Performance Indicator - MST3.4.N.1:
Students skip count by thousands.

Performance Indicator - MST3.4.N.2:
Students read and write whole numbers up to 10,000.

Performance Indicator - MST3.4.N.3:
Students compare and order numbers up to 10,000.

Performance Indicator - MST3.4.N.4:

Students understand the place value structure of the base ten number system:

• 10 ones = 1 ten
• 10 tens = 1 hundred
• 10 hundreds = 1 thousand
• 10 thousands = 1 ten thousand

Performance Indicator - MST3.4.N.5:
Students recognize equivalent representations for numbers up to four digits and generate them by decomposing and composing numbers.

Performance Indicator - MST3.4.N.6:
Students understand, use, and explain the associative property of multiplication.

Performance Indicator - MST3.4.N.7:
Students develop an understanding of fractions as locations on number lines and as divisions of whole numbers.

Performance Indicator - MST3.4.N.8:
Students recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths) using manipulatives, visual models, and illustrations.

Performance Indicator - MST3.4.N.9:
Students use concrete materials and visual models to compare and order unit fractions or fractions with the same denominator (with and without the use of a number line.)

Performance Indicator - MST3.4.N.10:
Students develop an understanding of decimals as part of a whole.

Performance Indicator - MST3.4.N.11:
Students read and write decimals to hundredths, using money as a context.

Performance Indicator - MST3.4.N.12:
Students use concrete materials and visual models to compare and order decimals (less than 1) to the hundredths place in the context of money.

Performance Indicator - MST3.4.N.13:
Students develop an understanding of the properties of odd/even numbers as a result of multiplication.