Grade 3 Math North Dakota standards Standards

Data

Data, Probability, and Statistics

Measurement

Geometry

Geometry and Measurement

Operations and Algebraic Thinking

Algebraic Reasoning

Fractions

Base Ten

Counting and Cardinality

Number and Operations

Reasoning and Proof

Connections

Problem-Solving

Math Attributes

Third Grade

Using mental strategies, multiply and divide basic facts within 100. Automatically multiply and divide up to 5 x 5 and 10s facts.

Apply the properties of operations to solve multiplication and division equations and justify thinking.

Solve two-step authentic word problems using addition and subtraction within 1000, including equations with a letter as an unknown.

Use strategies and visual models to solve authentic word problems with multiplication within 100, including unknowns, using grouping models and equations.

Use strategies and visual models to solve authentic word problems with division within 100, including unknowns, using grouping models and equations.

Identify arithmetic patterns and explain them using the properties of operations.

Formulate questions to collect, organize, and represent data with more than four categories using scaled picture and bar graphs.

Generate data and create line plots marked in whole numbers, halves, and fourths of a unit.

Analyze data and make simple statements to solve one- and two-step problems using information from the graphs.

In two-dimensional shapes, identify lines, angles (right, acute, obtuse), and perpendicular and parallel lines.

Sort quadrilaterals into categories based on attributes.

Identify lines of symmetry in quadrilaterals.

Measure lengths using rulers marked with halves and fourths of an inch.

Measure and estimate liquid volumes and masses of objects using standard units. Solve one-step authentic word problems involving masses on volume given in the same units.

Tell and write time to the nearest minute and measure time intervals in minutes.

Solve elapsed time authentic word problems on the hour and the half-hour, using a variety of strategies.

Solve authentic word problems involving dollar bills, quarters, dimes, nickels, and pennies using the $ and ¢ symbols appropriately.

Solve problems involving the perimeters of rectangles given the side lengths or when given the perimeter and unknown side length(s).

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

Find the area of a rectangle with whole-number side lengths by modeling with unit squares; show that area can be additive and is the same as would be found by multiplying the side lengths.

Learners can make connections and summarize related ideas using supporting evidence.

Learners can develop and carry out a logical plan to problem-solve situations, reflect on the reasonableness of solutions, and explore alternate strategies with guidance.

Learners can reason logically based on experience and knowledge, citing evidence to support their reasoning and conclusions.

Read and write numbers up to 10,000 using objects or visual representations, including standard, word, and expanded forms.

Compare two four-digit numbers using symbols >, <, and =. Justify comparisons based on the value of thousands, hundreds, tens, and ones.

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

Add and subtract within 1000 using place value strategies, algorithms, and/or the relationship between addition and subtraction.

Multiply one-digit whole numbers by multiples of 10 within 100.

Partition two-dimensional figures into equal areas and express the area of each part as a unit fraction of the whole. Describe using the language of sixths, eighths, a sixth of, and an eighth of.

Represent and understand a fraction as a number on a number line.

Represent equivalent fractions using visual representations and number lines.

Recognize whole numbers as fractions and express fractions that are equivalent to whole numbers.

Compare fractions of the same whole having the same numerators or denominators, using symbols >, <, and = by reasoning about their size (fractions should be limited to denominators of 2, 3, 4, 6, and 8 and should not exceed the whole).