Measure line segments to the nearest Chapter 11: 11-1

• 11-1 Measure Length—pp. 232–233 (Measure lengths to the nearest
half-inch. quarter and half inch; TE Develop Concepts: Use Measuring Tools for
Length)
Example: Measure the length of a side of a
triangle.
MA.3.5.2 Determine equivalent measures of See Grade 4

length. Give your answer in yards, feet and Chapter 14: 14-2
• 14-2 Customary Units of Length—pp. 298–299 (Solve length
inches. problems using customary units of measure; TE Develop
Concepts: Converting Units with Tables)
Example: Measure a length of string that is 36”
and report the measurement as 1 yard or 3 feet.
MA.3.5.3 Find the perimeter of a polygon*. Chapter 16: 16-1 through 16-6
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• 16-1 Understand Perimeter—pp. 332–333
Example: Find the perimeter of a table in • 16-2 Find Perimeter—pp. 334–335
centimeters. Explain your method. • 16-3 Find Unknown Side Lengths—pp. 336–337
• 16-4 Problem Solving: Compare Strategies—pp. 340–341 (Solve

perimeter problems in two ways by using different strategies and
comparing them)
• 16-5 Same Perimeter, Different Areas—pp. 342–343
• 16-6 Same Area, Different Perimeters—pp. 344–345
MA.3.5.4 Estimate or find the area of shapes by Chapter 15: 15-1 through 15-3
• 15-1 Understand Area—pp. 312–313 (Count the number of unit
covering them with squares. squares)
• 15-2 Find Area Using Standard Units—pp. 314–315 (Count the
Example: How many square tiles do we need to number of unit squares)
cover this desk? • 15-3 Find the Area of a Rectangle and a Square—pp. 316–317 (Count
the number of unit squares)
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MA.3.5.5 Estimate or find the volumes of objects See Grade 5

by counting the number of cubes that would fill Chapter 16: 16-2 16-3
• 16-2 Cubic Measure—pp. 362–363 (Packing solid figure with unit
them. cubes)
• 16-3 Volume of Rectangular Prisms—pp. 364–365 (Find volume
Example: How many of these cubes will fill the by packing with unit cubes)
box?
MA.3.5.6 Estimate and measure capacity using Chapter 11: 11-2 & 11-3
• 11-2 Estimate and Measure Liquid Volume—pp. 234–235 (Estimate
quarts, gallons, and liters. liquid volumes in the metric system; TE Develop Concepts: Use
Measures of Length to Describe Objects)
Example: This bottle holds one liter. Estimate • 11-3 Operations with Liquid Volume—pp. 236–237 (Solve one-step
how many liters the sink holds. problems involving liquid volumes that are given in the same units;
TE Develop Concepts: Uses of Tables)
See also Grade 4

Chapter 14: 14-3 & 14-5
• 14-3 Customary Units of Capacity—pp. 300–301
• 14-5 Operations with Customary Units—pp. 304–305
MA.3.5.7 Estimate and measure weight using Chapter 11: 11-4 & 11-5
• 11-4 Estimate and Measure Mass—pp. 240–241 (Estimate and
pounds and kilograms. measure masses using the metric system; TE Develop Concepts: Use
Measures of Mass)
Example: Estimate the weight of your book bag • 11-5 Operations with Mass—pp. 242–243 (Solve one-step problems
in pounds. involving masses that are given in the same units; TE Develop
Concepts: Choosing an Operation to Use)

See also Grade 4
Chapter 14: 14-4 & 14-5
• 14-4 Customary Units of Weight—pp. 302–303
• 14-5 Operations with Customary Units—pp. 304–305
MA.3.5.8 Compare temperatures in Celsius and See Grade 4

Fahrenheit. Chapter 15: 15-4
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• 15-4 Temperature—pp. 330–331 (Solve problems involving
Example: Measure the room temperature using temperature; TE Develop Concepts: Scales as Measurement)
a thermometer that has both Celsius and

Fahrenheit units. If the temperature in the room
measures 70ºF, will the Celsius measurement be and Sadlier® are registered trademarks of William H. Sadlier, Inc.
higher or lower?
MA.3.5.9 Tell time to the nearest minute. Chapter 13: 13-1

