Skip to main content
Oklahoma Standards

Oklahoma 3rd Grade Math Standards

All 38 Oklahoma math standards for 3rd grade, each explained in plain English. The official wording is one click away under each one.

38 standards

Numbers & Operations

19 standards
Compare and represent whole numbers up to 100,000 with an emphasis on place value and equality.
3.N.1.1
Read, write, and talk about numbers up to 100,000 and show them with numerals, words, pictures, number lines, and blocks, like 420 as 42 tens.
Official wording
Read, write, discuss, and represent whole numbers up to 100,000. Representations should include but are not limited to numerals, words, pictures, number lines, and manipulatives (e.g., 350 = 3 hundreds, 5 tens = 35 tens = 3 hundreds, 4 tens, 10 ones).
3.N.1.2
Break numbers from 1,000 to 100,000 into place values and write them in word, standard, and expanded form, like 45,208 = 40,000 + 5,000 + 200 + 8.
Official wording
Use place value to describe whole numbers between 1,000 and 100,000 in terms of ten-thousands, thousands, hundreds, tens and ones, including written, standard, and expanded forms.
3.N.1.3
Add or take away 100, 1,000, or 10,000 from numbers up to five digits in your head using place value, like 23,450 to 33,450.
Official wording
Applying knowledge of place values, use mental strategies (no written computations) to find 100 more or 100 less than a given number, 1,000 more or 1,000 less than a given number, and 10,000 more or 10,000 less than a given number, up to a five-digit number.
3.N.1.4
Compare and put in order numbers up to 100,000 using place value, words, and the symbols >, <, and =.
Official wording
Use place value to compare and order whole numbers, up to 100,000, using comparative language, numbers, and symbols.
3.N.1.5
Round numbers to the nearest thousand, ten thousand, or hundred thousand using place value, like 46,380 to 46,000.
Official wording
Use place value understanding to round numbers to the nearest thousand, ten-thousand and hundred-thousand.
Solve real-world and mathematical problems using addition, subtraction, multiplication, and division.
3.N.2.1
Show multiplication facts in many ways, like equal groups, arrays, area models, skip counting, repeated addition, and equal jumps on a number line.
Official wording
Represent multiplication facts by modeling a variety of approaches (e.g., manipulatives, repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, skip counting).
3.N.2.2
Know multiplication facts with factors up to 10 quickly and accurately, like 7 × 8 = 56.
Official wording
Demonstrate fluency with multiplication facts using factors up to 10.
3.N.2.3
Add and subtract numbers up to five digits accurately with place value strategies and methods, keeping answers at 100,000 or less.
Official wording
Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract up to five-digit numbers (answer not to exceed 100,000).
3.N.2.4
Know when estimating makes sense and round to the nearest ten, hundred, thousand, or ten thousand to estimate sums and differences.
Official wording
Recognize when to round numbers and apply understanding to estimate sums and differences to the nearest ten-thousand, thousand, hundred, and ten.
3.N.2.5
Solve whole-number addition and subtraction problems and check that answers make sense using inverse operations and the story context.
Official wording
Use addition and subtraction to solve problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction and the context of the problem to assess the reasonableness of results.
3.N.2.6
Show division facts and whether a number divides evenly using equal sharing, equal groups, or repeated subtraction, connecting division to multiplication.
Official wording
Represent division facts and divisibility by modeling a variety of approaches (e.g., repeated subtraction, equal sharing, forming equal groups) to show the relationship between multiplication and division.
3.N.2.7
Use how multiplication and division are connected to model and solve problems, like 24 ÷ 6 = 4 because 6 × 4 = 24.
Official wording
Apply the relationship between multiplication and division to represent and solve problems.
3.N.2.8
Multiply a two-digit number by a one-digit number with strategies like base ten blocks, area models, arrays, repeated addition, or a written method.
Official wording
Use various strategies (e.g., base ten blocks, area models, arrays, repeated addition, algorithms) based on knowledge of place value, equality, and properties of addition and multiplication to multiply a two-digit factor by a one-digit factor.
Use and justify fractional representations in real-world and mathematical problems.
3.N.3.1
Read and write fractions in words and numbers, naming the numerator and denominator, like three fourths as 3/4.
Official wording
Read and write fractions with words and symbols using appropriate terminology (i.e., numerator and denominator).
3.N.3.2
Show halves, thirds, fourths, sixths, and eighths with length, set, and area models, like fraction strips or shaded shapes.
Official wording
Model fractions using length, set, and area for halves, thirds, fourths, sixths, and eighths.
3.N.3.3
Use unit fractions to build and break apart fractions of the same whole, like 5/6 made of five 1/6 pieces.
Official wording
Apply understanding of unit fractions and use this understanding to compose and decompose fractions related to the same whole.
3.N.3.4
Compare and order fractions of the same whole using models and number lines, like 3/8 < 5/8.
Official wording
Use models and number lines to order and compare fractions that are related to the same whole.
Determine the value of a set of coins and determine the value of a set of bills in monetary transactions.
3.N.4.1
Add and subtract to find the value of coins up to a dollar, write it with the cent sign, and use it in buying and selling.
Official wording
Use addition and subtraction to determine the value of a collection of coins up to one dollar using the cent symbol and in monetary transactions.
3.N.4.2
Add and subtract whole-dollar bills up to $20 when buying and paying, like $5 + $10 = $15.
Official wording
Add and subtract a collection of bills up to twenty dollars using whole dollars in monetary transactions.

