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Minnesota Standards

Minnesota 3rd Grade Math Standards

All 29 Minnesota math standards for 3rd grade, each explained in plain English. The official wording is in Minnesota Department of Education's document, linked at the end of this page.

29 standards

Data and Probability

6 standards
3.1.1.1
Find patterns in data sets or real situations and ask questions that collected data could answer.
3.1.1.2
Explain ways to gather data for a question, such as surveys, sorting items into groups and taking measurements.
3.1.1.3
Gather and organize data for a question with tools, deal with missing or incomplete data, and show the results in several ways, including technology.
3.1.1.4
Make predictions from data and understand that how much data there is and where it came from affect how accurate they are.
3.1.1.5
Study tables, bar graphs, picture graphs and line plots with different scales closely to back up a claim and solve problems.
3.1.2.1
Describe how likely events are using impossible, unlikely, equally likely, likely and certain, like a coin landing heads.

Spatial Reasoning

5 standards
3.2.3.1
Measure lengths to the nearest quarter unit, like 3 and 1/4 inches, using standard units.
3.2.3.2
Compare the sizes of units in the same system, like inches, feet and yards, grams and kilograms, or cups and gallons.
3.2.3.3
Find the perimeter of a polygon whose sides are whole numbers by adding the side lengths.
3.2.3.4
Figure out change from up to one dollar in different ways by adding or subtracting within 100, writing $ and ¢ correctly.
3.2.4.1
Draw or build regular and irregular polygons with a set number of sides, such as triangles, quadrilaterals, pentagons, hexagons and octagons.

Patterns and Relationships

18 standards
3.3.5.1
Add or subtract 100, 1,000 or 10,000 from a number in their head, like 4,250 to 5,250, and explain using a model.
3.3.5.2
Describe numbers from 10 to 100,000 by the value of each digit, and know 10,000 is 100 hundreds and 1,000 is 10 hundreds or 100 tens.
3.3.5.3
Put whole numbers up to 100,000 in order and compare them with >, = and <, explaining with place value or a number line.
3.3.5.4
Estimate totals and differences up to 1,000 with benchmark numbers and place value, like 398 + 205 is about 600.
3.3.5.5
Add and subtract within 1,000 flexibly with strategies like breaking apart, expanded form and partial sums or differences, explaining them with place value.
3.3.5.6
Solve multiplication and division story problems with one-digit factors using pictures and models, like finding how many groups or how many in each group.
3.3.5.7
Multiply and divide within 144 using equal groups, repeated adding or related facts, and know 2s, 5s, 10s and square facts like 6 × 6 quickly.
3.3.5.8
Multiply one-digit numbers by multiples of 10 and 100, like 4 × 30 or 6 × 200, using place value, repeated adding or properties.
3.3.5.9
Split circles, rectangles and the space from 0 to 1 on a number line into halves, thirds, fourths and eighths.
3.3.5.10
Show fractions up to 2 with numerators above 1 as sums of unit fractions using pictures and symbols, like 3/4 = 1/4 + 1/4 + 1/4.
3.3.5.11
Write fractions with denominators of 2, 4 and 8 that equal one half or one whole, like 2/4 or 8/8, and use a model to show why.
3.3.5.12
Compare and order unit fractions with models and explain why a bigger denominator means a smaller piece, like 1/8 < 1/3.
3.3.5.13
Set short and long term spending and saving goals by adding and subtracting rounded amounts, planning for expected and surprise costs.
3.3.6.1
Reason about how both sides relate to find a missing number in addition or subtraction equations up to three digits, and judge if equations are true.
3.3.6.2
Test and explain ideas about multiplying and dividing with 0 and 1 using true or false and open equations, like whether 7 × 1 = 7 ÷ 1.
3.3.6.3
Make and justify claims about the order and grouping properties of adding and multiplying with true or false and open equations, like 3 × 5 = 5 × 3.
3.3.7.1
Make, describe and use one-step input and output rules with adding, subtracting or multiplying to solve problems, including when an input or output is 0.
3.3.7.2
Draw the next two steps and the step before in a growing or shrinking picture pattern, and explain how you know.

The official Minnesota documents

The plain-English lines on this page are EMStudio's own explanations of Minnesota's standards, not the official wording, which Minnesota Department of Education publishes in the documents above. Codes and strand names identify each standard.