• 13-1 Tell Time to the Minute—pp. 276–277 (Read and write time to
Example: Using an analog clock, determine the minute; TE Develop Concepts: Recall Telling Time)
times such as 3:12 and 9:43.
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MA.3.5.10 Find the value of any collection of See Grade 2

coins and bills. Write amounts less than a dollar Chapter 12-1 through 12-7
• 12-1 Pennies, Nickels, and Dimes—pp. 497–500 (Find the value
using the ¢ symbol and write larger amounts in of a group of coins consisting of pennies, nickels, and dimes; TE
decimal notation using the $ symbol. Develop Concepts: Exploring Coins)
• 12-2 Quarters—pp. 501–504 (Find the value of a group of coins
Example: You have 5 quarters and 2 dollar bills. consisting of pennies, nickels, dimes, and quarters; TE Develop
Concepts: Exploring Quarters)
How much money is that? Write the amount. • 12-3 Equal Amounts—pp. 505–508 (Show amounts of money in
more than one way using pennies, nickels, dimes, and quarters;
TE Develop Concepts: Counting Coins)
• 12-4 Compare Money—pp. 509–512 (Compare an amount of
money to the cost of an item; TE Develop Concepts: Explore
Comparing Money)
• 12-5 Make Change—pp. 513–516 (Find the amount of change
needed, given the price and amount paid; TE Develop Concepts:
Finding the Difference in Amounts)
• 12-6 Add and Subtract Money—pp. 517–520 (Add and subtract
amounts of money; TE Develop Concepts: Reviewing Addition
and Subtraction)
• 12-7 One Dollar—pp. 521–524 (Count and find amounts of coins
equal to a dollar; TE Develop Concepts: Exploring Dollars)
MA.3.5.11 Use play or real money to decide See Grade 2

whether there is enough money to make a Chapter 12-1 through 12-7
• 12-1 Pennies, Nickels, and Dimes—pp. 497–500 (Find the value
purchase. of a group of coins consisting of pennies, nickels, and dimes; TE
Develop Concepts: Exploring Coins)
Example: You have $5. Can you buy two books • 12-2 Quarters—pp. 501–504 (Find the value of a group of coins

that cost $2.15 each? What about three books consisting of pennies, nickels, dimes, and quarters; TE Develop
Concepts: Exploring Quarters)
that cost $1.70 each? Explain how you know. • 12-3 Equal Amounts—pp. 505–508 (Show amounts of money in
more than one way using pennies, nickels, dimes, and quarters;
TE Develop Concepts: Counting Coins)
• 12-4 Compare Money—pp. 509–512 (Compare an amount of
money to the cost of an item; TE Develop Concepts: Explore
Comparing Money)
• 12-5 Make Change—pp. 513–516 (Find the amount of change
needed, given the price and amount paid; TE Develop Concepts:
Finding the Difference in Amounts)
TM
• 12-6 Add and Subtract Money—pp. 517–520 (Add and subtract
amounts of money; TE Develop Concepts: Reviewing Addition
and Subtraction)

• 12-7 One Dollar—pp. 521–524 (Count and find amounts of coins
equal to a dollar; TE Develop Concepts: Exploring Dollars)
13
TM
MA.3.5.12 Carry out simple unit conversions Chapter 11: 11-3 through 11-5
• 11-3 Operations with Liquid Volume—pp. 236–237 (Solve one-step
within a measurement system (e.g., centimeters problems involving liquid volumes that are given in the same units;
to meters, hours to minutes). TE Develop Concepts: Uses of Tables)
• 11-4 Estimate and Measure Mass—pp. 240–241 (Estimate and
Example: How many minutes are in 3 hours? measure masses using the metric system; TE Develop Concepts: Use
Measures of Mass)
• 11-5 Operations with Mass—pp. 242–243 (Solve one-step problems
involving masses that are given in the same units; TE Develop
Concepts: Choosing an Operation to Use)
Chapter 13: 13-4
• 13-4 Operations with Time—pp. 284–285 (Solve word problems
involving addition and subtraction of time intervals in minutes; TE
Develop Concepts: Decide What to Find and Do for Time Problems)
STANDARD 6 - PROBLEM SOLVING

Students make decisions about how to approach problems

and communicate their ideas.
MA.3.6.1 Analyze problems by identifying For each lesson, the new skill or skills are presented
relationships, telling relevant from irrelevant in the context of a real-world situation or problem.
Students study step-by-step solutions then apply

information, sequencing and prioritizing
what they’ve learned in the Problem Solving section
information, and observing patterns.
of the lesson.
Example: Solve the problem: “Start with any In addition, each chapter includes a full Problem
number. If it is even, halve it. If it is odd, add Solving lesson that combines application of newly
1. Do the same with the result and keep doing learned skills with a focus on problem solving
that. Find what happens by trying different strategies.
numbers. ”Try two or three numbers and look
TM
See the following problem solving resources:
for patterns.”
Problem Solving Math Practices
• Four Steps: Read and Understand, Represent the Situation/Use

an Equation, Make and Use a Plan, Look Back—p. xxi
• Make Sense of Problems/Use Reasoning—p. xxii
• Explain Your Reasoning/Model with Mathematics—p. xxiii
• Use the Right Tools/Be Precise—p. xxvi
• Look for a Pattern—p. xxv
Problem Solving Strategies