Algebraic Reasoning & Algebra

5 standards
Describe and create representations of numerical and geometric patterns.
3.A.1.1
Make, describe, and continue number patterns built by adding, subtracting, or multiplying, and use them to solve problems.
Official wording
Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts.
3.A.1.2
Find and state the one-step rule in an input/output table or function machine that adds, subtracts, or multiplies, like add 4.
Official wording
Describe the rule (limited to a single operation) for a pattern from an input/output table or function machine involving addition, subtraction, or multiplication.
3.A.1.3
Draw or build shape patterns that grow or shrink and figure out what the next steps look like.
Official wording
Explore and develop visual representations of increasing and decreasing geometric patterns and construct the next steps.
Use number sentences involving multiplication and unknowns to represent and solve real-world and mathematical problems.
3.A.2.1
Find a missing number shown by a symbol in a one-step equation using number sense and properties, and write a real-life story that fits a number sentence.
Official wording
Use number sense with the properties of addition, subtraction, and multiplication, to find unknowns (represented by symbols) in one-step equations. Generate real-world situations to represent number sentences.
3.A.2.2
Use models and objects to show and apply the order, identity, and grouping properties of adding and multiplying to solve problems.
Official wording
Identify, represent, and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems.

Geometry & Measurement

12 standards
Analyze and use geometric attributes to describe and create polygons and three-dimensional figures in various contexts.
3.GM.1.1
Group solid shapes by their features, like faces, edges, vertices, or whether they can roll.
Official wording
Sort three-dimensional shapes based on attributes.
3.GM.1.2
Look at a picture of a solid shape and build it out of unit cubes.
Official wording
Build a three-dimensional figure using unit cubes when shown a picture of a three-dimensional shape.
3.GM.1.3
Sort each angle in a polygon by size into acute, right, obtuse, or straight, comparing it to a square corner.
Official wording
Classify angles within a polygon as acute, right, obtuse, and straight.
Understand measurable attributes of real-world and mathematical objects using various tools.
3.GM.2.1
Find the distance around a polygon by adding its whole-number side lengths, using different models.
Official wording
Find the perimeter of a polygon, given whole number lengths of the sides, using a variety of models.
3.GM.2.2
Explain why multiplying length by width gives the area of a rectangle by splitting it into unit squares arranged in rows and columns.
Official wording
Analyze why length and width are multiplied to find the area of a rectangle by decomposing the rectangle into one unit by one unit squares and viewing these as rows and columns to determine the area.
3.GM.2.3
Count unit cubes in an organized way to find how many fill a solid structure or half of it.
Official wording
Count cubes systematically to identify the number of cubes needed to pack the whole or half of a three-dimensional structure.
3.GM.2.4
Find the area of a flat shape by counting the equal unit squares that cover it with no gaps or overlaps.
Official wording
Find the area of two-dimensional figures by counting the total number of same-size unit squares that fill the shape without gaps or overlaps.
3.GM.2.5
Pick a fitting tool, like a meter stick or centimeter ruler, and measure lengths to the nearest whole centimeter or meter.
Official wording
Choose an appropriate measurement instrument and measure the length of objects to the nearest whole centimeter or whole meter.
3.GM.2.6
Pick a fitting tool, like a ruler or yardstick, and measure lengths to the nearest yard, foot, or half inch.
Official wording
Choose an appropriate measurement instrument and measure the length of objects to the nearest whole yard, whole foot, or half inch.
3.GM.2.7
Read a thermometer with a scale to find the temperature to the nearest degree in both Fahrenheit and Celsius.
Official wording
Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius.
Solve problems by telling time to the nearest five-minute interval.
3.GM.3.1
Read and write times to the nearest five minutes on clocks with hands and digital clocks, like 2:35.
Official wording
Read and write time to the nearest five-minute interval (analog and digital).
3.GM.3.2
Solve problems that add or subtract time in five-minute steps up to an hour, using pictures, number lines, or other tools.
Official wording
Determine the solutions to problems involving addition and subtraction of time in intervals of five minutes, up to one hour, using pictorial models, number line diagrams, or other tools.

Data & Probability

2 standards
Collect, organize, and analyze data.
3.D.1.1
Gather data with several categories and organize it in a frequency table, line plot, picture graph, or bar graph whose scale counts by more than one.
Official wording
Collect and organize a data set with multiple categories using a frequency table, line plot, pictograph, or bar graph with scaled intervals.
3.D.1.2
Answer one- and two-step questions using category data from a frequency table, picture graph, or bar graph with a scale, like how many more chose soccer.
Official wording
Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals.

The official Oklahoma documents

Oklahoma Academic Standards for Mathematics, Oklahoma State Department of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.