Here you will find all third grade resources to guide and support mathematics teaching and learning.

These resources are organized by mathematical strand and refer to specific Common Core math content standards.

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**3.OA.1**

Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.

*Problems of the Month*

*Performance Assessment Tasks*

*Formative Re-Engaging Lessons*

**3.OA.2**

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.

*Problems of the Month*

*Formative Re-Engaging Lessons*

**3.OA.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.

*Problems of the Month*

*Formative Re-Engaging Lessons*

**3.OA.4**

Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

*Problems of the Month*

*Performance Assessment Tasks*

*Formative Re-Engaging Lessons*

**3.OA.5**

Apply properties of operations as strategies to multiply and divide.

*Problems of the Month*

*Performance Assessment Tasks*

*Formative Re-Engaging Lessons*

**3.OA.6**

Understand division as an unknown-factor problem.

*Problems of the Month*

*Performance Assessment Tasks*

*Formative Re-Engaging Lessons*

**3.OA.7**

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 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.

*Formative Re-Engaging Lessons*

**3.OA.8**

Solve two-step 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.

*Problems of the Month*

*Performance Assessment Tasks*

**3.OA.9**

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

*Problems of the Month*

*Performance Assessment Tasks*

**3.NBT.1**

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

*Performance Assessment Tasks*

**3.NBT.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.

*Problems of the Month*

*Performance Assessment Tasks*

**3.NBT.3**

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.

*Performance Assessment Tasks*

**3.NF.1**

Understand a fraction 1/b as the quantity formed by 1 part when a whole is portioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

*Problems of the Month*

*Performance Assessment Tasks*

**3.NF.2**

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

*Formative Re-Engaging Lessons*

**3.NF.3**

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

*Problems of the Month*

*Performance Assessment Tasks*

*Formative Re-Engaging Lessons*

**3.MD.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.

*Performance Assessment Tasks*

**3.MD.2**

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.

*Problems of the Month*

**3.MD.3**

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 a scaled bar graphs.

*Problems of the Month*

*Performance Assessment Tasks*

**3.MD.5**

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

*Problems of the Month*

*Performance Assessment Tasks*

**3.MD.6**

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

*Problems of the Month*

*Performance Assessment Tasks*

**3.MD.7**

Relate area to the operations of multiplication and addition.

*Problems of the Month*

*Performance Assessment Tasks*

**3.MD.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.

*Problems of the Month*

**3.G.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.

*Problems of the Month*

*Performance Assessment Tasks*

**3.G.2**

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

*Problems of the Month*

*Formative Re-Engaging Lessons*