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 Correlation of Math in Focus® to the Common Core State Standards

Attached are grade level correlations showing how closely Math in Focus® covers the skills and concepts outlined in the Common
Core State Standards. But it is equally important to recognize the parallel assumptions behind the Common Core and Math in
Focus®. In fact, the Singapore curriculum was one of the 15 national curriculums examined by the committee and had a particularly
important impact on the writers because Singapore is the top performing country in the world and the material is in English.

Overall, the CCSS are well aligned to Singapore’s Mathematics Syllabus.

Policymakers can be assured that in adopting the CCSS, they will be setting learning expectations for students that are
similar to those set by Singapore in terms of rigor, coherence and focus. – Achieve (achieve.org/CCSSandSingapore)
—Achieve*, (achieve.org/CCSSandSingapore)

Here are the parallel assumptions:

1, Curriculum must be focused and coherent:

Common Core State Standards:
For over a decade, research studies of mathematics education in high performing countries have pointed to the conclusion that
the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve
mathematics achievement in this country.
(Common Core State Standards for Mathematics, 3)

Math in Focus® is organized to teach fewer topics in each grade but to teach them thoroughly. When a concept appears in a subsequent
grade level, it is always at a higher level. For instance, first grade does not address fractions, second grade covers what a fraction is, third
grade covers equivalent fractions and fractions of a set, fourth grade deals with mixed fractions, and addition of simple fractions, while
fifth grade teaches addition, subtraction, and multiplication of fractions as well as division of fractions by whole numbers. This is the
coherence and focus that the standards call for.
2. Teach to mastery
Common Core State Standards:
In grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building
fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
(Common Core State Standards for Mathematics, 17)

In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division
and strategies for multiplication and division within 100;(2)developing understanding of fractions, especially unit fractions…;(3)
developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing tw0-dimensional
shapes
(Common Core State Standards for Mathematics, 21)

Math in Focus® has the identical structure. Rather than repeating topics, students master them in a grade level, and subsequent grades
develop them to more advanced levels. Adding another digit is NOT an example. Moving from addition/subtraction in second grade to
multiplication/division in third grade is such an example. Students continue to practice all the operations with whole numbers in every
grade in the context of problem solving.

3. Focus on number, geometry and measurement in elementary grades

Common Core State Standards:
Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number,
operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to
number than to other topics.
(Common Core State Standards for Mathematics, 3)

Math in Focus® emphasizes number and operations in every grade K-5 just as recommended in the CCSS. The textbook is divided into
two books roughly a semester each. Approximately 75% of Book A is devoted to number and operations and 60-70% of Book B to
geometry and measurement where the number concepts are practiced. The key number topics are in the beginning of the school year so
students have a whole year to master them.
4. Organize content by big ideas such as place value
Common Core State Standards:
These Standards endeavor to follow such a design, not only by stressing conceptual understanding of key ideas, but also by
continually returning to organizing principles such as place value or the properties of operations to structure those ideas.
(Common Core State Standards for Mathematics, 4)

Math in Focus® is organized around place value and the properties of operations. The first chapter of each grade level from second to
fifth begins with place value. In first grade, students learn the teen numbers and math facts through place value. In all the grades,
operations are taught with place value materials so students understand how the standard algorithms work. Even the mental math that is
taught uses understanding of place value to model how mental arithmetic can be understood and done.

5. Curriculum must include both conceptual understanding and procedural fluency.

Common Core State Standards:
The Standards for Mathematical Content are a balanced combination of procedure and understanding
(Common Core State Standards for Mathematics, 8)

Math in Focus® is built around the Singapore Ministry of Education’s famous pentagon that emphasizes conceptual understanding,
skill development, strategies for solving problems, attitudes towards math, and metacognition that enable students to become excellent
problem solvers. The highly visual nature of the text and the consistent concrete to visual to abstract approach enables all students to both
understand how procedures work and to fluently apply them to solve problems.
6. Mathematics is about reasoning
Common Core State Standards:
These Standards define what students should understand and be able to do in their study of mathematics....One hallmark of
mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity.
(Common Core State Standards for Mathematics, 4)

Math in Focus® is famous for its model drawing to solve problems and to enable students to justify their solutions. In addition to
journal questions and other explicit opportunities to explain their thinking, students are systematically taught to use visual diagrams to
represent mathematical relationships in such a way as to accurately solve problems, but also to explain their thinking.

