Third Grade Math Core Standards

Question 1

3.OA.1

Answer 1

Interpret products of whole numbers, such as interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

ex. Planning Full Days and practicing fast facts
https: //www.teachingchannel.org/video/classroom-planning-elementary

Question 2

3.OA.2

Answer 2

nterpret whole-number quotients of whole numbers. For example, interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into eight shares (partitive), or as a number of shares when 56 objects are partitioned into equal shares of eight objects each (quotative).

EX. markers in boxes

https://tasks.illustrativemathematics.org/content-standards/3/OA/A/2/tasks/1540

Question 3

3.OA.3

Answer 3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. For example, use drawings and equations with a symbol for the unknown number to represent the problem.

EX. Analyzing word problems involving multiplication

https://tasks.illustrativemathematics.org/content-standards/3/OA/A/3/tasks/365

Question 4

3.OA.4

Answer 4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number - product, factor, quotient, dividend, or divisor - that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?.

EX. Planning Full Days and Practicing Fast Facts

https://www.teachingchannel.org/video/classroom-planning-elementary

Question 5

3.OA.5

Answer 5

Apply properties of operations as strategies to multiply and divide. For example: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (commutative property of multiplication). 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30 (associative property of multiplication). Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (distributive property). (Third grade students may, but need not, use formal terms for these properties.)

EX. Valid Equalities

https://tasks.illustrativemathematics.org/content-standards/3/OA/B/5/tasks/1821

Question 6

3.OA.6

Answer 6

Understand division as an unknown-factor problem. Understand the relationship between multiplication and division (multiplication and division are inverse operations). For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

EX. Valid Equalitites?

https://tasks.illustrativemathematics.org/content-standards/3/OA/B/5/tasks/1821

Question 7

3.OA.7

Answer 7

Fluently multiply and divide. a. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. (For example, knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8). b. By the end of Grade 3, know from memory all products of two one-digit numbers.

EX. planning full days and practicing fast facts

https://www.teachingchannel.org/video/classroom-planning-elementary

Question 8

3.OA.8

Answer 8

Solve two-step word problems. a. Solve two-step word problems using the four operations. Know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). (Limit to problems posed with whole numbers and having whole number answers.) b. Represent two-step problems using equations with a letter standing for the unknown quantity. Create accurate equations to match word problems. c. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.

EX. The Class Trip

https://tasks.illustrativemathematics.org/content-standards/3/OA/D/8/tasks/1301

Question 9

3.OA.9

Answer 9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that four times a number is always even, and explain why four times a number can be decomposed into two equal addends.

EX. Addition Patterns

https://tasks.illustrativemathematics.org/content-standards/3/OA/D/9/tasks/953

Question 10

3.NBT.1

Answer 10

Use place value understanding to round whole numbers to the nearest 10 or 100.

EX. rounding to 50 or 500

https://tasks.illustrativemathematics.org/content-standards/3/NBT/A/1/tasks/745

Question 11

3.NBT.2

Answer 11

Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

EX. Classroom Supplies

https://tasks.illustrativemathematics.org/content-standards/3/OA/A/3/tasks/1315

Question 12

3.NBT.3

Answer 12

Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (for example, 9 x 80 and 5 x 60) using strategies based on place value and properties of operations.

EX. How many colored pencils?

https://tasks.illustrativemathematics.org/content-standards/3/NBT/A/3/tasks/1445

Question 13

3.NF.1

Answer 13

Understand that a unit fraction has a numerator of one and a non-zero denominator. a. Understand a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts. b. Understand a fraction a/b as the quantity formed by a parts of size 1/b. For example: 1/4 + 1/4 + 1/4 = 3/4.

EX. Which shape represents the whole?

Question 14

3.NF.2

Answer 14

Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

EX. closest to 1

https://tasks.illustrativemathematics.org/content-standards/3/NF/A/2/tasks/171

Question 15

3.NF.3

Answer 15

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent if they are the same size, or the same point on a number line. b.Recognize and generate simple equivalent fractions, such as 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent by using a visual fraction model, for example. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or >

EX. comparing fractions

https://tasks.illustrativemathematics.org/content-standards/3/NF/A/3/tasks/875

Question 16

3.MD.1

Answer 16

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, for example, by representing the problem on a number line diagram.

EX. Elapsed time Two game

http://www.shodor.org/interactivate/activities/ElapsedTimeTwo/

Question 17

3.MD.2

Answer 17

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). (Excludes compound units such as cubic centimeters [cc or cm3] and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses of objects or volumes of liquids that are given in the same units, for example, by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems.)

EX. How heavy?

https://tasks.illustrativemathematics.org/content-standards/3/MD/A/2/tasks/1929

Question 18

3.MD.3

Answer 18

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent five pets.

EX. Classroom Supplies

https://www.illustrativemathematics.org/content-standards/3/OA/A/3/tasks/1315

Question 19

3.MD.4

Answer 19

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.

EX. measuring leaves

https://www.commoncoresheets.com/Math/Measurement/Measuring%20and%20Showing%20Data/English/1.pdf

Question 20

3.MD.5

Answer 20

Standard 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length one unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

EX. Finding the Area of Polygons

https://tasks.illustrativemathematics.org/content-standards/3/MD/C/6/tasks/1515

Question 21

3.MD.6

Answer 21

Measure area by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units.)

EX. India’s bathroom tiles

https://tasks.illustrativemathematics.org/content-standards/3/MD/C/7/tasks/1990

Question 22

3.MD.7

Answer 22

Relate area to the operations of multiplication and addition (refer to 3.OA.5). 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. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non- overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.

EX. Three Hidden rectangles

https://tasks.illustrativemathematics.org/content-standards/3/MD/C/7/tasks/1836

Question 23

3.MD.8

Answer 23

Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

EX. you want to measure your kite. You know that it’s symmetrical, so if you just measure three sides than you know long the last side is (question like this on end of year test)

Question 24

3.G.1

Answer 24

Understand that shapes in different categories (for example, rhombuses, rectangles, and others) may share attributes (for example, having four sides), and that the shared attributes can define a larger category (for example, quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

EX. Venn Diagram shape sorter game

http://www.shodor.org/interactivate/activities/ShapeSorter/

Question 25

3.G.2

Answer 25

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into four parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

EX. Geometric pictures of one half

https://tasks.illustrativemathematics.org/content-standards/3/G/A/2/tasks/1061