Third Grade Math
Standards
Book 
MAT03 "I can ... statements" 

(OA)  (NBT)  (NF)  (MD)  (G)  
Operations Algebraic Thinking 
Number Operations Base Ten 
Number Operations Fraction 
Measurement Data 
Geometry 

Prioritized Standards  
Kindergarten Math  First Grade Math  Second Grade Math 
M 

MAT03.MD.07.dUnder Development
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MAT03.MD.08
3^{rd} Grade (MAT) Targeted Standard
MAT03.MD.08 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths. Find an unknown side length. Exhibit rectangles with the same perimeter and different area or with the same area and different perimeters.  
MAT03.NBT
Narrative for (NBT) Number and Operations in Base TenAt Grade 3, the major focus is multiplication, so students’ work with addition and subtraction is limited to maintenance of fluency within 1000 for some students and building fluency to within 1000 for others. They achieve fluency with strategies and algorithms that are based on place value, properties of operations, and/or the relationship between addition and subtraction. Such fluency can serve as preparation for learning standard algorithms in Grade 4, if the computational methods used can be connected with those algorithms. For students in grade 3, the special role of 10 in the baseten system is important in understanding multiplication of onedigit numbers with multiples of 10. For example, the product of 3 x 50 can be represented as 3 groups of 5 tens, which is 15 tens, which is 150. Calculation Method for DomainsDomains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.  
MAT03.NBT.01Under Development
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MAT03.NBT.02
3^{rd} Grade (MAT) Targeted Standard
MAT03.NBT.02 Using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction, fluently add and subtract within 1000.  
MAT03.NBT.03
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MAT03.NF
Narrative for (NF) Number and Operations  FractionsIn Grades 1 and 2, students use fraction language to describe partitions of shapes into equal shares. In Grade 3, they start to develop the idea of a fraction more formally, building on the idea of partitioning a whole into equal parts. The whole can be a shape such as a circle or rectangle, a line segment, or any one finite entity susceptible to subdivision and measurement. In Grade 4, this is extended to include wholes that are collections of objects. Grade 3 students do some preliminary reasoning about equivalent fractions, in preparation for work in Grade4. As students experiment on number line diagrams they discover that many fractions label the same point on the number line, and are therefore equal; that is, they are equivalent fractions. Previously, in Grade 2, students compared lengths using a standard measurement unit. In Grade 3 they build on this idea to compare fractions with the same denominator. They see that for fractions that have the same denominator, the underlying unit fractions (fractions with numerator1) are the same size, so the fraction with the greater numerator is greater because it is made of more unit fractions. Calculation Method for DomainsDomains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.  
MAT03.NF.01Under Development
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MAT03.NF.02Under Development
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MAT03.NF.02.aUnder Development
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MAT03.NF.02.bUnder Development
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MAT03.NF.03
3^{rd} Grade (MAT) Targeted Standard
MAT03.NF.03 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. Explain why the fractions are equivalent using a visual fraction model. c. Recognize fractions, a/1 or a/a, that are equivalent to whole numbers. Express whole numbers as fractions, a/1 or a/a. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. e. Recognize that comparisons are valid only when the two fractions refer to the same whole. f. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions by using a visual fraction model.  
MAT03.NF.03.aUnder Development
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MAT03.NF.03.bUnder Development
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