The 3rd Grade Skills below are based on the Common Core Standards For Mathematics. You can find out more about the Common Core Standards here.

You will also find a listing of related math resources (worksheets, charts, etc) here.

**Note: Math standards and curricula can vary by location or school. Check with your child’s school to determine what 3rd grade math skills are expected in your location.**

## Operations & Algebraic Thinking

## Understanding multiplication in terms of a certain number of groups each of which has the same number of objects. e.g. 4 x 8 is 4 groups of 8 objects.

The listing of worksheets and other math resources below are related to the following standard extracted from the *Common Core Standards For Mathematics*:

Interpret products of whole numbers, e.g., interpret 5 x 7 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 5 x 7.*

### Example/Guidance

### Worksheet

- Factor Pairs: 4, 6, & 8 (with Number Strips)
- Factor Pairs: 9, 10, & 12 (with Number Strips)
- Factor Pairs: 14, 15, & 16 (with Number Strips)
- Factor Pairs: 18, 20, & 21 (with Number Strips)
- Factor Pairs: 22, 24, & 25 (with Number Strips)
- Factor Pairs: 28 & 30 (with Number Strips)
- Factor Pairs: 32 & 36 (with Number Strips)

## Understanding division as the sharing of a certain number of objects into groups of equal amounts. e.g. 24 objects shared as 4 groups of 6 can be shown as 24 ÷ 4 = 6.

The listing of worksheets and other math resources below are related to the following standard extracted from the *Common Core Standards For Mathematics*:

Interpret whole-number quotients of whole numbers, 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.*

### Example/Guidance

### Worksheet

## Solving word problems by multiplying and dividing with numbers up to 100.

The listing of worksheets and other math resources below are related to the following standard extracted from the *Common Core Standards For Mathematics*:

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.^{1}

**Worksheet**

### Multiplication and Division

- Division Word Problems Worksheet (2 Pages)
- Multiplication Word Problems Worksheet (2 Pages)

## Finding the “missing” numbers in multiplication and division equations.

e.g. 7 x *_ = 21 or 36 ÷ _* = 6

*Common Core Standards For Mathematics*:

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 8 x ? = 48, 5 = _ ÷ 3, 6 x 6 = ?*

**Game**

### Build The Answer Games

- Multiplication & Division With Unknown Numbers (1 of 2) (just 2x, 5x, and 10x tables)
- Multiplication & Division With Unknown Numbers (2 of 2)

**Worksheet**

### Worksheet Generator

- Multiplication/ Division Worksheet Generator (e.g. __ x 3 = 21, 54 ÷ ___ = 9
- Addition/ Subtraction Worksheet Generator

## Knowing and using the commutative, associative, and distributive properties of multiplication. (without necessarily knowing these names)

## Recognizing the connection between multiplication and division. e.g. finding 48 ÷ 6 by knowing the number that 6 is multiplied by to get 48.

*Common Core Standards For Mathematics*:

Understand division as an unknown-factor problem. *For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.*

**Chart**

### Fact Families

### Worksheet

- Dividing by 9
- Dividing by 10
- Dividing by 2
- Dividing by 3
- Dividing by 4
- Dividing by 5
- Dividing by 6
- Dividing by 7
- Dividing by 8

### Worksheet Generator

- Multiplication & Division Worksheet Generator
- Multiplication/ Division Worksheet Generator (e.g. __ x 3 = 21, 54 ÷ ___ = 9

## Multiplying and dividing with fluency for numbers up to 100 and, by grade’s end, memorizing up to the 10x table.

*Common Core Standards For Mathematics*:

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

**Activity**

### Cards

- Matching Multiplication Cards (3x table) (different representations of multiplication)
- Matching Multiplication Cards (4x table) (different representations of multiplication)
- Matching Multiplication Cards (5x table) (different representations of multiplication)
- Matching Multiplication Cards (6x table) (different representations of multiplication)
- Matching Multiplication Cards (7x table) (different representations of multiplication)
- Matching Multiplication Cards (8x table) (different representations of multiplication)

