New York Standards
New York 3rd Grade Math Standards
All 30 New York math standards for 3rd grade, each explained in plain English. The official wording is one click away under each one.
30 standards
Operations and Algebraic Thinking
10 standardsRepresent and solve problems involving multiplication and division.
NY-3.OA.1
Read a product as a total of equal groups, like 5 × 7 as the number of objects in 5 groups of 7.
Official wording
Interpret products of whole numbers.
NY-3.OA.2
Read a quotient as a fair share or a number of groups, like 56 ÷ 8 as how many each person gets when 56 items are split among 8.
Official wording
Interpret whole-number quotients of whole numbers.
NY-3.OA.3
Solve multiplication and division word problems within 100 about equal groups, arrays, and measurements, like rows of chairs or bags of apples.
Official wording
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
NY-3.OA.4
Find the missing whole number in a multiplication or division equation, like 8 × ? = 48 or 30 ÷ ? = 6.
Official wording
Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
Understand properties of multiplication and the relationship between multiplication and division.
NY-3.OA.5
Use rules like switching the order or grouping of factors as shortcuts when multiplying and dividing, without needing their formal names.
Official wording
Apply properties of operations as strategies to multiply and divide. Note: Students need not use formal terms for these properties.
NY-3.OA.6
Solve a division problem as a missing factor, like finding 32 ÷ 8 by asking what number times 8 makes 32.
Official wording
Understand division as an unknown-factor problem.
Multiply and divide within 100.
NY-3.OA.7a
Multiply one-digit numbers and do the matching divisions quickly and accurately, using strategies like fact families or breaking a factor apart.
Official wording
Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations.
NY-3.OA.7b
Recall every product of two one-digit numbers from memory, like 7 × 8 = 56 and 6 × 9 = 54.
Official wording
Know from memory all products of two one-digit numbers.
Solve problems involving the four operations, and identify and extend patterns in arithmetic.
NY-3.OA.8
Solve two-step whole-number word problems with all four operations, write them as equations with a letter for the unknown, and check answers by estimating and rounding.
Official wording
Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations.aRepresent these problems using equations or expressions with a letter standing for the unknown quantity.bAssess the reasonableness of answers using mental computation and estimation strategies including rounding.
NY-3.OA.9
Find and continue number patterns, including ones in the addition and multiplication tables, like the multiples of 5 ending in 0 or 5.
Official wording
Identify and extend arithmetic patterns (including patterns in the addition table or multiplication table).
Number and Operations in Base Ten
5 standardsUse place value understanding and properties of operations to perform multi-digit arithmetic.
NY-3.NBT.1
Round whole numbers to the nearest ten or hundred, like 347 to 350 or to 300.
Official wording
Use place value understanding to round whole numbers to the nearest 10 or 100.
NY-3.NBT.2
Add and subtract within 1,000 quickly and accurately with place value strategies or any of several written methods.
Official wording
Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Note: A range of algorithms may be used.
NY-3.NBT.3
Multiply a one-digit number by a multiple of 10 from 10 to 90, like 9 × 80, using place value and number properties.
Official wording
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations.
NY-3.NBT.4a
Explain that each digit of a four-digit number stands for thousands, hundreds, tens, or ones, like the 3 in 3,512 meaning 3,000.
Official wording
Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones.
NY-3.NBT.4b
Read and write four-digit numbers with digits, in words, and in expanded form, like 4,206 = 4,000 + 200 + 6.
Official wording
Read and write four-digit numbers using base-ten numerals, number names, and expanded form.
Number and Operations – Fractions
3 standardsDevelop understanding of fractions as numbers. Note: Fractions are limited to those with denominators 2, 3, 4, 6, and 8.
NY-3.NF.1
Explain that 1/4 is one of 4 equal parts of a whole and 3/4 is three of those parts, working with halves, thirds, fourths, sixths, and eighths.
Official wording
Understand a unit fraction, 1/b, is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction a/b as the quantity formed by a parts of size 1/b.
NY-3.NF.2
Place fractions on a number line by splitting the space from 0 to 1 into equal parts and counting parts from 0, like 3/4 as three jumps of 1/4.