Works Cited:
1. "Common Core State Standards For Mathematics" Common Core State Standards Initiative | Home. 2 June 2010. Web. 26 July
2010. <http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf>.
 Houghton Mifflin Harcourt Specialized Curriculum
Math in Focus®, Grade 3 ©2013
Common Core Edition
correlated to the
Common Core State Standards for Mathematics
Grade 3
Standards Descriptor Page Citations
Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them. This standard is covered throughout the program; the following are
examples.
How Math in Focus® Aligns:
Math in Focus® is built around the Singapore Ministry of Education’s SE/TE-3A: 5-11, 27-29, 31-32, 41-52, 58-62, 63, 65-69, 72-
mathematics framework pentagon, which places mathematical problem 73, 79-80, 82-89, 91, 94-116, 122-132, 133-143,
solving at the core of the curriculum. Encircling the pentagon are the skills 145-149, 151, 155-156, 160-161, 163-164, 165-
and knowledge needed to develop successful problem solvers, with 166, 170-171, 189, 191-193, 223, 224-226, 248-
concepts, skills, and processes building a foundation for attitudes and 252, 256-265
metacognition. Math in Focus® is based on the premise that in order for
students to persevere and solve both routine and non-routine problems, Workbook 3A: 11A, 29A, 52A, 63A, 73A, 78A, 89A, 150A,
they need to be given tools that they can use consistently and successfully. 226A, 253A
They need to understand both the how and the why of math so that they can
self-monitor and become empowered problem solvers. This in turn spurs SE/TE-3B: 27, 56, 75, 84-90, 91-96, 97-104, 105, 106-111,
positive attitudes that allow students to solidify their learning and enjoy 156, 211, 292-293, 337, 381
mathematics. Math in Focus® teaches content through a problem solving
perspective. Strong emphasis is placed on the concrete-to-pictorial-to- Workbook 3B: 27A, 56A, 75A, 90A, 90B, 96A, 96B, 104A,
abstract progress to solve and master problems. This leads to strong 104B, 104C, 105A, 156A, 211A, 218B, 218D,
conceptual understanding. Problem solving is embedded throughout the 259A, 293A, 337A, 381A, 387F
program.

1
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

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Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

MP.2 Reason abstractly and quantitatively. This standard is covered throughout the program; the following are
examples.
How Math in Focus® Aligns:
Math in Focus’® concrete-pictorial-abstract progression helps students SE/TE-3A: 32, 69, 89, 89A, 114, 127, 157, 181, 209, 210,
effectively contextualize and decontextualize situations by developing a 210A, 213, 218, 223, 235, 259
deep mastery of concepts. Each topic is approached with the expectation
that students will understand both how it works, and also why. Students Workbook 3A: 114A, 126B, 126C, 127A, 131B, 150A, 157A,
start by experiencing the concept through hands-on manipulative use. 162A, 167A, 175A, 177A, 193A, 198A, 198B,
Then, they must translate what they learned in the concrete stage into a 209A, 209B, 209C, 210A, 213A, 226A, 230A,
visual representation of the concept. Finally, once they have gained a 234A, 245A, 249A, 249B, 253A, 258A, 258B
strong understanding, they are able to represent the concept abstractly.
Once students reach the abstract stage, they have had enough exposure to SE/TE-3B: 23, 41, 56, 75, 105, 156, 211, 241, 259, 292-
the concept and they are able to manipulate it and apply it in multiple 293, 337, 381
contexts. They are also able to extend and make inferences; this prepares
them for success in more advanced levels of mathematics. They are able to Workbook 3B: 27A, 56A, 75A, 105A, 156A, 211A, 259A,
both use the symbols and also understand why they work, which allows 293A, 337A, 381A
students to relate them to other situations and apply them effectively.

