GRADE 3

Standards
Priority
Clarification and Examples
Number Sense - Grade 3
67%
  
1. Students count, read, write, compare, and analyze numbers.    
1.1 Students read and write numerals up to 10,000 and identify the place value for each digit.
2
 In the number 3,602, what value does the 6 represent?
1.2 Students count by ones, beginning at a number below 10,000 and ending up with a number no more than 10,000
2
 Start at 3,205 and count to 3, 215.
1.3 Students compare two whole numbers between 0 and 9,999, using the equality or inequality symbols <, >, = and the words less than, greater than, or equal to.
2
 Fill in the missing symbol: 2,609 ___ 2,906
1.4 Students order several numbers between 0 and 10,000, written in random order from smallest in value to greatest
2
 The girls went running. Jan ran 1,875 meters, Betty ran 1,694 meters, Anna ran 1,009 meters, and Tamara ran 164 meters. List the girls in order according to how far they ran. Begin with the girl who ran the farthest.
1.5 Students round off numbers between 0 and 10,000 to the nearest ten, hundred, or thousand.
4
 Round off 2,356 to the nearest hundred and to the nearest ten.
1.6 Students use expanded notation to represent a given number
2
 3206 = 3000 + 200 + 6
2. Students estimate, calculate, solve and explain problems and extend patterns involving addition, subtraction, multiplication, and division of whole numbers.    
2.1 Students demonstrate fluent recall of basic addition and subtraction facts.
4
 Students will complete a page, including 50 basic addition facts, within 3 minutes.
2.2 Students round off three-digit numbers to the nearest hundred or to the nearest ten to estimate the answer to a subtraction or addition problem with two numbers.
3
 Round off the numbers to the nearest hundred and estimate the answer to 287+432.
There are 287 girls and 432 boys in the school. Estimate how many children are in the school by rounding to the nearest hundred.
2.3 Students determine the sum of two, three, or four numbers, or the difference of two numbers, each 9.999 or less, without regrouping and with regrouping required in several columns.
3
  
2.4 Students memorize and recall basic multiplication and division facts through 10 x 10.
5
  
2.5 Students use the commutative relationship and the inverse relationship between multiplication and division to complete basic fact sentences.
3
 9 x 3 = 27, so 27 / 3 = __;
5 x 3 = 15, so 3 x 5 = __
2.6 Students mentally add a single-digit number to a two- or three-digit number.
3
 35 + 4 = __
2.7 Students solve multiplication problems with a one-digit number and a two- or three-digit number.
4
 There are 25 children. If each child brings 5 cans to class, how many cans will there be?
2.8 Students solve division problems in which a two-digit number is divided by a one-digit number and the answer has a remainder.
3
  
2.9 Students solve division problems in which a two- or three-digit number is evenly divided by a one-digit number.
3
 135 / 5
2.10 determine the missing number or symbol (+, -, = ‹ › ) in an equation.
3
 15 __ 5 = 3
4 + 5 __ 10
2.11 Students state the meaning of mathematical terms such as sum, difference, quotient, product, factor.
2
  
2.12 Students use the relationship between multiplication and division to check answers.
3
 Jason bought 125 stickers. He divided them into 7 piles that are the same. Each pile has 25 in it. Write a numbers sentence that will let you know if Jason divided correctly.
2.13 Students understand the special properties of 1 and 0 in multiplication and division problems.
2
  
2.14 Students solve problems which require an understanding of the commutative property of multiplication:
2
 4 x 3 = 12, so 3 x 4 = 12
2.15 Students recognize, describe, and extend numeric patterns, involving addition, subtraction, or multiplication.
2
  
2.16 Students determine the unit cost when given the total cost and the number of units, and the total cost when given the number of units and the cost per unit.
3
 James spent 80 cents buying four pencils. If each pencil costs the same, how much did he pay for each pencil?
2.17 Students explain the choice of using addition, subtraction, multiplication, or division to solve a problem.
3
  
2.18 Students solve problems that require two different operations to determine the answer.
4
 James bought 4 erasers, each costing 15 cents. He also bought 6 erasers, at 5 cents each. How much did he spent altogether?
2.19 Students find multiples and factors of numbers, as well as perfect square numbers to 100
3
  