Official wording
Understand a fraction as a number on the number line; represent fractions on a number line.aRepresent a fraction 1/b on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part starting at 0 locates the number 1/b on the number line.bRepresent a fraction a/b on a number line by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
NY-3.NF.3
Find and explain equivalent fractions, write whole numbers as fractions like 3 = 3/1, and compare fractions with the same numerator or denominator using >, =, or <.
Official wording
Explain equivalence of fractions and compare fractions by reasoning about their size.aUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.bRecognize and generate equivalent fractions. Explain why the fractions are equivalent.cExpress whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.dCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.
Measurement and Data
10 standardsSolve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
NY-3.MD.1
Read clocks to the nearest minute and write the time, and solve one-step problems that add or subtract minutes, like how long it is from 9:15 to 9:50.
Official wording
Tell and write time to the nearest minute and measure time intervals in minutes. Solve one-step word problems involving addition and subtraction of time intervals in minutes.
NY-3.MD.2a
Measure and estimate liquid volume in liters and mass in grams and kilograms, like guessing and then weighing a bag of apples.
Official wording
Measure and estimate liquid volumes and masses of objects using grams (g), kilograms (kg), and liters (l). Note: Does not include compound units such as cm³ and finding the geometric volume of a container.
NY-3.MD.2b
Solve one-step word problems about masses or liquid volumes in the same unit using any of the four operations, like sharing 12 liters among 3 jugs.
Official wording
Add, subtract, multiply, or divide to solve one-step word problems involving masses or liquid volumes that are given in the same units. Note: Does not include multiplicative comparison problems involving notions of “times as much.”
Represent and interpret data.
NY-3.MD.3
Draw picture graphs and bar graphs where each symbol or step stands for several items, and answer how many more or less questions in one or two steps.
Official wording
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 picture graph or a scaled bar graph.
NY-3.MD.4
Measure lengths to the nearest half and quarter inch and show the measurements on a line plot.
Official wording
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
NY-3.MD.5
Understand area as the number of unit squares that cover a flat shape with no gaps or overlaps.
Official wording
Recognize area as an attribute of plane figures and understand concepts of area measurement.aRecognize a square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.bRecognize a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
NY-3.MD.6
Find the area of a shape by counting the unit squares that cover it, like square centimeters or square inches.
Official wording
Measure areas by counting unit squares.
NY-3.MD.7
Find the area of a rectangle by multiplying its side lengths, and find the area of an L-shaped figure by splitting it into rectangles and adding.
Official wording
Relate area to the operations of multiplication and addition.aFind the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.bMultiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.cUse tiling to show in a concrete case that the area of a rectangle with whole-number side length a and side length b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.dRecognize area as additive. Find areas of figures composed of non-overlapping rectangles, and apply this technique to solve real world problems.
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
NY-3.MD.8a
Solve problems about the distance around polygons, including finding a missing side length when the total perimeter and the other sides are known.
Official wording
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths or finding one unknown side length given the perimeter and other side lengths.
NY-3.MD.8b
Find rectangles that share a perimeter but have different areas, or share an area but have different perimeters, like a 2 by 6 and a 3 by 4.
Official wording
Identify rectangles with the same perimeter and different areas or with the same area and different perimeters.
Geometry
2 standardsReason with shapes and their attributes.
NY-3.G.1
Sort polygons into triangles, quadrilaterals, pentagons, and hexagons by counting sides and corners, and spot shapes that fit none of those groups.
Official wording
Recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons, and hexagons). Identify shapes that do not belong to one of the given subcategories.
NY-3.G.2
Split a shape into pieces of equal area and write each piece's share as a unit fraction, like each of 6 equal pieces being 1/6 of the shape.
Official wording
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
The official New York documents
- New York State Next Generation Mathematics Learning Standards (2017), updated June 2019 · adopted 2017 · grades PK-2 since 2019-20, grades 3-8 since 2022-23
New York State Next Generation Mathematics Learning Standards, Copyright 2017, New York State Education Department, used with permission.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.