Third Grade

Number Sense

Computation

Algebra and Functions

Count, read, and write whole numbers up to 1,000. Example: Write 349 for the number “three hundred forty-nine.” 

Identify and interpret place value in whole numbers up to 1,000.Example: Understand that the 7 in 479 represents 7 tens or 70. 

Use words, models, and expanded form to represent numbers up to 1,000. Example: Recognize that 492 = 400 + 90 + 2. 

Identify any number up to 1,000 in various combinations of hundreds, tens, and ones. Example: 325 can be written as 3 hundreds, 2 tens, and 5 ones, or as 2 hundreds, 12 tens, and 5 ones, etc. 

Compare whole numbers up to 1,000 and arrange them in numerical order. Example: What is the smallest whole number you can make using the digits 4, 9, and 1? Use each digit exactly once. 

Round numbers less than 1,000 to the nearest ten and the nearest hundred. Example: Round 548 to the nearest ten.

Identify odd and even numbers up to 1,000 and describe their characteristics. Example: Find the even number: 47, 106, 357, 629. 

Show equivalent fractions* using equal parts. 

Identify and use correct names for numerators and denominators. 

Given a pair of fractions, decide which is larger or smaller by using objects or pictures. 

Given a set* of objects or a picture, name and write a decimal to represent tenths and hundredths. 

Given a decimal for tenths, show it as a fraction using a place-value model. 

Interpret data displayed in a circle graph and answer questions about the situation. 

Identify whether everyday events are certain, likely, unlikely, or impossible. Example: It is raining in your neighborhood. Is it certain, likely, unlikely, or impossible that the tree in your front yard will get wet? 

Record the possible outcomes for a simple probability experiment. Example: Have a partner toss a coin while you keep a tally of the outcomes. Exchange places with your partner and repeat the experiment. Explain your results to the class. 

Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system. Example: 854 – 427 = ?. Explain your method. 

Represent the concept of multiplication as repeated addition. Example: Lynn made 3 baskets each week for 4 weeks. Draw a picture to show how many baskets she made. 

Represent the concept of division as repeated subtraction, equal sharing, and forming equal groups. Example: Bob shared 10 cookies among 5 friends. Draw a picture to show how many cookies each friend got. 

Know and use the inverse relationship between multiplication and division facts, such as 6 × 7 = 42, 42 ÷ 7 = 6, 7 × 6 = 42

Show mastery of multiplication facts for 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10. Example: Know the answer to 6 × 5. 

Add and subtract simple fractions with the same denominator. Example: Add 3 8 and 1 8 . Explain your answer. 

Use estimation to decide whether answers are reasonable in addition and subtraction problems. Example: Your friend says that 79 – 22 = 27. Without solving, explain why you think the answer is wrong. 

Use mental arithmetic to add or subtract with numbers less than 100. Example: Subtract 35 from 86 without using pencil and paper. 

Represent relationships of quantities in the form of a numeric expression or equation. Example: Bill’s mother gave him money to buy three drinks that cost 45 cents each at the concession stand. When he returned to the bleachers, he gave 25 cents change to his mother. Write an equation to find the amount of money Bill’s mother originally gave him. 

Solve problems involving numeric equations. Example: Use your equation from the last example to find the amount of money that Bill’s mother gave him, and justify your answer.

Choose appropriate symbols for operations and relations to make a number sentence true. Example: What symbol is needed to make the number sentence 4 _ 3 = 12 true?

Understand and use the commutative* and associative* properties of multiplication. Example: Multiply the numbers 7, 2, and 5 in this order. Now multiply them in the order 2, 5, and 7. Which was easier? Why? 

Create, describe, and extend number patterns using multiplication. Example: What is the next number: 3, 6, 12, 24, …? How did you find your answer? 

Solve simple problems involving a functional relationship between two quantities. Example: Ice cream sandwiches cost 20 cents each. Find the costs of 1, 2, 3, 4, … ice cream sandwiches. What pattern do you notice? Continue the pattern to find the cost of enough ice cream sandwiches for the class.