3rd Grade Math CCSS - Google Forms/Classroom - QUIZ FOR EACH STANDARD! - SPANISH

3rd Grade Math CCSS - Google Forms/Classroom - QUIZ FOR EACH STANDARD! - SPANISH
3rd Grade Math CCSS - Google Forms/Classroom - QUIZ FOR EACH STANDARD! - SPANISH
3rd Grade Math CCSS - Google Forms/Classroom - QUIZ FOR EACH STANDARD! - SPANISH
3rd Grade Math CCSS - Google Forms/Classroom - QUIZ FOR EACH STANDARD! - SPANISH
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Standards
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  • StandardsNEW

This product includes a Google form/quiz for each and every 3rd grade math standard! Some Standards have more than one quiz (in order to fully cover each section of the standard). Each quiz has five questions and is multiple choice. 62 quizzes in all. You'll be given a link for each standard that will allow you a downloadable/editable version. These are a great tool for assessing students on their knowledge of the Common Core State Standards for math. All grades can be imported into Google Classroom or onto a spreadsheet, which makes report cards a breeze! Please note that all of these quizzes are in SPANISH. An English version is also available in our store.

Quizzes for the following standards are included:

Geometry

-3.G.1 - Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

-3.G.2 - Partition shapes into parts with equal areas.

-3.G.2 - Express the area of each part as a fraction of the whole.

Measurement and Data

-3.MD.1 - Tell and write time from an analog clock to the nearest minute

-3.MD.1 - Tell and write time from an analog clock to the nearest minute

-3.MD.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams

-3.MD.2 - Measure and estimate liquid volumes and masses of objects using standard units of kilograms

-3.MD.2 - Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given

-3.MD.3 - Draw a scaled picture graph to represent a data set with several categories

-3.MD.3 - Draw a scaled bar graph to represent a data set with several categories

-3.MD.3 - Solve one- and two-step word problems to answer how many more or how many less using information presented in scaled bar graphs.

-3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

-3.MD.4 - Show measurement data by making a line plot, where the horizontal scale is marked off in appropriate units: whole numbers, halves, or quarters.

-3.MD.5A - Understand the role of a square unit in identifying area.

-3.MD.5B - Calculate the total square units in a shape using an appropriate operation and/or visual model.

-3.MD.5B - Calculate the total square units in a shape using an appropriate operation and/or visual model.

-3.MD.5B - Calculate the total square units in a shape using an appropriate operation and/or visual model.

-3.MD.7A - Show that the area found by counting “tiles” is the same as would be found by multiplying the side length

-3.MD.7B - Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving

-3.MD.7B - Represent whole-number products as rectangular areas in mathematical reasoning

-3.MD.7C - Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b

-3.MD.7D - Recognize area as additive.

-3.MD.7D - Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding

3.MD.7D - Apply the technique of finding area by adding rectilinear figures to solve real world problems.

-3.MD.8 - Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter

-3.MD.8 - Find an unknown side length of a shape by using perimeter

-3.MD.8 - Exhibit rectangles with the same perimeter and different areas or with the same area and different perimeters

Base Ten

-3.NBT.1 - Use place value understanding to round whole numbers to the nearest 10

-3.NBT.1 - Use place value understanding to round whole numbers to the nearest 100

-3.NBT.2 - Fluently subtract within 1000 using strategies and algorithms based on place value, properties of operations

-3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies

Operations and Algebraic Thinking

-3.OA.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects

-3.OA.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each

-3.OA.3 - Use multiplication within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem

-3.OA.3 - Use division within 100 to solve word problems in situations involving equal groups, arrays, and measure

-3.OA.4 - Determine the unknown whole number in a multiplication equation relating three whole numbers.

-3.OA.4 - Determine the unknown whole number in a division equation relating three whole numbers.

-3.OA.5 - Apply properties of operations as strategies to multiply.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24

-3.OA.5 - Apply properties of operations as strategies to divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24

-3.OA.6 - Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number

-3.OA.7 - Fluently multiply within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

-3.OA.7 - Fluently multiply within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

-3.OA.7 - Fluently multiply within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

-3.OA.7 - Fluently multiply within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

-3.OA.7 - Fluently multiply within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

-3.OA.7 - Fluently multiply within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

Fractions

-3.NF.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts

-3.NF.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts

-3.NF.2A - Understand a fraction as a number on the number line, and represent a fraction on a number line (limited to unit fractions)

-3.NF.2A - Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole

-3.NF.2B - Understand a fraction as a number on the number line, represent fractions on a number line diagram.

-3.NF.3A - Explain equivalence of fractions in special cases: Understand two fractions as equivalent (equal)

-3.NF.3B - Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3, explaining why the fractions are equivalent.

-3.NF.3C - Explain equivalence of fractions in special cases. Express whole numbers as fractions, and recognize fractions

Financial Literacy

-3.FL.1 - Explain the connection between labor and income.

-3.FL.1 - Describe the connection between education, experience, and abilities to income and occupation.

-3.FL.1 - Describe the connection between education, experience, and abilities to income and occupation.

-3.FL.2 - Describe the relationship between the availability or scarcity of resources and how that impacts cost.

-3.FL.3 - Identify the costs and benefits of planned and unplanned spending decisions.

-3.FL.4 - Explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest.

-3.FL.4 - Explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest.

-3.FL.6 - Identify decisions involving income, spending, saving, credit, and charitable giving.

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Log in to see state-specific standards (only available in the US).
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
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