3rd grade Mathematics worksheets

Grade 3

• 3.1The student uses mathematical processes to acquire and demonstrate mathematical understanding
• 3.1.Aapply mathematics to problems arising in everyday life, society, and the workplace
• 3.1.Buse a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
• 3.1.Cselect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
• 3.1.Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
• 3.1.Ecreate and use representations to organize, record, and communicate mathematical ideas
• 3.1.Fanalyze mathematical relationships to connect and communicate mathematical ideas
• 3.1.Gdisplay, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
• 3.2The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value
• 3.2.Acompose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate
• 3.2.Bdescribe the mathematical relationships found in the base-10 place value system through the hundred thousands place
• 3.2.Crepresent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers
• 3.2.Dcompare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =
• 3.3The student applies mathematical process standards to represent and explain fractional units
• 3.3.Arepresent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines
• 3.3.Bdetermine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line
• 3.3.Cexplain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number
• 3.3.Dcompose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b
• 3.3.Esolve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8
• 3.3.Frepresent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
• 3.3.Gexplain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model
• 3.3.Hcompare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models
• 3.4The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy
• 3.4.Asolve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
• 3.4.Bround to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
• 3.4.Cdetermine the value of a collection of coins and bills
• 3.4.Ddetermine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10
• 3.4.Erepresent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
• 3.4.Frecall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts
• 3.4.Guse strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
• 3.4.Hdetermine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally
• 3.4.Idetermine if a number is even or odd using divisibility rules
• 3.4.Jdetermine a quotient using the relationship between multiplication and division
• 3.4.Ksolve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
• 3.5The student applies mathematical process standards to analyze and create patterns and relationships
• 3.5.Arepresent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
• 3.5.Brepresent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
• 3.5.Cdescribe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24
• 3.5.Ddetermine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product
• 3.5.Erepresent real-world relationships using number pairs in a table and verbal descriptions