2
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

MP.3 Construct viable arguments and critique the reasoning of others. SE/TE-3A: 30, 82, 125, 140

How Math in Focus® Aligns: SE/TE-3B: 94, 145, 146, 272, 305, 352, 369, 370, 374
As seen on the Singapore Mathematics Framework pentagon,
metacognition is a foundational part of the Singapore curriculum. Students
are taught to self-monitor, so they can determine whether or not their
solutions make sense. Journal questions and other opportunities to explain
their thinking are found throughout the program. Students are
systematically taught to use visual diagrams to represent mathematical
relationships in such a way as to not only accurately solve problems, but
also to justify their answers. Chapters conclude with a Put on Your
Thinking Cap! problem. This is a comprehensive opportunity for students
to apply concepts and present viable arguments. Games, explorations, and
hands-on activities are also strategically placed in chapters when students
are learning concepts. During these collaborative experiences, students
interact with one another to construct viable arguments and critique the
reasoning of others in a constructive manner. In addition, thought bubbles
provide tutorial guidance throughout the entire Student Book. These
scaffolded dialogues help students articulate concepts, check for
understanding, analyze, justify conclusions, and self-regulate if necessary.

3
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

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Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

MP.4 Model with mathematics. This standard is covered throughout the program; the following are
examples
How Math in Focus® Aligns:
Math in Focus® follows a concrete-pictorial-abstract progression, SE/TE-3A: 5-11, 12-14, 17, 20-23, 53-57, 63, 77, 79, 84-86,
introducing concepts first with physical manipulatives or objects, then 94, 98-100, 102-105, 108-110, 118-120, 122-
moving to pictorial representation, and finally on to abstract symbols. A 123, 125-126, 127, 128-131, 138-149, 151-155,
number of models are found throughout the program that support the 158-162, 163-167, 168-175, 176-178, 180, 184-
pictorial stage of learning. Math in Focus® places a strong emphasis on 186, 194-195, 199-200, 202, 204-205, 224-226,
number and number relationships, using place-value manipulatives and 227-228, 231-232, 243-245, 246-249, 250-253,
place-value charts to model concepts consistently throughout the program. 254-258, 259-263
In all grades, operations are modeled with place-value materials so students
understand how the standard algorithms work. Even the mental math Workbook 3A: 11A, 19B, 63A, 126A, 126B, 126C, 131B,
instruction uses understanding of place value to model how mental 150A, 175A, 213B, 226A, 245A, 249A, 249B,
arithmetic can be understood and done. These place-value models build 253A, 258A 258B, 263B, 263C, 263D, 263F,
throughout the program to cover increasingly complex concepts. Singapore 263G
math is also known for its use of model drawing, often called “bar
modeling” in the U.S. Model drawing is a systematic method of SE/TE-3B: 4-5, 12, 15-16, 21, 24-26, 27, 42-45, 47, 48-53,
representing word problems and number relationships that is explicitly 55, 56, 57, 63-68, 69-74, 75, 77, 117-120, 121-
taught beginning in Grade 2 and extends all the way to secondary school. 125, 126-129, 130-145, 147-150, 151-155, 156,
Students are taught to use rectangular “bars” to represent the relationship 157-162, 168-185, 186-201, 202-210, 211, 215-
between known and unknown numerical quantities and to solve problems 217, 223-227, 241-243, 248-250, 254, 257, 262-
related to these quantities. This gives students the tools to develop mastery 263
and tackle problems as they become increasingly more complex.
Workbook 3B: 23A, 26A, 26B, 27A, 47A, 55A, 56A, 68A,
74A, 75A, 78B, 78C, 120A, 125A, 129A, 145A,
150A, 150B, 155A, 156A, 185A, 185B, 2011A,
210A, 211A, 218B, 218C, 227A, 247A, 250A,
259A, 387E, 387G

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Standards Descriptor Page Citations

