CCSS.3.NBT.A.1
Common Student Misconception Targeted Concrete Remediation Strategy
Looking at the Wrong Digit:
Looking at the hundreds digit when rounding to 100 (e.g., seeing 4 in 438 and rounding up to 500).
Action: Have students underline the target place value (hundreds) and circle the "lookout digit" to its right (tens). Model on an open number line between 400 and 500.
Truncating Instead of Rounding 3-Digits:
Rounding 147 to the nearest 10 and answering 50 instead of 150 (dropping the hundreds place).
Action: Require students to state the two benchmark tens first: "147 sits between 140 and 150." Keep hundreds in base-ten blocks during instruction.
Midpoint Ambiguity:
Wondering why 5 or 50 rounds up when it is equidistant from both endpoints.
Action: Teach math convention: digits 0,1,2,3,4 (5 digits) round down; 5,6,7,8,9 (5 digits) round up. This creates exact equal halves of the 10 base-ten digits.
Double Rounding:
Rounding 346 to 350, then rounding 350 up to 400 when asked to round to the nearest hundred.
Action: Emphasize that rounding to hundreds requires checking distance straight to 300 or 400. 346 is 46 away from 300 and 54 away from 400.
Intervention / Support
On-Grade Mastery
Extension / Challenge
Level 1 • Emerging
Relies on guessing or memory rhymes without number sense. Struggles to identify benchmark multiples of 10 or 100.
Level 2 • Developing
Successfully rounds 2-digit numbers to the nearest 10 using a provided number line, but makes errors with 3-digit numbers or rounding to 100.
Level 3 • Proficient
Accurately rounds whole numbers within 1,000 to nearest 10 and 100. Uses place value and distance logic to justify solutions.
Level 4 • Advanced
Critiques mathematical reasoning, finds all numbers in a rounding interval (e.g., 245–254), and applies rounding in multi-step scenarios.
Summit Objectives Guide • Page 2 of 2 Instructional Planning & Reference Tool
Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., \(9 \times 80\)).
🎯 "I can multiply single digits by multiples of ten."
Third Grade Targets • Page 1 of 2 Turn over for Fractions (3.NF), Measurement (3.MD), Geometry (3.G) & SMPs →
Master Objectives
3.NF
Major Work of Grade 3
3.NF.A.1 • Unit Fractions
Understand a fraction \(1/b\) as 1 part when a whole is partitioned into \(b\) equal parts; understand \(a/b\) as \(a\) parts of size \(1/b\).
🎯 "I can show what numerators and denominators mean."
3.NF.A.2 • Number Line
Represent a fraction \(a/b\) on a number line by partitioning the interval from 0 to 1 into equal segments.
🎯 "I can plot and find fractions on a number line."
3.NF.A.3 • Equivalence & Compare
Recognize equivalent fractions; express whole numbers as fractions (\(3 = 3/1 = 6/2\)); compare fractions with like numerators or denominators.
🎯 "I can compare fractions with the same top or bottom."
3.MD
Major & Supporting Work
Time & Volume
Tell time to the nearest minute; calculate elapsed time; estimate liquid volume (L) and mass (g, kg).
🎯 "I can measure elapsed time, volume, and mass."
Data Displays
Draw scaled picture graphs and bar graphs; solve one- and two-step "how many more/less" problems.
🎯 "I can make and interpret scaled bar graphs."
Area Concepts
Measure area by unit squares; relate area to multiplication and addition (\(\text{side} \times \text{side}\)).
🎯 "I can find area by multiplying length by width."
Perimeter
Solve real-world perimeter problems; distinguish between perimeter and area.
🎯 "I can calculate the distance around a shape."
3.G
Supporting Work
3.G.A.1 • Categorize Shapes by Attributes
Understand that shapes in different categories (rhombuses, rectangles, others) share attributes (e.g., four sides = quadrilaterals).
🎯 "I can sort shapes by sides, angles, and attributes."
3.G.A.2 • Partition Shapes into Equal Areas
Partition shapes into parts with equal areas and express each part's area as a unit fraction of the whole shape.
🎯 "I can divide shapes into equal pieces and label unit fractions."
SMP 1: Persevere Tries multiple ways to unpack tricky word problems.
SMP 2: Reason Connects symbols with concrete items and context.
SMP 3: Construct & Critique Explains thinking and kindly questions classmates.
SMP 4: Model with Math Uses bar models, number lines, arrays, and equations.
SMP 5: Use Tools Chooses tiles, rulers, or graph paper strategically.
SMP 6: Precision Labels units correctly and calculates carefully.
SMP 7: Look for Structure Spots fact patterns, place value, and symmetries.
SMP 8: Repeated Reasoning Derives shortcuts (e.g., doubling or skip counting).
Third Grade Targets • Page 2 of 2 Complete Common Core Grade 3 Mathematics Standards Framework