**Chart**

### Multiplication Charts

- Multiplication Chart in Color (2 pages)
- Multiplication Charts in Color (1x to 10x and to 12x) (6 pages, 6 charts)
- Products to 100 : 4 per page (pocket-size)
- Adjustable Multiplication Chart (set the rows and columns)
- Multiplication Chart (To Scale)
- Products to 100 e.g. 1 x 1 to 10 x 10
- Products to 144 e.g. 1 x 1 to 12 x 12

### Multiplication Tables

- Multiplication Tables (x1 to x12) (in color)
- A Multiplication Wheel (select table 1 to 10 – includes shuffle option)

### Example/Guidance

### Flashcard

- Division – Divisors to 5
- Division – Divisors to 9
- Division – Divisors to 12
- Flashcards: Two to Twelve times tables e.g. up to 12 x 12
- Multiplication – Multipliers to 5
- Multiplication – Multipliers to 9
- Multiplication – Multipliers to 12
- Dividing by 2, 3, 4, ?, 11, 12 options for up to 144 cards
- Dividends to 45 e.g. 45 ÷ 5
- Dividends to 81 e.g. 81 ÷ 9
- Products to 45 e.g. 6 x 4
- Products to 81 e.g. 8 x 7
- 1 times (1x) to 12 times (12x) tables Select Table From Drop-down box – 144 possible cards

### Cards

- Printable Fact Triangles (Multiplication & Division) – 7 pages, small, medium, & large sizes
- Fact Triangles (Multiplication & Division)

**Game**

### Build The Answer Games

- Magnets: 2x to 10x tables
- What Operator Symbol is Missing? e.g. 5 ? 4 = 9, 20 ? 5 = 4

### Matching Game

- Double The Number Game (1 of 2)
- Double The Number Game (2 of 2)
- Multiplication to 25 (e.g. 5 x 5)
- Multiplication to 45 (e.g. 5 x 9)
- Multiplication to 81 (e.g. 9 x 9)
- 2x to 9x tables

### Target Game

- 2x, 5x, & 10x tables only
- Doubles & Halves
- Times Tables Target Game (2 to 9 – optional time limits)

### Number line

- Blank: 10 Intervals & Hops – for practice with times tables and other patterns

**Puzzle**

### Crossword

### Multiplication Boxes

- Multiplication Boxes (2x to 7x Tables)
- Multiplication Boxes (7x to 12x Tables)

### Multiplication Squares

- Multiplication Squares (Fiddly)
- Multiplication Squares (Tricky)

### Number Jumbles

- Multiplication Jumbles (Fiddly)
- Multiplication Jumbles (Tricky)
- Multiplication Jumbles (Trickier)

### Table

### Division tables

- Dividing by 1 through 6 e.g. 6 tables/ page
- Dividing by 7 through 12 e.g. 6 tables/ page
- Dividing by 1 through 12 e.g. 12 tables/ page

### Multiplication Tables

- 1 times table (1x)
- 1x to 6x e.g. 6 tables/ page
- 1x to 12x e.g. 12 tables/ page
- 2 times table (2x)
- 3 times table (3x)
- 4 times table (4x)
- 5 times table (5x)
- 6 times table (6x)
- 7 times table (7x)
- 8 times table (8x)
- 9 times table (9x)
- 10 times table (10x)
- 11 times table (11x)
- 12 times table (12x)
- Printable tables (x1 to x10 & to x12) – lots of options

### Worksheet

- Doubles up to 10 e.g. 2 x 1 up to 2 x 10
- Doubles up to 50 e.g. 4 x 9 = 36 so 8 x 9 = 72
- 2x table e.g. 1 x 2 to 10 x 2
- 3x table e.g. 1 x 3 to 10 x 3
- 4x table e.g. 1 x 4 to 10 x 4
- 5x table e.g. 1 x 5 to 10 x 5
- 6x table e.g. 1 x 6 to 10 x 6
- 7x table e.g. 1 x 7 to 10 x 7
- 8x table e.g. 1 x 8 to 10 x 8
- 9x table e.g. 1 x 9 to 10 x 9
- 10x table e.g. 1 x 10 to 10 x 10
- 2x & 4x tables
- 3x & 6x tables
- Multiplying by 2 thru’ 9: Mixed (1 of 4)
- Multiplying by 2 thru’ 9: Mixed (2 of 4)
- Multiplying by 2 thru’ 9: Mixed (3 of 4)
- Multiplying by 2 thru’ 9: Mixed (4 of 4)
- Products to 81 e.g. 8 x 7
- Dividends to 45 e.g. 45 ÷ 5
- Dividends to 81 e.g. 81 ÷ 9