MP.5 Use appropriate tools strategically. This standard is covered throughout the program; the following are
examples
How Math in Focus® Aligns:
Math in Focus® helps students explore the different mathematical tools that SE/TE-3A: 5-12, 14, 16-17, 20-23, 43-44, 47, 51, 57-58, 77,
are available to them. New concepts are introduced using concrete objects, 79, 81, 84-86, 94, 98-100, 102-105, 106, 108-
which help students break down concepts to develop mastery. They learn 110, 140, 156, 166, 174, 194-195, 197, 199-202,
how to use these manipulatives to attain a better understanding of the 204-205, 207, 210, 215, 222, 227-228, 231-233
problem and solve it appropriately. Math in Focus® includes representative
pictures and icons as well as thought bubbles that model the thought Workbook 3A: 19B
processes students should use with the tools. Several examples are listed
below. Additional tools referenced and used in the program include clocks, SE/TE-3B: 13, 32-34, 42-47, 64, 81, 83, 85-96, 105, 107,
money, dot paper, place-value charts, geometric tools, and figures. 109, 123-124, 131-132, 146, 166, 179-181, 186,
188-189, 191-192, 194, 199-200, 207, 215-217,
270, 272, 274, 278, 281, 289, 293, 297, 300,
302, 312, 315, 325, 337, 344, 346, 355, 360-
361, 368-370, 371-374

Workbook 3B: 96A, 96B, 105A, 201A, 218C, 318B, 337A,

352A, 361A, 374A, 374B, 381A, 387E

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Standards Descriptor Page Citations

MP.6 Attend to precision. This standard is covered throughout the program; the following are
examples.
How Math in Focus® Aligns:
As seen in the Singapore Mathematics Framework, metacognition, or the SE/TE-3A: 26, 30, 57, 60, 63, 69, 82, 96, 125, 140, 179,
ability to monitor one’s own thinking, is key in Singapore math. This is 197
modeled for students throughout Math in Focus® through the use of thought
bubbles, journal writing, and prompts to explain reasoning. When students SE/TE-3B: 13, 89, 94, 102, 122-123, 132, 140, 145-146,
are taught to monitor their own thinking, they are better able to attend to 178, 181, 190, 197, 208, 246, 271, 272, 276,
precision, as they consistently ask themselves, “does this make sense?” 277, 283, 290, 305, 307-308, 312, 315-316, 325,
This questioning requires students to be able to understand and explain 332, 349-350, 352, 359, 367, 369-370, 373, 374,
their reasoning to others, as well as catch mistakes early on and identify 377
when incorrect labels or units have been used. Additionally, precise
language is an important aspect of Math in Focus®. Students attend to the
precision of language with terms like factor, quotient, difference, and
capacity.

MP.7 Look for and make use of structure. SE/TE-3A: 25, 27-29, 31, 33, 35

How Math in Focus® Aligns: SE/TE-3B: 114, 116, 135, 142-143, 145, 147, 159, 161
The inherent pedagogy of Singapore math allows students to look for, and
make use of, structure. Place value is one of the underlying principles in Workbook 3B: 156A, 218B, 387D
Math in Focus®. Concepts in the program start simple and grow in
complexity throughout the chapter, year, and grade. This helps students
master the structure of a given skill, see its utility, and advance to higher
levels. Many of the models in the program, particularly number bonds and
bar models, allow students to easily see patterns within concepts and make
inferences. As students progress through grade levels, this level of structure
becomes more advanced.

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Standards Descriptor Page Citations

