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Three simple steps: (1) Share an assignment from thousands of standards-aligned topics using a share code. (2) Students speak and draw their thinking naturally, and Goblins responds with Socratic questioning that sounds just like their teacher. (3) Teachers get real-time formative insights showing what students struggle with and suggestions to inform instruction.

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Can I use my own voice with Goblins?

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What math levels does Goblins cover?

Goblins covers math from Grade 5 through AP Calculus, including thousands of standards-aligned topics. Teachers can also upload their own content for custom assignments at any level.

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North Carolina: Grade 3 Math Standards

38 standards · 5 domains

GEOMETRY

NC.3.G.1.a Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals.
NC.3.G.1.b Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids.

MEASUREMENT AND DATA

NC.3.MD.1 Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour.
NC.3.MD.2.a Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit.
NC.3.MD.2.b Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds.
NC.3.MD.2.c Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units.
NC.3.MD.3.a Collect data by asking a question that yields data in up to four categories.
NC.3.MD.3.b Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided.
NC.3.MD.3.c Solve one and two-step “how many more” and “how many less” problems using information from these graphs.
NC.3.MD.5 Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.
NC.3.MD.7.a 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.
NC.3.MD.7.b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning.
NC.3.MD.7.c Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles.
NC.3.MD.8 Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length.

NUMBER AND OPERATIONS IN BASE TEN

NC.3.NBT.2.a Use estimation strategies to assess reasonableness of answers.
NC.3.NBT.2.b Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems.
NC.3.NBT.2.c Use expanded form to decompose numbers and then find sums and differences.
NC.3.NBT.3 Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90.

NUMBER AND OPERATIONS – FRACTIONS

NC.3.NF.1.a Explain that a unit fraction is one of those parts.
NC.3.NF.1.b Represent and identify unit fractions using area and length models.
NC.3.NF.2.a Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction.
NC.3.NF.2.b Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.
NC.3.NF.3.a Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths.
NC.3.NF.3.b Explaining that a fraction with the same numerator and denominator equals one whole.
NC.3.NF.3.c Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
NC.3.NF.4 Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths.

OPERATIONS AND ALGEBRAIC THINKING

NC.3.OA.1.a Interpret the factors as representing the number of equal groups and the number of objects in each group.
NC.3.OA.1.b Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.
NC.3.OA.2.a Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group.
NC.3.OA.2.b Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.
NC.3.OA.3.a Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.
NC.3.OA.3.b Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.
NC.3.OA.6 Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem.
NC.3.OA.7.a Know from memory all products with factors up to and including 10.
NC.3.OA.7.b Illustrate and explain using the relationship between multiplication and division.
NC.3.OA.7.c Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
NC.3.OA.8 Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number.
NC.3.OA.9 Interpret patterns of multiplication on a hundreds board and/or multiplication table.