
Math Information
In 3rd grade math, students will be expected to master the following standards:
Unit 1: Place Value
3.NBT.1.1 – Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.1.2 – Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Unit 2: Multiplication & Division
3.OA.1.1 – Interpret products of whole numbers, e.g., interpret 5x7 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 5x7.
3.OA.1.2 – Interpret wholenumber quotients of whole number e.g., interpret 56÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8.
3.OA.1.3 – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.1.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8x?=48, 5=_÷3.6x6=?.
3.OA.2.5 – Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.2.6 – Understand division as an unknownfactor problem. For example, find 32÷8 by finding the number that makes 32 when multiplied by 8.
3.OA.3.7 – Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8x5=40, one knows 40÷5=8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.
3.OA.4.8 – Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.4.9 – Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
3.NBT.1.3 – Multiply onedigit whole numbers by multiples of 10 in the range of 1090 (e.g., 9x80, 5x60) using strategies based on place value and properties of operations.
Unit 3: Area & Perimeter
3.MD.4.8 – 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.
3.MD 3.5 – Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 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.
3.MD.3.6 – Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units).
3.MD.3.7 – Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with wholenumber 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 wholenumber 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 × b and a × 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 nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
Unit 4: Geometry
3.G.1.1 – Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.G.1.2 – 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 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Unit 5: Fractions
3.NF.1.1 – Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.1.2 – 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.
3.NF.1.3 – Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: 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 <, and justify the conclusions, e.g., by using a visual fraction model.
Unit 6: Time, Measurement, & Data
3.MD.1.1 – 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, e.g., by representing the problem on a number line diagram.
3.MD.1.2 – Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
3.MD.2.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep “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 5 pets.
3.MD.2.4 – 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.
Science Information
In 3rd grade science, students will be expected to master the following standards:
Unit 1: Becoming a Scientist
SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
SC.3.N.1.6 Infer based on observation.
SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence.
Unit 2: Observing and Measuring Matter
SC.3.P.8.1 Measure and compare temperatures of various samples of solids and liquids.
SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids.
SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence.
Unit 3: States of Matter
SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.
SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena.
Unit 4: Forms of Energy
SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
SC.3.P.10.2 Recognize that energy has the ability to cause motion or create change.
SC.3.P.11.2 Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one's hands together.
SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
Unit 5: Light Energy
SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed.
SC.3.P.11.1 Investigate, observe, and explain that things that give off light often also give off heat.
Unit 6: Solar Energy, the Sun, and Gravity
SC.3.E.5.2 Identify the Sun as a star that emits energy; some of it in the form of light.
SC.3.E.5.3 Recognize that the Sun appears large and bright because it is the closest star to Earth.
SC.3.E.5.4 Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.
SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost.
SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
SC.3.N.1.4 Recognize the importance of communication among scientists.
SC.3.N.1.5 Recognize that scientists question, discuss, and check each other’s' evidence and explanations.
SC.3.N.1.6 Infer based on observation.
SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena.
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
Unit 7: Investigating the Stars
SC.3.E.5.1 Explain that stars can be different; some are smaller, some larger, & some appear brighter than others; all except the Sun are so far away that they look like points of light.
SC.3.E.5.5 Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye.
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
Unit 8: Plants
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
SC.3.L.14.2 Investigate & describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light & their roots grow downward in response to gravity.
SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food.
Unit 9: Classifying Animals
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
Unit 10: Environmental Influences and Health
SC.3.L.17.1 Describe how animals and plants respond to changing seasons.
HE.3.C.1.4 Recognize common childhood health conditions.
HE.3.C.1.5 Recognize that body parts and organs work together to form human body systems.