MP.8 Look for and express regularity in repeated reasoning. This standard is covered throughout the program; the following are
examples.
How Math in Focus® Aligns:
A strong foundation in place value, combined with modeling tools such as SE/TE-3A: 41-44, 45-48, 49-52, 53-63, 69, 70, 72, 79-87,
bar modeling and number bonds, gives students the foundation they need to 88-89, 90-91, 94-97, 98-101, 102-106, 108-113,
look for and express regularity in repeated reasoning. Operations are taught 114, 115-116, 122-126, 127, 128-131, 138-150,
with place value materials so students understand how the standard 151-157, 158-162, 163-167, 168-175, 177, 182-
algorithms work in all grades. Even the mental math instruction uses 183, 185-186, 189, 191-193, 194-198, 199-209,
understanding of place value to model how mental arithmetic can be 210-213, 216-223, 227-230, 231-234, 235-239,
understood and done. This allows students to learn shortcuts for solving 243-245, 246-249, 259-260, 262
problems and understand why they work. Additionally, because students
are given consistent tools for solving problems, they have the opportunity Workbook 3A: 44A, 48A, 52A, 63A, 73A, 73B, 87A, 89A,
to see the similarities in how different problems are solved and understand 97A, 101A, 106A, 113A, 114A, 126A, 126B,
efficient means for solving them. Throughout the program, students see 126C, 127A, 131B, 150A, 157A, 162A, 167A,
regularity with the reasoning and patterns between the four key operations. 175A, 177A, 193A, 198A, 209A, 209B, 209C,
Students continually evaluate the reasonableness of solutions throughout 213B, 213C, 230A, 234A, 245A, 249A, 249B,
the program; the consistent models for solving, checking, and self- 263B, 263C, 263D, 263F
regulation help them validate their answers.
SE/TE-3B: 4-14, 15-23, 24-26, 27, 28-30, 375-380, 381,
387

Workbook 3B: 14A, 23A, 26A, 26B, 27A, 380A, 380B, 387D,
387E, 387G

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Standards Descriptor Page Citations

Standards for Mathematical Content
3.OA Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division.
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 SE/TE-3A: 157, 158-159, 162, 167
as the total number of objects in 5 groups of 7 objects
each. Workbook 3A: 175A, 213B, 263D
3.OA.2 Interpret whole-number quotients of whole numbers, This standard is covered to mastery in grade 2, opportunities to
e.g., interpret 56 ÷ 8 as the number of objects in each review can be found on pages:
share when 56 objects are partitioned equally into 8
shares, or as a number of shares when 56 objects are SE/TE-3A: 176-177, 178-179, 183, 214-215, 219
partitioned into equal shares of 8 objects each.
See Grade 2:
SE/TE-2A: 179-183, 185

Workbook 2A: 185A, 185B, 186A, 188A, 188C, 188D

3.OA.3 Use multiplication and division within 100 to solve word SE/TE-3A: 152, 158-159, 163-165, 168, 172, 177, 179-181,
problems in situations involving equal groups, arrays, 183, 186, 213, 219-221, 227-228, 230, 231-234,
and measurement quantities, e.g., by using drawings and 239, 243-245, 246-249, 250-253, 254-258, 259-
equations with a symbol for the unknown number to 263
represent the problem.
Workbook 3A: 157A, 162A, 167A, 177A, 198A, 198B, 209B,
209C, 213C, 245A, 249A, 249B, 253A, 258A,
258B, 263B, 263C, 263D, 263F, 263G

SE/TE 3B: 66-68, 69-74, 76-78

Workbook 3B: 68A, 74A, 78C, 387G

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3.OA.4 Determine the unknown whole number in a SE/TE-3A: 138-150, 151-157, 158-162, 163-167, 168-175,
multiplication or division equation relating three whole 176-177, 178-186, 191, 194, 198, 201, 210-212,
numbers. 216-223, 225-226, 227-230, 231-234, 235, 237-
239, 243-245, 246-249, 251-253, 254-256, 258,
259, 260-263

Workbook 3A: 150A, 157A, 162A, 167A, 175A, 177A, 193A,

213B, 226A, 230A, 234A, 245A, 249A, 249B,
253A, 258A, 258B, 263B, 263C, 263D, 263F,
263G

SE/TE 3B: 66-68, 69-74, 76-78

Workbook 3B: 68A, 74A, 78C, 387G

Understand properties of multiplication and the relationship between multiplication and division.
3.OA.5 Apply properties of operations as strategies to multiply SE/TE-3A: 138-150, 151-157, 158-162, 163-167, 168-175,
and divide. 176-177, 178-186, 191, 194, 198, 201, 210-212,
216-223, 225-226, 227-230, 231-234, 235, 237-
239, 243-245, 246-249, 251-253, 254-256, 258,
259, 260-263

