## Mi Math Standards

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### 3 #### 3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

03 #### 3.MD.B.4

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

03 #### 3.MD.C

Grade 3 » Measurement & Data » Geometric measurement: understand concepts of area and relate area to multiplication and to addition. #### 3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

03 #### 3.MD.C.5a

A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.

03 #### 3.MD.C.5b

A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

03 #### 3.MD.C.6

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

03 #### 3.MD.C.7

Relate area to the operations of multiplication and addition.

03 #### 3.MD.C.7a

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

03 #### 3.MD.C.7b

Multiply side lengths to find areas of rectangles with 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.