The Common Core State Standards for Grade 3 math can be divided into various domains, each with specific standards and related deliverables. Here’s a table outlining these domains, standards, and deliverables:
| Domain | Standard | Deliverable |
|---|---|---|
| Operations and Algebraic Thinking | Represent and solve problems involving multiplication and division | – Interpret products of whole numbers |
| – Interpret whole-number quotients of whole numbers | ||
| – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities | ||
| – Determine the unknown whole number in a multiplication or division equation relating three whole numbers | ||
| Understand properties of multiplication and the relationship between multiplication and division | – Apply properties of operations as strategies to multiply and divide | |
| – Understand division as an unknown-factor problem | ||
| Multiply and divide within 100 | – Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations | |
| Solve problems involving the four operations, and identify and explain patterns in arithmetic | – Solve two-step word problems using the four operations. | |
| – Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. | ||
| Number and Operations in Base Ten | Use place value understanding and properties of operations to perform multi-digit arithmetic | – Use place value understanding to round whole numbers to the nearest 10 or 100 |
| – 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. | ||
| – Multiply one-digit whole numbers by multiples of 10 in the range 10–90 | ||
| Number and Operations – (Fractions) | – 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. | |
| – Understand a fraction as a number on the number line; represent fractions on a number line diagram | ||
| – Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. | ||
| Measurement and Data | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects | – 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 |
| – Measure and estimate liquid volumes and masses of objects using standard units. | ||
| – Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units | ||
| Represent and interpret data | – 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. | |
| – 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. | ||
| Geometric measurement: understand concepts of area and relate area to multiplication and to addition | – Recognize area as an attribute of plane figures and understand concepts of area measurement | |
| – Measure areas by counting unit squares | ||
| – Relate area to the operations of multiplication and addition | ||
| Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures | – Solve real world and mathematical problems involving perimeters of polygons | |
| Geometry | Reason with shapes and their attributes | – 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). |
| – Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole |
This table provides an overview of the Common Core framework for Grade 3 math and the expected deliverables for each standard. Note that specific details and additional sub-points may vary depending on the curriculum and resources provided by each state or school district.
Last Updated: March 2023