Workbook 3A: 150A, 157A, 162A, 167A, 175A, 177A, 193A,

213B, 226A, 230A, 234A, 245A, 249A, 249B,
253A, 258A, 258B, 263B, 263C, 263D, 263F,
263G

SE/TE-3B: 66-68, 69-74, 76-78

Workbook 3B: 68A, 74A, 78C, 387G

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3.OA.6 Understand division as an unknown-factor problem. SE/TE-3A: 176-177, 178-181, 183, 186, 216-223, 225-226,
226A, 227-230, 231-234, 235, 237-239, 251-
253, 254-256, 258, 259, 260-263

Workbook 3A: 177A, 230A, 234A, 253A, 258A, 258B, 263B,

263C, 263D, 263F, 263G

SE/TE-3B: 67-68, 72-73, 76-78

Workbook 3B: 74A, 78C, 387G

Multiply and divide within 100.

3.OA.7 Fluently multiply and divide within 100, using strategies SE/TE-3A: 138-150, 151-157, 158-162, 163-167, 168-175,
such as the relationship between multiplication and 176-177, 178-186, 191, 194, 198, 201, 210-212,
division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 216-223, 225-226, 227-230, 231-234, 235, 237-
= 8) or properties of operations. By the end of Grade 3, 239, 243-245, 246-249, 251-253, 254-256, 258,
know from memory all products of two one-digit 259, 260-263
numbers.
Workbook 3A: 150A, 157A, 162A, 167A, 175A, 177A, 193A,
213B, 226A, 230A, 234A, 245A, 249A, 249B,
253A, 258A, 258B, 263B, 263C, 263D, 263F,
263G

SE/TE-3B: 66-68, 69-74, 76-78

Workbook 3B: 68A, 74A, 78C, 387G

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Solve problems involving the four operations, and identify and explain patterns in arithmetic.
3.OA.8 Solve two-step word problems using the four operations. SE/TE-3A: 60-63, 122-126, 127, 128-131, 246-249, 254-
Represent these problems using equations with a letter 256, 258, 259, 261, 263
standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and Workbook 3A: 63A, 73B, 126A, 126B, 126C, 127A, 131B,
estimation strategies including rounding. 249A, 249B, 258A, 258B, 263C, 263F, 263G

SE/TE-3A: Common Core Focus Lesson Appendix Chapter

9, Lesson 4.a

3.OA.9 Identify arithmetic patterns (including patterns in the SE/TE-3A: 5-11, 27-29, 138-143, 145-149, 151, 155-156,
addition table or multiplication table), and explain them 160-161, 163-166, 170-171, 189, 191-193, 223-
using properties of operations. 226

Workbook 3A: 11A, 29A, 73A, 150A, 226A

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Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

3.NBT Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit arithmetic.
3.NBT.1 Use place value understanding to round whole numbers SE/TE-3A: 53-59, 61-63, 71, 73
to the nearest 10 or 100.
Workbook 3A: 63A, 69, 69A, 73B

3.NBT.2 Fluently add and subtract within 1000 using strategies Se/TE-3A: 41-44, 45-48, 49-52, 58-63, 65-68, 69, 70-73,
and algorithms based on place value, properties of 77-78, 79-87, 88-89, 90-91, 94-97, 98-101, 102-
operations, and/or the relationship between addition and 106, 107-113, 114, 115-116, 122-126, 127, 128-
subtraction. 131

Workbook 3A: 44A, 48A, 52A, 63A, 68A, 69A, 73B, 78A,
87A, 89A, 97A, 101A, 106A, 113A, 114A,
126A, 126B, 126C, 127A, 131B, 263D, 263E,
263F

SE/TE-3B: 4-14, 15-23, 24-26, 27, 28-30, 63-66, 68, 69-74,

76-78, 371, 375-378, 381

Workbook 3B: 14A, 23A, 26A, 26B, 27A, 68A, 74A, 75A,
78C, 380A, 380B, 387E, 387G

3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in SE/TE-3A: 152, 154-155, 157, 160-162, 167, 170-171, 175,
the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies 186, 191-193, 201, 210-212, 261
based on place value and properties of operations.
Workbook 3A: 150A, 157A, 162A, 175A, 193A, 213B, 249A,
249B, 263E