3. Students construct, analyze, and calculate with simple fractions and decimals.    
3.1 Students read, write, add and subtract decimals through hundredths.
3
  
3.2 Students multiply decimals by a whole numbers.
3
  
3.3 Students write the proper or improper fraction represented by drawings or concrete materials and represent a given proper or improper fraction, using drawings or concrete materials.
4
 Write a fraction to show which part of a circle is shaded.
3.4 Students compare the value of two fractions represented by drawings or concrete materials to determine if the fractions are equivalent or, if not, to determine which has the greater value.
2
  
3.5 Students add and subtract fractions with like denominators.
2
 3/5 + 1/5
3.6 Students read, write, add, and subtract money amounts expressed in decimal notation.
3
  
3.7 Students show a collection of dollar bills and coins to represent a specified sum, and make change up to $10.
3
  
3.8 Students round off dollar amounts to the nearest dollar or to the nearest ten cents and estimate the sum or difference of an addition or subtraction problem by working with the rounded numbers.
3
  
3.9 Students identify and construct fractions that equal 1 and determine if a fraction that does not equal 1 represents a value greater or smaller than 1.
3
 Circle the fractions that equal 1. Write "M" over fractions that equal more than 1: 4/4 4/1 5/4 7/8 7/7
3.10 Students note that a fraction that equals 1 has the same numerator and denominator, or that the result of subtracting the fraction from 1 is 0.
3
 Jason had a pie. He ate 2/3 of the pie. What part of the pie does he have left?
Measurement and Geometry - Grade 3
20%
  
1. Students estimate, measure, and compare lengths, weights, capacities, times, and temperatures.    
1.1 Students estimate and then measure the length, or weight, or capacity of objects, with metric and U.S. Customary units.
4
 Length: inches, feet, yards, centimeters, and meters
Weight: ounces, pounds, grams, and kilograms
Capacity: cups, pints, quarts, gallons, and litter and milliliter
Time: seconds, minutes, hours, days, weeks, months
Temperature: Degrees—Fahrenheit
1.2 Students tell time to the minute using analog and digital clocks.
3
  
1.3 Students relate 15, 30, and 45 minutes to fractions of an hour
3
 15 minutes is __ of an hour
How many minutes is 3/4 of an hour?
1.3 Students carry out simple unit conversion with length and time to determine equivalent ways of expressing a measurement.
3
 2 feet equals 24 inches
2 hours are 120 minutes
2. Students demonstrate understanding of plane and solid geometric objects and their attributes and use this under-standing to show relationships and solve problems.    
2.1 Students identify polygons and common three-dimensional geometric objects (cube, rectangular solid, sphere, prism, pyramid, cone, cylinder.
2
  
2.2 Students identify the attributes of polygons and common three-dimensional geometric objects; e.g., equal sides, square corners, number of faces, shape of faces.
2
  
2.3 Students describe polygons and common three-dimensional objects.
2
  
2.4 Students identify congruent and symmetrical two-dimensional figures, given appropriate drawings or figures.
1
  
2.5 Students estimate and find the perimeter and the area of a square or a rectangle.
3
  
2.6 Students determine the area of a polygonal shape in which they must break it into rectangles and squares and add the area of each to determine the area of the entire shape.
2
  
Symbols and Algebra - Grade 3
4%
  
1. Students select appropriate symbols, operations, and properties to solve simple problems.    
1.1 Students understand and use the symbols for multiplication and division
3
  
1.2 Students use variables as placeholders in number sentences and symbolic forms and formulas.
3
  
Statistics and Probability - Grade 3
9%
  
1. Students collect data and learn simple probability concepts.
2
  
1.1 Students identify whether common events are certain, likely, unlikely, or impossible.
3
  
1.2 Students record information on a simple graph and make line plots and create tables to record data about similar sets of groups.
3
  
1.3 Students answer comparative questions about data students have collected and displayed.
3
  
1.4 Students read and interpret data represented in bar graphs and in tables.
3
  

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