• Make and Use a Plan—p. xxvi
• Work Backward—p. xxvii
• Use Logical Reasoning—p. xxviii
• Read and Understand—p. xxix
• Make an Organized List—p. xxxi
continued
14
TM

Chapter 1: 1-6
• 1-6 Problem Solving: Use a Four-Step Process—pp. 14–15
Chapter 2: 2-8
• 2-8 Problem Solving: Use a Model—pp. 38–39
Chapter 3: 3-6
• 3-6 Problem Solving: Read and Understand—pp. 58–59
Chapter 4: 4-7
• 4-7 Problem Solving: Write an Equation—pp. 80–81
Chapter 5: 5-8
• 5-8 Problem Solving: Compare Models—pp. 104–105
Chapter 6: 6-8
• 6-8 Problem Solving: Make a Table—pp. 128–129
Chapter 7: 7-6
• 7-6 Problem Solving: Use Drawings to Solve Problems—pp.
154–155
Chapter 8: 8-6
• 8-6 Problem Solving: Work Backward—pp. 174–175
Chapter 9: 9-7
• 9-7 Problem Solving: Use a Model—pp. 202–203
Chapter 10: 10-7

• 10-7 Problem Solving: Act It Out—pp. 224–225
Chapter 11: 11-6

• 11-6 Problem Solving: Write an Equation—pp. 244–245
Chapter 12: 12-6

• 12-6 Problem Solving: Compare Models—pp. 264–265
Chapter 13: 13-5

• 13-5 Problem Solving: Use Logical Reasoning—pp. 286–287
Chapter 14: 14-5

• 14-5 Problem Solving: Choose a Strategy—pp. 304–305
Chapter 15: 15-6

• 15-6 Problem Solving: Guess and Test—pp. 324–325
TM
Chapter 16: 16-4
• 16-4 Problem Solving: Compare Strategies—pp. 340–341
MA.3.6.2 Decide when and how to break a Chapter 14: 14-4

• 14-4 Compose and Decompose Shapes—pp. 302–303 (Compose
problem into simpler parts. and decompose shapes; TE Develop Concepts: Tetrominoes)
Example: In the first example, find what Chapter 15: 15-5

• 15-5 Find Area of Composite Shapes—pp. 322–323 (Find the area
happens to all the numbers up to 10. of a composite shape by decomposition into non-overlapping
rectangles; TE Develop Concepts: Decompose Shapes into
Rectangles and Squares)
15
TM

Students use strategies, skills, and concepts in finding and

communicating solutions to problems.
MA.3.6.3 Apply strategies and results from Chapter 3: 3-2

• 3-2 Relate Addition and Subtraction—pp. 48–49 (TE Problem
simpler problems to solve more complex Solving: If necessary, show a simpler problem, such as 7 – 9, and use
problems. a number line to show that it cannot equal 2.)
Chapter 5: 5-5
Example: In the first example, use your results • 5-5 Multiply by 10—pp. 98–99 (TE Write About It: Students may
for the numbers up to 10 to find what happens need to be reminded of the relationship between addition and
multiplication. Provide a simpler problem if needed to get students
to all the numbers up to 20. on track.)
Chapter 7: 7-6
• 7-6 Problem Solving: Use Drawings to Solve Problems—pp. 154–155
(TE Guided Practice: After students draw the new model that shows
the change in the situation, discuss how using a simple model makes
it easier when a model has to change because a situation changes.)
MA.3.6.4 Express solutions clearly and logically In addition to representative instructional activities
by using the appropriate mathematical terms cited below, students express solutions clearly and
logically with appropriate mathematical terms and
and notation. Support solutions with evidence
notation in every lesson. Students support solutions
in both verbal and symbolic work.
with evidence in the Write About It exercises at the
Example: In the first example, explain what conclusion of every lesson. Consider the following
happens to all the numbers that you tried. representative lessons:

• Use Reasoning—p. xxii
• Explain Your Reasoning/Model with Mathematics—p. xxiii
Problem Solving Strategies

• Use Logical Reasoning—p. xxviii
• Make an Organized List—p. xxxi
Chapter 4: 4-6
• 4-6 Represent Division by Repeated Subtraction—pp. 78–79
(Write About It: Mr. David has 21 rulers. He wants to give 3 to
TM
each group. Are there enough rulers for 8 groups? Explain why or
why not.)
Chapter 13: 13-5

