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CCSS ID  MathPaths Grade 3 Goals  
CCSS 
OPERATIONS & ALGEBRAIC THINKING


A 
1

Represent and solve problems involving multiplication and division. 
3.OA.1 
11

Interpret multiplication as the total of equal groups. 
3.OA.2 
12

Interpret division as sharing equally or making equal shares. 
3.OA.3 
13

Use multiplication and division to solve word problems. 
3.OA.4 
14

Find the missing number in a multiplication or division equation. 
B 
2

Understand properties of multiplication and the relationship between multiplication and division. 
3.OA.5 
21

Apply the commutative and associative properties for multiplication. Students do not need to use the terms but should be able to apply the properties. 
3.OA.5 
22

Apply the distributive property when learning basic facts. For example, students should be able to think of 7 x 5 as 5 x 5 plus 2 x 5. 
3.OA.6 
23*

Relate division to finding a missing factor. 
C 
3

Multiply and divide within 100. 
3.OA.7 
31

Fluently multiply to find products of two onedigit numbers. 
3.OA.7 
32

Fluently divide numbers to 100 by onedigit numbers. 
D 
4

Solve problems involving the four operations, and identify and explain patterns in arithmetic. 
3.OA.8 
41

Represent and solve twostep word problems using addition and/or subtraction. 
3.OA.8 
42

Represent and solve twostep word problems using multiplication and/or division. 
3.OA.8 
43

Represent and solve twostep word problems using any two operations. 
3.OA.9 
44

Identify and explain arithmetic patterns. 
CCSS 
NUMBER & OPERATIONS IN BASE TEN


A 
1

Use place value understanding and properties of operations to perform multidigit arithmetic. 
3.NBT.1 
11

Round numbers to the nearest 10 or 100. 
3.NBT.2 
12*

Fluently add numbers with sums to 1000. The Grade 2 standards call for fluency with sums to 100. 
3.NBT.2 
13

Fluently subtract from numbers to 1000. 
3.NBT.2 
14

Subtract by relating to addition. For example, students should be able to find 812 – 798 by thinking of adding on to 798 to get 812. The answer is 2 and 12 more, or 14. 
3.NBT.3 
15*

Multiply onedigit numbers by multiples of 10 up to 90. 
CCSS 
NUMBER & OPERATIONS WITH FRACTIONS


A 
1

Develop understanding of fractions as numbers. [Use denominators of 2, 3, 4, 6, and 8.] 
3.NF.1 
11

Write a fraction to represent one or more equal parts of a whole unit. 
3.NF.2a 
12

Write fractions to represent lengths of intervals on a number line. This is a new concept for students in Grade 3. 
3.NF.2b 
13*

Write fractions to represent locations on a number line. This is also a new concept. 
3.NF.3a 
14

Recognize that equivalent fractions are the same size. 
3.NF.3b 
15

Recognize and generate simple equivalent fractions. 
3.NF.3c 
16**

Recognize fractions equivalent to whole numbers. 
3.NF.3d 
17

Compare two fractions with the same numerator or denominator. 
CCSS 
GEOMETRY


A 
1

Reason with shapes and their attributes. 
3.G.1 
11

Categorize quadrilaterals including rhombuses, rectangles, and squares by their attributes. 
3.G.2 
12*

Partition shapes into parts with equal areas to represent unit fractions. In Grade 2, students made two, three, or four equal shares. This is the first year that students need to write unit fractions. 
CCSS 
MEASUREMENT & DATA


A 
1

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 
3.MD.1 
11

Write time to the nearest minute. In Grade 2, students wrote time to the nearest five minutes. 
3.MD.1 
12

Measure time intervals in minutes. For this topic, students should be able to count minutes from one given time to the next given time. 
3.MD.1 
13

Solve word problems involving time intervals. 
3.MD.2 
14

Measure and estimate liquid volume in liters. Another name for liquid volume is capacity. 
3.MD.2 
15

Solve word problems involving liquid volume. 
3.MD.2 
16

Measure and estimate mass in grams and kilograms. At this level, it is not important to make a distinction between mass and weight. 
3.MD.2 
17

Solve word problems involving mass. 
B 
2

Represent and interpret data. 
3.MD.3 
21

Draw a bar graph using an appropriate scale. 
3.MD.4 
22

Solve problems using information from graphs. 
3.MD.4 
23

Make line plots of data measured using rulers to 1/4 inch. Students should use rulers marked with halves and fourths of an inch to generate data for line plots. 
C 
3

Understand concepts of area and relate area to multiplication and to addition. 
3.MD.5 
31

Understand that area is measured in square units. 
3.MD.6 
32*

Count unit squares to measure area. 
3.MD.7a 
33*

Relate area of a rectangle to multiplication. 
3.MD.7b 
34

Solve realworld problems involving area. 
3.MD.7b 
35

Represent products as rectangular areas. 
3.MD.7c 
36

Use area models to represent the distributive property. For example, students should be able to break a 14 x 8 rectangle into two parts to show that (10 + 4) x 8 is the same as (10 x 8) + (4 x 8). 
3.MD.7d 
37

Find areas by decomposing figures to make rectangles. 
D 
4

Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 
3.MD.8 
41**

Find the perimeter of a polygon. 
3.MD.8 
42

Find an unknown side length in a polygon. For example, if a pentagon with a perimeter of 28 cm has sides of length 5 cm, 6 cm, 7 cm, and 8 cm, students should be able to find the missing side length. 
3.MD.8 
43*

Compare perimeters of two rectangles with the same area. 
3.MD.8 
44*

Compare areas of two rectangles with the same perimeter. 
*Math card games are available.  Goals and domain icons were developed by Angie Seltzer. Highlighted parts are from Grade 3 CCSS, Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. 