Third Grade Math
Note: This list is not exhaustive and should not be used as a complete curriculum.
Operations and Algebraic Thinking
3.OA.A.1: I can understand multiplication by thinking about groups of objects.
3.OA.A.2: I can understand division by thinking about how one group can be divided into smaller groups.
3.OA.A.3: I can use what I know about multiplication and division to solve word problems.
3.OA.A.4: I can find the missing number in a multiplication or division equation.
3.OA.B.5: I can use the Commutative property of multiplication (I know that if 6 x 4 = 24, then 4 x 6 = 24).
3.OA.B.5: I can use the Associative property of multiplication (to figure out 3 x 5 x 2, I can multiply 3 x 5 = 15, then 15 x 2 = 30 OR multiply 5 x 2 = 10, then 3 x 10 = 30). 3.OA.B.5: I can use the Distributive property of multiplication (to figure out 8 x 7, I can think of 8 x (5 + 2) which means (8 x 5) + (8 x 2) = 40 + 16 = 56).
3.OA.B.6: I can find the answer to a division problem by thinking of the missing factor in a multiplication problem. (I can figure out 32 ÷ 8 because I know that 8 x 4 = 32). 3.OA.C.7: I can multiply and divide within 100 easily and quickly because I know how multiplication and division are related.
3.OA.D.8: I can solve two-step word problems that involve addition, subtraction, multiplication, and division.
3.OA.D.8: I can solve two-step word problems by writing an equation with a letter in place of the number I don't know.
3.OA.D.8: I can use mental math to figure out if the answers to two-step word problems are reasonable.
3.OA.D.9: I can find patterns in addition and multiplication tables and explain them using what I know about how numbers work.
Numbers and Operations in Base Ten
3.NBT.A.1: I can use place value to help me round numbers to the nearest 10 or 100.
3.NBT.A.2: I can quickly and easily add and subtract numbers within 1000.
3.NBT.A.3: I can multiply any one-digit whole number by a multiple of 10 (6 x 90, 4 x 30).
Numbers and Operations: Fractions
3.NF.A.1: I can show and understand that fractions represent equal parts of a whole, where the top number is the part and the bottom number is the total number of parts in the whole.
3.NF.A.2: I can understand a fraction as a number on the number line by showing fractions on a number line diagram.
3.NF.A.2.A: I can label fractions on a number line because I know the space between any two numbers on the number line can be thought of as a whole.
3.NF.A.2.B: I can show a fraction on a number line by marking off equal parts between two whole numbers.
3.NF.A.3: I can understand how some different fractions can actually be equal.
3.NF.A.3: I can compare fractions by reasoning about their size.
3.NF.A.3.A: I can understand two fractions as equivalent (equal) if they are the same size or at the same point on a number line.
3.NF.A.3.B: I can recognize and write simple equivalent (equal) fractions and explain why they are equal using words or models.
3.NF.A.3.C: I can show whole numbers as fractions (3 = 3/1).
3.NF.A.3.C: I can recognize fractions that are equal to one whole (1 = 4/4).
3.NF.A.3.D: I can compare two fractions with the same numerator (top number) or the same denominator (bottom number) by reasoning about their size.
3.NF.A.3.D: I can understand that comparing two fractions is only reasonable if they refer to the same whole.
3.NF.A.3.D: I can compare fractions with the symbols >, =, < and prove my comparison by using models.
Measurement and Data
3.MD.A.1: I can tell and write time to the nearest minute.
3.MD.A.1: I can measure time in minutes.
3.MD.A.1: I can solve telling time word problems by adding and subtracting minutes.
3.MD.A.2: I can measure liquids and solids with grams (g), kilograms (kg), and liters (l).
3.MD.A.2: I can use addition, subtraction, multiplication, and division to solve word problems about mass or volume.
3.MD.B.3: I can make a picture or bar graph to show data and solve problems using the information from the graphs.
3.MD.B.4: I can create a line plot from measurement data, where the measured objects have been measured to the nearest whole number, half, or quarter.
3.MD.C.5: I can understand that one way to measure plane shapes is by the area they have.
3.MD.C.5.A: I can understand that a "unit square" is a square with side lengths of 1 unit and it is used to measure the area of plane shapes.
23.MD.C.5.B: I can cover a plane shape with square units to measure its area.
3.MD.C.6: I can measure areas by counting unit squares (square cm, square m, square in, square ft).
3.MD.C.7: I can understand area by thinking about multiplication and addition.
3.MD.C.7.A: I can find the area of a rectangle using square tiles and also by multiplying the two side lengths.
3.MD.C.7.B: I can solve real-world problems about area using multiplication.
3.MD.C.7.C: I can use models to show that the area of a rectangle can be found by using the distributive property (side lengths a and b + c is the sum of a x b and a x c).
3.MD.C.7.D: I can find the area of a shape by breaking it down into smaller shapes and then adding those areas to find the total area.
3.MD.C.8: I can solve real-world math problems using what I know about how to find the perimeter of shapes.
Geometry
3.G.A.1: I can place shapes into categories depending upon their attributes (parts).
3.G.A.1: I can name a category of many shapes by looking at their attributes (parts).
3.G.A.1: I can recognize and draw quadrilaterals (shapes with four sides) including rhombuses, rectangles, and squares.
3.G.A.2: I can divide shapes into parts with equal areas and show those areas as fractions.