• 13-5 Problem Solving: Use Logical Reasoning—pp. 286–287 (Solve
problems, including those involving time, using logical reasoning;
TE Develop Concepts: Analyze Problem Situations)
Chapter 16: 16-4

• 6-4 Problem Solving: Compare Strategies—pp. 340–341 (TE
Practice: Make sure that students justify their reasoning.)
16
TM

MA.3.6.5 Recognize the relative advantages of Chapter 2: 2-3

• 2-3 Estimate Sums—pp. 26–27 (TE Use the Student Pages: Why
exact and approximate solutions to problems might you want to use an estimate instead of an actual sum? Elicit
and give answers to a specified degree of that often an exact amount is not needed, for example, knowing
about how far it is between two places, knowing about how long
accuracy. it will take to rake some leaves, or knowing exactly how much two
items priced at $7.95 each cost when you have a $20 bill to pay for
Example: Measure the length and width of a them.)
room to the nearest meter to find how many Chapter 3: 3-1

• 3-1 Estimate Differences—pp. 46–47 (TE Summarize: What are some
student desks will fit in it. Would this be an
reasons for estimating differences? (an exact difference not being
accurate enough method if you were carpeting needed; checking a subtraction problem; seeing about how many
places are in a difference)
the room?
MA.3.6.6 Know and use strategies for estimating Chapter 2: 2-3

• 2-3 Estimate Sums—pp. 26–27 (Estimate sums to 1000 using
results of whole-number addition and rounding and front-end estimation; TE Develop Concepts: Compare
subtraction. Estimation Methods)
Chapter 3: 3-1
Example: You buy 2 bags of candy for $1.05 • 3-1 Estimate Differences—pp. 46–47 (Estimate differences by
each. The cashier tells you that will be $1.70. rounding and using front-end estimation; estimated answers should
be to original numbers to be reasonable.)
Does that surprise you? Why or why not?
MA.3.6.7 Make precise calculations and check Throughout the program, students are reminded to
the validity of the results in the context of the check the results of their computation. In addition,
several exercises help students focus on error
problem.

analysis. For example:
Example: In the first example, notice that the
result of adding 1 to an odd number is always • Be Precise—p. xxvi
even. Use this to check your calculations. Chapter 1: 1-6
• 1-6 Problem Solving: Use a Four-Step Process—pp. 14–15 ((Look
Back: Check whether the answer makes sense)
Chapter 3: 3-2 & 3-5

• 3-2 Relate Addition and Subtraction—pp. 48–49 (TE Use the
TM
Student Pages: What equation needs to be solved to answer the
question? (535 s 104 t ?) How can you check that the difference
is correct? (Add the difference, 431, to 104 and see if the sum is
535.)

• 3-5 Subtract Across Zeros—pp. 56–57 (Write About It: Morgan
subtracted 567 from 700. She found a difference of 233. Is
Morgan correct? Explain your answer.)
Chapter 5: 5-1
• 5-1 Multiply by 2—pp. 88–89 (Write About It: Jacob is trying to
find 7 x 2 by using repeated addition. He writes 2 + 2 + 2 + 2 + 2 +
2 + 2 + 2 = 16. Explain and correct Jacob’s error.)
Chapter 6: 6-7
• 6-7 Use a Bar Model to Multiply—pp. 126–127 (Write About It:
Morgan says the bar model shows the number sentence 3 + 3 + 3
+ 3 + 3 + 3 = 18. Gina says that it shows 6 x 3 = 18. Who is correct?
Explain.)
17
TM

Students determine when a solution is complete and

reasonable and move beyond a particular problem by
generalizing to other situations.
MA.3.6.8 Decide whether a solution is reasonable Chapter 1: 1-6

• 1-6 Problem Solving: Use a Four-Step Process—pp. 14–15 (Solve
in the context of the original situation. problems by using a four-step process; reasonableness.)
Example: In the example about fitting desks Chapter 2: 2-5
• 2-5 Use Place Value to Add: Regroup Once—pp. 32–33 (Add two
into a room, would an answer of 1,000 surprise 3-digit numbers by regrouping ones or tens; reasonableness.)
you? Chapter 3: 3-1, 3-4 through 3-6
• 3-1 Estimate Differences—pp. 46–47 (Estimate differences by
rounding and using front-end estimation; estimated answers should
be to original numbers to be reasonable.)
• 3-4 Subtract Three-Digit Numbers—pp. 54–55 (Subtract 3-digit
numbers using regrouping; reasonable answers.)
• 3-5 Subtract Across Zeros—pp. 56–57 (Subtract 3-digit numbers
when the minuend has zeros; reasonable answers.)
• 3-6 Problem Solving: Read and Understand—pp. 58–59 (Use the
relationship between addition and subtraction to solve problems;
reasonable answers.)
MA.3.6.9 Note the method of finding the solution Students extend their understanding of how to solve
and show a conceptual understanding of the one type of problem to solving similar problems in
many lessons. For example:
method by solving similar problems.
Example: Change the first example so that Chapter 2: 2-6