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Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

3.NF Number and Operations - Fractions
Develop understanding of fractions as numbers.
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 SE/TE 3B: 117-120, 121-123, 125, 126-127, 129, 156, 157,
part when a whole is partitioned into b equal parts; 161
understand a fraction a/b as the quantity formed by a
parts of size 1/b. Workbook 3B: 120A, 125A, 129A, 218B

3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.2.a Represent a fraction 1/b on a number line diagram by SE/TE-3B: 124-125, 131, 139-142, 144, 146, 157, 159
defining the interval from 0 to 1 as the whole and
partitioning it into b equal parts. Recognize that each part Workbook 3B: 125A, 146A, 147, 156A, 218B
has size 1/b and that the endpoint of the part based at 0
locates the number 1/b on the number line.

3.NF.2.b Represent a fraction a/b on a number line diagram by SE/TE-3B: 124-125, 131, 139-142, 144, 146, 157, 159
marking off a lengths 1/b from 0. Recognize that the
resulting interval has size a/b and that its endpoint Workbook 3B: 125A, 146A, 147, 156A, 218B
locates the number a/b on the number line.

13
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.3.a Understand two fractions as equivalent (equal) if they are SE/TE-3B: 121-125, 126-129, 138-139, 143, 147, 157-158,
the same size, or the same point on a number line. 160-161

Workbook 3B: 125A, 129A, 387E

3.NF.3.b Recognize and generate simple equivalent fractions, e.g., SE/TE-3B: 121-125, 126-129, 138-139, 143, 147, 157-158,
1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are 160-161
equivalent, e.g., by using a visual fraction model.
Workbook 3B: 125A, 129A, 387E

3.NF.3.c Express whole numbers as fractions, and recognize This standard is covered to mastery in grade 2, opportunities to
fractions that are equivalent to whole numbers. review can be found on pages:

SE/TE-3B: 113, 117, 159

Workbook 3B: 120A

SE/TE-3B: Common Core Focus Lesson Appendix Chapter

14, Lesson 6.a

See Grade 2:
SE/TE-2B: 76, 79, 87, 90, 95
3.NF.3.d Compare two fractions with the same numerator or the SE/TE-3B: 130-134, 136-144, 147, 158-159
same denominator by reasoning about their size.
Recognize that comparisons are valid only when the two Workbook 3B: 146A, 147, 156A, 218B
fractions refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
14
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

3.MD Measurement and Data
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and measure SE/TE-3B: 223-227, 228-232, 233-236, 237-240, 241-247,
time intervals in minutes. Solve word problems 251-253, 255-256, 258, 259, 260, 262-263
involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number Workbook 3B: 227A, 232A, 236A, 247A, 240A, 258A, 258B,
line diagram. 259A, 387F, 387G

3.MD.2 Measure and estimate liquid volumes and masses of SE/TE-3B: 42-47, 48-55, 56, 57-58, 64, 66-68, 71-74, 75,
objects using standard units of grams (g), kilograms (kg), 76-78
and liters (l). Add, subtract, multiply, or divide to solve
one-step word problems involving masses or volumes Workbook 3B: 47A, 55A, 56A, 68A, 74A, 75A, 78B, 78C,
that are given in the same units, e.g., by using drawings 387E, 387G
(such as a beaker with a measurement scale) to represent
the problem.
Represent and interpret data.
3.MD.3 Draw a scaled picture graph and a scaled bar graph to SE/TE-3B: 84-87, 90, 91-96, 105, 107, 109
represent a data set with several categories. Solve one-
and two-step “how many more” and “how many less” Workbook 3B: 90A, 90B, 96A, 96B, 105A, 218B, 218D, 387F
problems using information presented in scaled bar
graphs.
3.MD.4 Generate measurement data by measuring lengths using SE/TE-3B: 97-104, 110-111, 122, 124, 125, 130, 131-136,
rulers marked with halves and fourths of an inch. Show 139-145, 164-165, 169, 171-175, 184
the data by making a line plot, where the horizontal scale
is marked off in appropriate units— whole numbers, Workbook 3B: 104A, 104B, 104C, 185A
halves, or quarters.
SE/TE-3B: Common Core Focus Lesson Appendix Chapter
15, Lesson 1.a