### Strategies to help with multiplication facts

- Facts: 1 Group (1 of 4)
- Facts: 1 Group (2 of 4)
- Facts: 1 Group (3 of 4)
- Facts: 1 Group (4 of 4)
- Facts: Doubles (1 of 7)
- Facts: Doubles (2 of 7)
- Facts: Doubles (3 of 7)
- Facts: Doubles (4 of 7)
- Facts: Doubles (5 of 7)
- Facts: Doubles (6 of 7)
- Facts: Doubles (7 of 7)
- Facts: Zero (1 of 4)
- Facts: Zero (2 of 4)
- Facts: Zero (3 of 4)
- Facts: Zero (4 of 4)

### Worksheet Generator

## Using addition, subtraction,multiplication, and/or division to solve two-step word problems. (whole number answers only)

## Identifying arithmetic patterns in addition and multiplication tables.

*Common Core Standards For Mathematics*:

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.*

**Chart**

### Multiplication Charts

- Multiplication Chart in Color (2 pages)
- Multiplication Charts in Color (1x to 10x and to 12x) (6 pages, 6 charts)

### Number line

- Blank: 10 Intervals & Hops – for practice with times tables and other patterns

### Patterns and rules

## Number & Operations in Base Ten

## Rounding numbers to the nearest 10 and the nearest 100.

*Common Core Standards For Mathematics*:

Use place value understanding to round whole numbers to the nearest 10 or 100.

**Activity**

### Cards

- Rounding Matching Card generator (tens to millions)

### Example/Guidance

### Worksheet

### Worksheet Generator

- Rounding to the Nearest 10 & 100 To the nearest 10 and/ or 100

## Adding and subtracting with fluency with numbers less than one thousand.

*Common Core Standards For Mathematics*:

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.

### Example/Guidance

### Flashcard

- 2-digit + 1-digit – no regrouping e.g. 34 + 5
- 2-digit + 2-digit – no regrouping e.g. 42 + 36
- 2 digit – 1 digit (no regrouping) e.g. 38 – 5
- 2 digit – 2 digit (no regrouping) e.g. 48 – 36

**Game**

### Math Games From The BBC

- Guardians: Defenders of Mathematica (by BBC) Multiple subjects (ages 6 – 11)

**Worksheet**

### Third/ Fourth Grade

- Addition & Subtraction (larger numbers) e.g. up to 999,999
- Addition with up to 8 Numbers: Worksheet Generator
- Addition & Subtraction Worksheet (Challenging) (4 pages)
- 3-digit – 2-digit numbers e.g. 145 – 52
- 3-digit – 2-digit numbers e.g. 145 – 57
- 3-digit – 3-digit numbers e.g. 345 – 167
- 3-digit sums e.g. 45 + 82
- 3-digit sums (carrying tens) e.g. 68 + 56

### Worksheet Generator

- Customizable Subtraction Worksheet Generator
- Subtracting with Regrouping Ten (includes base ten block visuals)
- Subtraction with regrouping (with place value blocks)

## Multiplying numbers 1 to 9 by multiples of ten. e.g. 4 x 30, 7 x 50, 5 x 90.

*Common Core Standards For Mathematics*:

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.

