Grade 3 Standards
Continue to address the grades PreK-2 standards as needed.
Number Sense and Operations
Students
engage in problem solving, communicating, reasoning, connecting, and
representing as they:
3.N.1 Exhibit an understanding of the values of
the digits in the base ten number system by reading, modeling, writing,
comparing, and ordering whole numbers through 9,999.
3.N.2 Represent, order, and compare numbers
through 9,999. Represent numbers using expanded notation (e.g., 853 = 8 x 100 +
5 x 10 + 3), and written out in words (e.g., eight hundred fifty-three).
3.N.3 Identify and represent fractions (between
0 and 1 with denominators through 10) as parts of unit wholes and parts of
groups. Model and represent a mixed number (with denominator 2, 3, or 4) as a
whole number and a fraction, e.g., 1 2/3, 3 1/2.
3.N.4 Locate on the number line and compare
fractions (between 0 and 1 with denominators 2, 3, or 4, e.g., 2/3).
3.N.5 Recognize classes to which a number may
belong (odd numbers, even numbers, and multiples of numbers through 10).
Identify the numbers in those classes, e.g., the class of multiples of 7
between 1 and 29 consists of 7, 14, 21, 28.
3.N.6 Select, use, and explain various meanings
and models of multiplication (through 10 x 10). Relate multiplication problems
to corresponding division problems, e.g., draw a model to represent 5 x 6 and
30 ÷ 6.
3.N.7 Use the commutative (order) and identity
properties of addition and multiplication on whole numbers in computations and
problem situations, e.g., 3 + 4 + 7 = 3 + 7 + 4 = 10 + 4.
3.N.8 Select and use appropriate operations
(addition, subtraction, multiplication, and division) to solve problems,
including those involving money.
This standard is intentionally the same
as standard 4.N.10.
3.N.9 Know multiplication facts through 10 x 10
and related division facts, e.g., 9 x 8 = 72 and 72 ÷ 9 = 8. Use these facts to
solve related problems, e.g., 3 x 5 is related to 3 x 50.
3.N.10 Add and subtract (up
to four-digit numbers) and multiply (up to two-digit numbers by a one-digit
number) accurately and efficiently.
3.N.11 Round whole numbers
through 1,000 to the nearest 10, 100, and 1,000.
3.N.12 Understand and use the strategies of
rounding and regrouping to estimate quantities, measures, and the results of
whole-number computations (addition, subtraction, and multiplication) up to
two-digit whole numbers and amounts of money to $100, and to judge the
reasonableness of the answer.
3.N.13 Use concrete objects and visual models to
add and subtract (only when the answer is greater than or equal to zero) common
fractions (halves, thirds, fourths, sixths, and eighths) with like
denominators.
Patterns, Relations, and Algebra
Students
engage in problem solving, communicating, reasoning, connecting, and
representing as they:
3.P.1 Create, describe, extend, and explain
symbolic (geometric) patterns and addition and subtraction patterns, e.g., 2,
6, 10, …; and 50, 45, 40.…
3.P.2 Determine which symbol (<, >, or =)
is appropriate for a given number sentence, e.g., 7 x 8 .?. 49 + 6.
3.P.3 Determine the value of a variable
(through 10) in simple equations involving addition, subtraction, or
multiplication, e.g., 2 + o = 9; 5 x [insert upside down capital
delta here] = 35.
3.P.4 Write number sentences using +, –,
x, ÷, <, =, and/or > to represent mathematical relationships in everyday
situations.
Geometry
Students
engage in problem solving, communicating, reasoning, connecting, and
representing as they:
3.G.1 Compare and analyze attributes and other
features (e.g., number of sides, corners, diagonals, and lines of symmetry) of
two-dimensional geometric shapes.
3.G.2 Describe, model, draw, compare, and
classify two-dimensional shapes, e.g., circles, triangles, and quadrilaterals.
Identify and describe simple three-dimensional shapes, e.g., cubes, spheres,
and pyramids.
3.G.3 Identify angles as right angles, less
than a right angle, and greater than a right angle.
3.G.4 Identify and draw parallel lines,
perpendicular lines, and other intersecting lines.
3.G.5 Using ordered pairs of whole numbers
and/or letters, locate and identify points on a grid.
3.G.6 Identify and draw lines of symmetry in
two-dimensional shapes.
3.G.7 Predict and explain the results of taking
apart and combining two-dimensional shapes.
Measurement
Students
engage in problem solving, communicating, reasoning, connecting, and
representing as they:
3.M.1 Demonstrate an understanding of the
attributes length, area, and weight, and select the appropriate type of unit
for measuring each attribute using both the U.S. Customary (English) and metric
systems.
3.M.2 Carry out simple unit conversions within
a system of measurement, e.g., hours to minutes, cents to dollars, yards to
feet or inches, etc.
This standard is intentionally the same
as standard 4.M.2.
3.M.3 Identify time to the minute on analog and
digital clocks using a.m. and p.m. Compute elapsed time, using a clock for
times less than one hour (i.e., minutes since), and using a calendar (e.g.,
days since).
3.M.4 Estimate and find area and perimeter of a
rectangle, using diagrams and grids, or by measuring.
3.M.5 Identify and use appropriate metric and
U.S. Customary (English) units and tools (e.g., ruler, scale, thermometer,
clock) to estimate, measure, and solve problems involving length, area, weight,
temperature, and time.
Data Analysis, Statistics, and
Probability
Students
engage in problem solving, communicating, reasoning, connecting, and
representing as they:
3.D.1 Collect and organize data using
observations, measurements, surveys, or experiments, and identify appropriate
ways to display the data.
This standard is intentionally the same
as standard 4.D.1.
3.D.2 Match representations of a data set in
the forms of tables, line plots, pictographs, tallies, or bar graphs with the
actual data set.
3.D.3 Construct and draw conclusions from
representations of data sets in the forms of tables, line plots, pictographs,
tallies, and bar graphs.
3.D.4 List and count the number of possible
combinations of objects from two sets, e.g., how many different outfits can one
make from a set of two sweaters and a set of three skirts?