• 2-6 Use Place Value to Add: Regroup Twice—pp. 34–35 (TE Use
you multiply odd numbers by 2 or 3 or 4 or 5, the Student Pages: Explain that this lesson is similar to the last
lesson but that students will regroup in both the ones and tens
before adding 1. Describe the pattern you see. places.)
Chapter 11: 11-5

• 11-5 Operations with Mass—pp. 242–243 (TE Develop Concepts:
Choosing an Operation to Use: Ask students to compare this
problem with the first problem. Discuss how they are similar.)
Chapter 15: 15-3
TM
• 15-3 Find the Area of a Rectangle and a Square—pp. 316–317 (TE
Develop Concepts: Review Arrays: How is this diagram like the
other diagrams? (The squares are the same size.) How is this
diagram different from the other diagrams?)
18

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Sadlier School

Learn more at www.SadlierSchool.com/SadlierMath

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 1 – NUMBER SENSE

Students understand the relationships among numbers,

MA.3.1.1 Count, read, and write whole numbers up Chapter 1: 1-1

MA.3.1.2 Identify and interpret place value in Chapter 1: 1-1

Sadlier Math is a trademark of William H. Sadlier, Inc.

and Sadlier® are registered trademarks of William H. Sadlier, Inc.

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 1 – NUMBER SENSE

MA.3.1.7 Identify odd and even numbers up to Chapter 2: 2-2

MA.3.1.9 Identify and use correct names for Chapter 9: 9-1

Sadlier Math is a trademark of William H. Sadlier, Inc.

MA.3.1.11 Given a set* of objects or a picture, See Grade 4

and Sadlier® are registered trademarks of William H. Sadlier, Inc.

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 1 – NUMBER SENSE

MA.3.1.12 Given a decimal for tenths, show it as a See Grade 4

Example: Have the students in your class

MA.3.1.14 Identify whether everyday events are N/A

Sadlier Math is a trademark of William H. Sadlier, Inc.

MA.3.1.15 Record the possible outcomes for a N/A

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

Students solve problems involving addition and subtraction

Chapter 3: 3-1 through 3-6

MA.3.2.2 Represent the concept of multiplication Chapter 4: 4-1

Sadlier Math is a trademark of William H. Sadlier, Inc.

cookies each friend got. Chapter 8: 8-5

and Sadlier® are registered trademarks of William H. Sadlier, Inc.

Example: Find other facts related to 8 × 3 = 24.

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

MA.3.2.5 Show mastery of multiplication facts for Chapter 5: 5-4

MA.3.2.6 Add and subtract simple fractions with See Grade 4

Sadlier Math is a trademark of William H. Sadlier, Inc.

and Sadlier® are registered trademarks of William H. Sadlier, Inc.

Chapter 3: 3-1, 3-4 & 3-5

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

Example: Subtract 35 from 86 without using Chapter 2: 2-1

STANDARD 3 – ALGEBRA AND FUNCTIONS

Students select appropriate symbols, operations, and

MA.3.3.1 Represent relationships of quantities in Problem Solving Math Practices

Sadlier Math is a trademark of William H. Sadlier, Inc.

Chapter 11: 11-6

and Sadlier® are registered trademarks of William H. Sadlier, Inc.

MA.3.3.2 Solve problems involving numeric Problem Solving Math Practices

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 3 – ALGEBRA AND FUNCTIONS

to solve problems involving multiplication and division; TE Develop

Chapter 11: 11-6

MA.3.3.3 Choose appropriate symbols for Chapter 1: 1-3

MA.3.3.4 Understand and use the commutative* Chapter 2: 2-1

Sadlier Math is a trademark of William H. Sadlier, Inc.

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 3 – ALGEBRA AND FUNCTIONS

MA.3.3.6 Solve simple problems involving a Chapter 5: 5-6

Students describe and compare the attributes of plane and

MA.3.4.1 Identify quadrilaterals* as four-sided Chapter 14: 14-2