### Example/Guidance

### Worksheet

- Multiplying by Multiples of 10 (e.g. 50 x 7)
- Multiplication Bingo (with multiples of 10)

### Worksheet Generator

- Multiplication (multi-digit) inc. by multiples of 10 and of 100

## Number & Operations—Fractions

## Understanding what numerators and denominators represent in fractions. e.g. 3/4 as being 3 parts out of a total of 4 parts where the parts are all of equal size

*Common Core Standards For Mathematics*:

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*

**Activity**

### Domino Cards

- Fraction Domino Cards (matching words, fractions, and images)

**Chart**

### Fraction Charts

- Fraction Bars – with Percents and Decimals (in color)
- Fraction Cards – Various Representations (A4-sized. Halves, Fourths, Fifths, Tenths)
- Half & thirds
- Fourths & Fifths
- Sixths
- Eighths
- Tenths

### Example/Guidance

### Flashcard

- Printable Fraction Cards (10 pages)

**Game**

### Matching Game

### Lesson

### Number line

- Blank Line with 3 Marks (marks at start, mid-point, and end)

### Worksheet

- Identifying Fractions with Cuisenaire Rods (1 of 2)
- Identifying Fractions (1 of 6) – with half, thirds, fourths, and fifths
- Identifying Fractions (2 of 6) – with fifths, sixths, eighths, tenths, and twelfths
- Identifying Fractions (3 of 6) – with twelfths, fifteenths, sixteenths, and twentieths
- Identifying Fractions (4 of 6) – requiring shading for half, thirds, fourths, fifths
- Identifying Fractions (5 of 6) – requiring shading for fifths, sixths, eighths, tenths, twelfths
- Identifying Fractions (6 of 6) – requiring shading for twelfths, fifteenths, sixteenths, twentieths
- Identifying Fractions e.g. What fraction is shaded?
- Writing Fractions e.g. 2/ 5, two fifths

### Worksheet Generator

## Understanding and representing how fractions can be shown on a number line.

*Common Core Standards For Mathematics*:

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

1. 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.

2. 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.

### Example/Guidance

### Number line

- Fractions Number Line/ Bar (Stacked Fraction Bar with halves to twelfths
- Fractions Number Line/ Bar (Stacked Fraction Bar with halves to sixteenths)
- Blank Fraction Lines – Halves to Twelfths (9 Pages)
- Blank – Halves & Thirds Spanning Three Whole Numbers
- Blank – Fourths & Fifths Spanning Three Whole Numbers
- Blank – Sixths & Eighths Spanning Three Whole Numbers
- Blank – Halves, Thirds, Fourths. Fifths, Sixths
- Blank – Sixths, Sevenths, Eighths, Ninths, Elevenths, Twelfths
- Blank: Sixteenths
- Blank – Marked in 1s (with option of 1 to 8 lines/ page)
- Blank – Marked at the Halves (with option of 1 to 8 lines/ page)
- Blank – Marked at the Fifths (with option of 1 to 8 lines/ page)
- Blank – Marked at the Tenths (with option of 1 to 8 lines/ page)
- Blank Line (extra thick) : includes 1 & 4-per-page options
- Blank Line Without Tick Marks (just a line with arrows at either end)
- Blank Lines (Highlighted at 5s & 10s) : includes 1 & 5-per-page options
- Number Line Generator
- Number Line in Thirds (0 to 3)

### Quiz

## Understanding and showing the concept of equivalent fractions.

e.g. 2/3 = 4/6

*Common Core Standards For Mathematics*:

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

1. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

2. 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.

3. 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.*

4. 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.

**Activity**

### Domino Cards

- Equivalent Fraction Cards #1 (matching equivalent fractions. e.g. 4/10 = 2/5)

### Worksheet

- Identifying Fractions with Cuisenaire Rods (2 of 2) (with simplifying)

### Worksheet Generator

Note: only fractions with denominators 2, 3, 4, 6, 8.

## Measurement & Data

## Writing and telling time to the minute and solving problems that require adding and subtracting intervals of time.

*Common Core Standards For Mathematics*:

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.

**Activity**

### Domino Cards

- Time Domino Cards #2 – to the nearest minute

### Example/Guidance

### Number line

- Clock face with linear minutes & hour lines (3 Pages)
- Elapsed Time Number Lines (6 Pages – Various Formats)

**Worksheet**

### Elapsed Time

- Elapsed Time #1 e.g. 2:00 p.m. – 5:00 p.m.
- Elapsed Time #2 e.g. 1:30 p.m. – 6:00 p.m.
- Elapsed Time #3 e.g. 10:15 a.m. – 11:45 a.m.
- Elapsed Time #4 e.g. 4:05 p.m. – 7:50 p.m.

