3rd Grade Math
| Web pages maintained by Victoria Surface, MWES Instructional Technologist surfacvm@pwcs.edu Updated December 13, 2007 |
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3.1 The student will read and write six-digit numerals and identify the place value for each digit.
Activities
3.2 The student will round a whole number, 9,999 or less, to the nearest ten, hundred, and thousand.
Activities
3.3 The student will compare two whole numbers between 0 and 9,999, using symbols (>, <, or =) and
words (greater than, less than, or equal to).
Activities
3.4 The student will recognize and use the inverse relationship between addition/subtraction and
multiplication/division to complete basic fact sentences. Students will use these relationships to solve
problems such as 5 + 3 = 8 and 8 - 3 = __.
Activities
3.5 The student will
a) divide regions and sets to represent a fraction; and
b) name and write the fractions represented by a given model (area/region, length/measurement, and set).
Fractions (including mixed numbers) will include halves, thirds, fourths, eighths, and tenths.
Activities
3.6 The student will compare the numerical value of two fractions having like and unlike denominators,
using concrete or pictorial models involving areas/regions, lengths/measurements, and sets.
Activities
3.7 The student will read and write decimals expressed as tenths and hundredths, using concrete
materials and models.
Activities
3.8 The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or
less, with or without regrouping, using various computational methods, including calculators, paper and
pencil, mental computation, and estimation.
Activities
3.9 The student will recall the multiplication and division facts through the nines table.
Activities
3.10 The student will represent multiplication and division, using area and set models, and create and solve
problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or
less.
Activities
3.11 The student will add and subtract with proper fractions having like denominators of 10 or less, using
concrete materials and pictorial models representing areas/regions, lengths/measurements, and sets.
Activities
3.12 The student will add and subract with decimals expressed as tenths, using concrete materials,
pictorial representations, and paper and pencil.
Activities
3.13 The student will determine by counting the value of a collection of bills and coins whose total value is
$5.00 or less, compare the value of the coins or bills, and make change.
Activities
3.14 The student will estimate and then use actual measuring devices with metric and U.S. Customary
units to measure
a) length - inches, feet, yards, centimeters, and meters;
b) liquid volume - cups, pints, quarts, gallons, and liters; and
c) weight/mass - ounces, pounds, grams, and kilograms.
Activities
3.15 The student will tell time to the nearest five-minute interval and to the nearest minute, using analog
and digital clocks.
Activities
3.16 The student will identify equivalent periods of time, including relationships among days, months, and
years, as well as minutes and hours.
Activities
3.17 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit
thermometer. Real thermometers and physical models of thermometers will be used.
Activities
3.18 The student will analyze two-dimensional (plane) and three-dimensional (solid) geometric figures
(circle, square, rectangle, triangle cube, rectangular solid [prism], square pyramid, sphere, cone, and
cylinder) and identify relevant properties, including the number of corners, square corners, edges, and the
number and shape of faces, using concrete models.
Activities
1. Using the Kidspiration Geometric Solids template the students will identify the number of curved faces, flat
faces, edges, and vertices on geometric solids.
3.19 The student will identify and draw representations of line segments and angles, using a ruler or
straightedge.
Activities
3.20 The student, given appropriate drawings or models, will identify and describe congruent and
symmetrical, two-dimensional (plane) figures, using tracing procedures.
Activities
3.21 The student, given grid paper, will
a) collect and organize data on a given topic of his/her choice, using observations, measurements,
surveys, or experiments; and
b) construct a line plot, a picture graph, or a bar graph to represent results. Each graph will include an
appropriate title and key.
Activities
1. Create a graph using nces.ed.gov/nceskids/createagraph/.
3.22 The student will read and interpret data represented in line plots, bar graphs, and picture graphs and
write a sentence analyzing the data.
Activities
3.23 The student will investigate and describe the concept of probability as chance and list possible results
of a given situation.
Activities
3.24 The student will recognize and describe a variety of patterns formed using concrete objects,
numbers, tables, and pictures, and extend the pattern, using the same or different forms (concrete
objects, numbers, tables, and pictures).
Activities
3.25 The student will
a) investigate and create patterns involving numbers, operations (addition and multiplication), and relations
that model the identity adn commutative properties for addition and multiplication; and
b) demonstrate an understanding of equality by recognizing that the equal sign (=) links equivalent
quantities such as 4 + 3 = 2 * 6.
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