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Tennessee Standards

Tennessee 3rd Grade Math Standards

All 27 Tennessee math standards for 3rd grade, each explained in plain English. The official wording is one click away under each one.

27 standards

Operations and Algebraic Thinking

9 standards
Represent and solve problems involving multiplication and division.
3.OA.A.1
Explain what the numbers in a multiplication equation mean, like 5 × 6 as 5 bags of 6 apples, or 5 ribbons that are each 6 inches long.
Official wording
Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total length of 28 inches).
3.OA.A.2
Tell what each number in a division equation stands for, like 24 ÷ 6 as sharing 24 cookies among 6 plates or packing them 6 to a plate.
Official wording
Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups).
3.OA.A.3
Multiply and divide within 100 to solve story problems about equal groups, arrays, area and measures, with the unknown anywhere, like 4 × ? = 36 or 84 ÷ 7 = ?.
Official wording
Multiply and divide within 100 to solve contextual problems, with the unknown in any positions, in situations involving equal groups, arrays/area, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?). (See Table 2 - Multiplication and Division Situations).
3.OA.A.4
Find the missing number that makes a multiplication or division equation true with whole numbers up to 100, like 7 × ? = 42 or 4 = ? ÷ 5.
Official wording
Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 =?.
Understand properties of multiplication and the relationship between multiplication and division. (See Table 3 - Properties of Operations)
3.OA.B.5
Use rules like switching factor order, regrouping, or splitting a factor to multiply and divide, like 7 × 6 = 7 × 5 + 7 × 1, without needing the formal names.
Official wording
Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (associative property of multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (distributive property of multiplication over addition).
3.OA.B.6
Solve a division problem by finding the missing factor, like 32 ÷ 8 as what times 8 makes 32.
Official wording
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Common Core 3.OA.6
Multiply and divide within 100.
3.OA.C.7
Multiply and divide within 100 with ease using properties or fact families, and by year end know all one-digit times facts and their division partners from memory.
Official wording
Fluently multiply and divide within 100, using strategies such as the properties of operations or the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8). By the end of 3rd grade, know all products of two one-digit numbers and related division facts.
Solve problems involving the four operations and identify and explain patterns in arithmetic.
3.OA.D.8
Solve two-step story problems with all four operations, write them as equations with a letter for the unknown, and check answers with mental math and rounding.
Official wording
Solve two-step contextual problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (See Table 1 - Addition and Subtraction Situations and Table 2 - Multiplication and Division Situations).
3.OA.D.9
Find patterns in a multiplication chart and explain them with properties, like why 4 times any number is even or why 8 × 3 is one more 3 than 7 × 3.
Official wording
Identify patterns in a multiplication chart and explain them using properties of operations. For example, in the multiplication chart, observe that 4 times a number is always even (because 4 x 6 = (2 x 2) x 6 = 2 x (2 x 6), which uses the associative property of multiplication) or, for example, observe that 6 times 7 is one more group of 7 than 5 times 7 (because 6 x 7 = (5 + 1) x 7 = (5 x 7) + (1 x 7), which uses the distributive property of multiplication over addition). (See Table 3 - Properties of Operations)

Number and Operations in Base Ten

4 standards
Use place value understanding and properties of operations to perform multi-digit arithmetic.
3.NBT.A.1
Round whole numbers to the nearest ten or hundred using place value, and show on a number line why the number rounds that way.
Official wording
Round whole numbers to the nearest 10 or 100 using understanding of place value and use a number line to explain how the number was rounded.
3.NBT.A.2
Add and subtract within 1000 quickly and accurately, using place value and the link between addition and subtraction.
Official wording
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Common Core 3.NBT.2
3.NBT.A.3
Multiply a one-digit number by a multiple of 10 from 10 to 90, like 7 × 40 = 280, using place value and properties of operations.
Official wording
Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.
3.NBT.A.4
Read and write whole numbers up to 100,000 as numerals, in words, and in expanded form, like 41,307 = 40,000 + 1,000 + 300 + 7.
Official wording
Read and write multi-digit whole numbers (less than or equal to 100,000) using standard form, word form, and expanded form (e.g., 23,456 can be written as 20,000 + 3,000 + 400 + 50 + 6).

