Problemas en dos pasos
3rd Grade
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Alabama Course of Study Standards:
8
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Determine and justify solutions for two-step word problems using the four operations and write an equation with a
letter standing for the unknown quantity. Determine reasonableness of answers using number sense, context,
mental computation, and estimation strategies including rounding. |
Arizona Academic Standards:
3.OA.D.8
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Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Utilize understanding of the Order of Operations when there are no parentheses. |
Common Core State Standards:
Math.3.OA.8 or 3.OA.D.8
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Solve two-step word problems using the four operations. Represent
these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding. |
Mississippi College- and Career-Readiness Standards:
3.OA.8
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Solve two-step (two operational steps) word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. |
North Carolina - Standard Course of Study:
3.OA.8
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Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the
unknown number. |
New York State Next Generation Learning Standards:
3.OA.8
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Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations.- Represent these problems using equations or expressions with a letter standing for the unknown quantity.
- Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Note: Two-step problems need not be represented by a single
expression or equation. |
Ohio's Learning Standards:
3.OA.8
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Solve two-step word problems using the four operations.
Represent these problems using equations with a letter or a symbol,
which stands for the unknown quantity. Assess the reasonableness
of answers using mental computation and estimation strategies
including rounding. This standard is limited to problems posed with
whole numbers and having whole number answers. Students may use
parentheses for clarification since algebraic order of operations is
not expected. |
Tennessee Academic Standards:
3.OA.D.8
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Solve two-step contextual problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (See Table 1 - Addition and Subtraction Situations and Table 2 - Multiplication and Division Situations). |
Wisconsin Academic Standards:
3.OA.D.7
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Solve two-step word problems, posed with whole numbers and having whole number answers,
using the four operations. Represent these problems using one or two equations with a letter
standing for the unknown quantity. If one equation is used, grouping symbols (i.e. parentheses) may
be needed. Assess the reasonableness of answers using mental computation and estimation
strategies. |
Alabama Course of Study Standards:
18
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Tell and write time to the nearest minute; measure time intervals in minutes (within 90 minutes.) - Solve real-world problems involving addition and subtraction of time intervals in minutes by representing the
problem on a number line diagram.
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Arizona Academic Standards:
3.MD.A.1a
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Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving
addition and subtraction of time intervals in minutes (e.g., representing the problem on a number line diagram). |
Common Core State Standards:
Math.3.MD.1 or 3.MD.A.1
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Tell and write time to the nearest minute and measure time intervals
in minutes. Solve word problems involving addition and subtraction
of time intervals in minutes, e.g., by representing the problem on a
number line diagram. |
Georgia Standards of Excellence (GSE):
3.MDR.5.2
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Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock. |
Louisiana Academic Standards:
3.MD.A.1
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Understand time to the nearest minute.- Tell and write time to the nearest minute and measure time intervals in minutes, within 60 minutes, on an analog and digital clock.
- Calculate elapsed time greater than 60 minutes to the nearest quarter and half hour on a number line diagram.
- Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
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North Carolina - Standard Course of Study:
3.MD.1
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Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. |
New York State Next Generation Learning Standards:
3.MD.1
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Tell and write time to the nearest minute and measure time intervals in minutes. Solve one-step word problems involving addition and subtraction of time intervals in minutes.
e.g., representing the problem on a number line or other visual mode
Note: This includes one-step problems that cross into a new hour. |
Ohio's Learning Standards:
3.MD.1
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Work with time and money.- Tell and write time to the nearest minute. Measure time intervals
in minutes (within 90 minutes). Solve real-world problems
involving addition and subtraction of time intervals (elapsed time)
in minutes, e.g., by representing the problem on a number line
diagram or clock.
- . Solve word problems by adding and subtracting within 1,000,
dollars with dollars and cents with cents (not using dollars and
cents simultaneously) using the $ and ? symbol appropriately
(not including decimal notation).
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Tennessee Academic Standards:
3.MD.A.1
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Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch. |
Wisconsin Academic Standards:
3.MD.A.1
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Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line. |
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