Third Grade Math Grade Expectations

M3:1 Demonstrates conceptual understanding of rational numbers

with respect to:

whole numbers from 0 to 999 through equivalency, composition,

decomposition, or place value using models, explanations, or

other representations; and

positive fractional numbers (benchmark fractions: a/2, a/3, a/4,

a/6, or a/8, where a is a whole number greater than 0 and less

than or equal to the denominator) as a part to whole relationship

in area and set models where the number of parts in the whole

is equal to the denominator; and decimals (within a context of

money) as a part of 100 using models, explanations, or other

representations.

M(N&O)–3–1

M3:2 Demonstrates understanding of the relative magnitude of

numbers from 0 to 999 by ordering whole numbers; by comparing

whole numbers to benchmark whole numbers (100, 250, 500, 750);

or by comparing whole numbers to each other; and comparing

or identifying equivalent positive fractional numbers ( a/2, a/3, a/4

where a is a whole number greater than 0 and less than or equal to

the denominator) using models, number lines, or explanations.

M(N&O)–3–2

M3:3 Demonstrates conceptual understanding of mathematical

operations by describing or illustrating the inverse relationship

between addition and subtraction of whole numbers; and the

relationship between repeated addition and multiplication using

models, number lines, or explanations.

M(N&O)–3–3

M3:4 Accurately solves problems involving addition and subtraction

with and without regrouping; the concept of multiplication; and

addition or subtraction of decimals (in the context of money).

M(N&O)–3–4

M3:5 No M3:5 at this grade level

M3:6 Mentally adds and subtracts whole-numbers facts through twenty

with accuracy.

M3:7 Estimates and evaluates the reasonableness of solutions

appropriate to grade level.

M3:8 Applies properties of numbers (odd, even) and applies the

commutative and associative properties of addition to solve

problems and to simplify computations.

M3:9 Uses properties or attributes of angles (number of angles)

or sides (number of sides or length of sides) or composition or

decomposition of shapes to identify, describe, or distinguish

among triangles, squares, rectangles, rhombi, trapezoids,

hexagons, or circles.

M(G&M)–3–1

M3:10 No M3:10 at this grade level

M3:11 Uses properties or attributes (shape of bases or number of lateral

faces) to identify, compare, or describe three-dimensional

shapes (rectangular prisms, triangular prisms, cylinders, or

spheres).

M3:12 Demonstrates conceptual understanding of congruency using

transformations (flips and slides and turns), and shape and size of

polygons.

M3:13 No M3:13 at this grade level

M3:14 Demonstrates conceptual understanding of perimeter of

polygons, and the area of rectangles on grids using a variety of

models or manipulatives. Expresses all measures using appropriate

units.

M(G&M)–3–6

M3:15 Measures and uses units of measures appropriately and

consistently, and makes conversions within systems when

solving problems across the content strands. (Benchmarks in

Appendix B.)

M(G&M)–3–7

M3:16 Determines elapsed and accrued time to the ¼ hour.

M3:17 No M3:17 at this grade level

M3:18 Solves problems using the Cartesian coordinate system

(Quadrant I) to locate coordinates and to represent data from

tables.

M3:19 Identifies and extends to specific cases a variety of patterns

(linear and non-numeric) represented in models, tables, or

sequences by extending the pattern to the next one, two, or three

elements, or finding missing elements.

M(F&A)–3–1

M3:20 Demonstrates a conceptual understanding of linear

relationships ( y = kx) as a constant rate of change by

identifying, describing, or comparing situations that represent

constant rates of change.

M3:21 No M3:21 at this grade level

M3:22 Demonstrates conceptual understanding of equality by showing

equivalence between two expressions using models or different

representations of the expressions; or by finding the value that

will make an open sentence true (e.g., 2 + = 7 ) (limited to one

operation and limited to use addition, subtraction, or multiplication).

M(F&A)–3–4

M3:23 Interprets a given representation (line plots, tally charts, tables,

or bar graphs) to answer questions related to the data, to analyze

the data to formulate conclusions, or to make predictions.

(IMPORTANT: Analyzes data consistent with concepts and skills in

M3:24.)

M(DSP)–3–1

M3:24 Analyzes patterns, trends, or distributions in data in a variety

of contexts by determining or using "most frequent" (mode),

"least frequent," "largest," or "smallest."

M(DSP)–3–2

M3:25 Identifies or describes representations or elements of

representations that best display a given set of data or

situation, consistent with the representations required in M3:23.

M(DSP)–3–3

Organizes and displays data using bar graphs or tables to

answer question related to the data, to analyze the data to

formulate or justify conclusions, or to make predictions.

(IMPORTANT: Analyzes data consistent with concepts and skills in

M3:24.)

M3:26 Uses counting techniques to solve problems in context to

determine possibilities using a variety of strategies (e.g., student

diagrams, organized lists, tables, tree diagrams, orsc others); (e.g.,

"How many ways can you make 50 cents using nickels, dimes, and

quarters?" Given a map—"How many different ways can you go

from point A to B?")

M3:27 For a probability event in which the sample space may or may

not contain equally likely outcomes, determines the likelihood

of the occurrence of an event (using "more likely," "less likely," or

"equally likely").

M(DSP)–3–5

M3:28 In response to a teacher- or student-generated question or

hypothesis, collects appropriate data, organizes the data, displays/

represents the data, and makes observations about the data to

draw conclusions about the question or hypothesis being tested.

(IMPORTANT: Analyzes data consistent with concepts and skills in

M3:24.)

M3:29 Uses experimental probability to describe the likelihood or

chance of an event using "more likely," "less likely," "equally likely,"

"certain," or "impossible."

M3:30 Demonstrate understanding of mathematical problem solving2

and communication through:3

• Approach & Reasoning—The reasoning, strategies, and skills

used to solve the problem;

• Connections—Demonstration of observations, applications,

extensions, and generalizations;

• Solution—All of the work that was done to solve the problem,

including the answer;

• Mathematical Language—The use of mathematical language

in communicating the solution;

• Mathematical Representation—The use of mathematical

representation to communicate the solution; and

• Documentation—Presentation of the solution.