Number and Operations - Fractions

3 standards
Develop understanding of fractions as numbers.
3.NF.A.1
Explain that 1/b is one of b equal parts of a whole, and that a fraction like 3/5 is made of 3 of those 1/5 parts.
Official wording
Understand a unit fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a non-unit fraction, n/b, as the quantity formed by n parts of size 1/b. For example, 3/4 represents a quantity formed by 3 parts of size 1/4.
3.NF.A.2
Place fractions on a number line by splitting 0 to 1 into equal parts, like marking 1/4, and by counting off parts from 0 to reach fractions like 7/4.
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 diagram 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 locates the number 1/b on the number line. For example, on a number line from 0 to 1, students can partition it into 4 equal parts and recognize that each part represents a length of 1/4 and the first part has an endpoint at 1/4 on the number line.bRepresent a fraction n/b on a number line diagram by marking off n lengths 1/b from 0. Recognize that the resulting interval has size n/b and that its endpoint locates the number n/b on the number line. For example, 5/3 is the distance from 0 when there are 5 iterations of 1/3.
3.NF.A.3
Find equal fractions with models, write whole numbers as fractions, and compare fractions with like numerators or denominators of the same whole 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 simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3) and explain why the fractions are equivalent using a visual fraction model.cExpress whole numbers as fractions and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = 3/1; recognize that 6/1= 6; locate 4/4 and 1 at the same point on a number line diagram.dCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Measurement and Data

8 standards
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
3.MD.A.1
Tell time to the minute and add or subtract minutes in story problems, and solve money problems with coins under a dollar or whole dollars up to $1000.
Official wording
Solve contextual problems in time and money.aTell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes.bSolve one-step contextual problems involving amounts less than one dollar including quarters, dimes, nickels, and pennies using the ¢ symbol appropriately. Solve contextual problems involving whole number dollar amounts up to $1000 using the $ symbol appropriately.
3.MD.A.2
Measure and estimate mass in grams and kilograms and liquid volume in milliliters and liters, using benchmarks like a water bottle holding about 1 liter.
Official wording
Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams.
Represent and interpret data.
3.MD.B.3
Make a picture graph and a bar graph with a scale like 5 per square for several categories, then use them to solve one- and two-step compare problems.
Official wording
Draw a pictograph 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 graphs.
3.MD.B.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.
Common Core 3.MD.4
Geometric measurement: understand and apply concepts of area and relate area to multiplication and to addition.
3.MD.C.5
Explain that flat shapes have area, measured by a unit square of 1 square unit, and a shape covered by n such squares with no gaps or overlaps has area n.
Official wording
Recognize that plane figures have an area and understand concepts of area measurement.aUnderstand that 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.bUnderstand that 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.
3.MD.C.6
Find area by counting unit squares in square centimeters, meters, inches, feet, or made-up units.
Official wording
Measure areas by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units).
3.MD.C.7
Link a rectangle's area to multiplying and adding, by tiling, multiplying side lengths, splitting it to show the distributive property, and adding parts of L-shaped figures.
Official wording
Relate area of rectangles 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 lengths a and (b + c) is the sum of (a x b) and (a x c). Use area models to represent the distributive property in mathematical reasoning. For example, in a rectangle with dimensions 4 by 6, students can decompose the rectangle into 4 x 3 and 4 x 3 to find the total area of 4 x 6. (See Table 3 - Properties of Operations)dRecognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
3.MD.D.8
Solve perimeter problems for polygons, like finding the perimeter from side lengths or a missing side, and explore rectangles that share a perimeter but not an area, or the reverse.
Official wording
Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exploring rectangles with the same perimeter and different areas or with the same area and different perimeters.

Geometry

3 standards
Reason about shapes and their attributes.
3.G.A.1
Explain that shapes can share features that put them in a bigger group, like rhombuses, rectangles and squares all being quadrilaterals, and find quadrilaterals that are none of these.
Official wording
Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals and recognize examples of quadrilaterals that do not belong to any of these subcategories.
3.G.A.2
Split shapes into parts of equal area, see that equal parts can differ in shape, and name each part as a unit fraction, like 1/4 of the whole.
Official wording
Partition shapes into parts with equal areas. Recognize that equal shares of identical wholes need not have the same shape. Express the area of each part as a unit fraction of the whole.
3.G.A.3
Decide whether a figure is a polygon, a closed flat shape made only of straight sides.
Official wording
Determine if a figure is a polygon.

The official Tennessee documents

Tennessee Academic Standards for Mathematics, Tennessee Department of Education, tn.gov/education.

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.