### Telling Time

- Telling Time To The Nearest Five Minutes
- Telling Time to the Nearest Minute
- Showing Time To The Minute

### Worksheet Generator

## Estimating and measuring the liquid volume and the mass of an object and being able to solve simple word problems with mass and volume. (using only grams, kilograms, and liters with no unit conversion required)

*Common Core Standards For Mathematics*:

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step 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.

**Example/Guidance**

### Volume

- Measuring Volume (3rd Grade)

### Weight

- Weight and Volume (3rd Grade)
- Measuring Weight (3rd Grade)

**Worksheet**

### Volume

- Which Unit? Milliliters or Liters?
- Volume and Capacity (Largest/ Smallest)
- Measuring Volume (Milliliters)
- Volume Word Problems

### Weight

## Drawing and using scaled picture and bar graphs.

*Common Core Standards For Mathematics*:

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “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.*

**Example/Guidance**

### Bar and Picture Graphs

### Worksheet

- Creating Picture Graphs
- Creating Bar Graphs
- Creating Scaled Bar Graphs (1 of 2)
- Creating Scaled Bar Graphs (2 of 2)
- Creating Scaled Picture Graphs (1 of 2)
- Creating Scaled Picture Graphs (2 of 2)
- Interpreting Scaled Bar Graphs (1 of 2)
- Interpreting Scaled Bar Graphs (2 of 2)
- Interpreting Scaled Picture Graphs (1 of 2)
- Interpreting Scaled Picture Graphs (1 of 2)

## Measuring length to the 1/4 and 1/2 inch and showing the resultant data on a line plot.

*Common Core Standards For Mathematics*:

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.

**Example/Guidance**

### Taking Measurements and Creating Line Plots

### Worksheet

- Make Your Own Ruler
- Measuring Objects (whole, half, and fourth of inch)
- Creating a Line Plot (1 of 2)
- Creating a Line Plot (2 of 2)
- Interpreting Line Plots

## Understanding the concept of area for 2-dimensional figures.

*Common Core Standards For Mathematics*:

Recognize area as an attribute of plane figures and understand concepts of area measurement.

1. 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.

2. 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.

**Example/Guidance**

**Area**

### Misc

- Grids – Centimeter, Inch, Quarter Inch, Isometric (5-page document)

**Worksheet**

### Area

- Finding Area (Largest/ Smallest)
- Finding Area by Placing Unit Squares
- Finding Area (Making Rectangles)
- Finding Area by Drawing Unit Squares
- Finding Area (Measuring & Drawing Unit Squares)

### Coordinate Geometry

## Measuring area through counting of unit squares (using square centimeters, meters, inches, and feet as well as informal units)

*Common Core Standards For Mathematics*:

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

### Example/Guidance

### Area

### Worksheet

## Calculating area using multiplication and addition and finding the area of composite shapes. (only rectangles and shapes with 90 right angles)

*Common Core Standards For Mathematics*:

Relate area to the operations of multiplication and addition.

1. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

2. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

3. 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 x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

4. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

### Example/Guidance

### Area

### Worksheet

## Finding the perimeter of a polygon and, given a perimeter, finding the lengths of missing sides and being able to do so to solve real-world problems

*Common Core Standards For Mathematics*:

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.

### Example/Guidance

### Info

### Perimeter

### Worksheet

## Geometry

## Categorizing shapes, identifying common attributes of different types of shapes, and recognizing that some shapes belong to more than one category. e.g. rectangles are also quadrilaterals but not all quadrilaterals are rectangles

*Common Core Standards For Mathematics*:

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.

### Chart

- 2D Shapes (various polygons)

### Example/Guidance

### Shapes and Figures

**Game**

### Matching Game

**Worksheet**

### Shapes and Figures

## Divide shapes into equal parts and use fractions to describe these parts.

Browse for skills and worksheets at other grade levels by clicking in the table below.