15
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

Geometric Measurement: understand concepts of area and relate area to multiplication and to addition.
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” SE/TE-3B: 347-349, 351-352, 353-361, 363-364, 366, 368-
is said to have “one square unit” of area, and can be used 370, 372-374, 383-387
to measure area.
Workbook 3B: 352A, 361A, 370A, 374A, 374B, 387C, 387F

3.MD.5.b A plane figure which can be covered without gaps or SE/TE-3B: 347-352, 353-361, 363-364, 366, 368-370, 372-
overlaps by n unit squares is said to have an area of n 374, 385-386
square units.
Workbook 3B: 352A, 361A, 370A, 374A, 374B, 381A, 387F

3.MD.6 Measure areas by counting unit squares (square cm, SE/TE-3B: 347-352, 353-361, 363-364, 366, 368-370, 372-
square m, square in, square ft, and improvised units). 374, 385-386

Workbook 3B: 352A, 361A, 370A, 374A, 374B, 381A, 387F

16
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side SE/TE-3B: 158-161, 164-165, 167, 170-172, 180, 183, 185
lengths by tiling it, and show that the area is the same as
would be found by multiplying the side lengths. Workbook 3B: 162, 175A

3.MD.7.b Multiply side lengths to find areas of rectangles with SE/TE-3B: 158-159, 164-165, 172
whole-number side lengths in the context of solving real
world and mathematical problems, and represent whole-
number products as rectangular areas in mathematical
reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a SE/TE-3B: 160-161, 164-165, 167, 170-172
rectangle with whole-number side lengths a and b + c is
the sum of a × b and a × c. Use area models to represent Workbook 3B: 175A
the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear SE/TE-3B: 355, 358-360, 361, 364, 368-369, 373-374, 385-
figures by decomposing them into non-overlapping 386
rectangles and adding the areas of the non-overlapping
parts, applying this technique to solve real world Workbook 3B: 361A, 370A, 374A, 374B, 387C, 387F
problems.
SE/TE-3B:
Common Core Focus Lesson Appendix Chapter
19, Lesson 4.a
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
3.MD.8 Solve real world and mathematical problems involving SE/TE-3B: 371-374, 375-380, 385-387
perimeters of polygons, including finding the perimeter
given the side lengths, finding an unknown side length, Workbook 3B: 374A, 374B, 380A, 380B, 381A, 387C, 387D
and exhibiting rectangles with the same perimeter and
different areas or with the same area and different
perimeters.

17
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
Houghton Mifflin Harcourt Specialized Curriculum Math in Focus®, Grade 3 ©2013 – Common Core Edition correlated to the
Common Core State Standards for Mathematics, Grade 3

Standards Descriptor Page Citations

3.G Geometry
Reason with shapes and their attributes.
3.G.1 Understand that shapes in different categories (e.g., SE/TE-3B: 272, 274, 277-278, 306-308, 310-318, 319, 337,
rhombuses, rectangles, and others) may share attributes 338, 340-342
(e.g., having four sides), and that the shared attributes
can define a larger category (e.g., quadrilaterals). Workbook 3B: 274A, 318A, 318B, 387B
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. Express the SE/TE-3B: 117-120, 121-123, 125, 126-127, 129, 130-137,
area of each part as a unit fraction of the whole. 139, 143-145, 147-150, 153-155, 156, 157-161

Workbook 3B: 120A, 125A, 129A, 146A, 150A, 150B, 155A,

156A, 218B

18
Math in Focus® is published by Marshall Cavendish International (Singapore) and exclusively distributed by Houghton Mifflin Harcourt

Common Core State Standards for Mathematics© Copyright 2010.

National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved