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Texas Standards

3rd Grade Math TEKS

All 53 Texas math standards for 3rd grade, each explained in plain English. The official wording is one click away under each one.

53 standards

Mathematical process standards

7 standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
3.1(A)
Use math to solve real problems from home, school, the community and jobs, like working out how many juice packs a class party needs.
Official wording
apply mathematics to problems arising in everyday life, society, and the workplace;
3.1(B)
Work through a problem by sorting out what is known, planning an approach, solving, then defending the answer and checking that it is sensible.
Official wording
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
3.1(C)
Choose the right tool or method for a problem, like counters, a ruler, paper and pencil, mental math or a quick estimate.
Official wording
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
3.1(D)
Share math thinking with drawings, number sentences, graphs and words, like showing 4 x 3 as an array and as an equation.
Official wording
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
3.1(E)
Make and use pictures, tables and diagrams to keep track of math ideas and share them, like a strip diagram for a word problem.
Official wording
create and use representations to organize, record, and communicate mathematical ideas;
3.1(F)
Look for how math ideas are related and use those links to explain them, like seeing that 3 x 4 = 12 and 12 ÷ 3 = 4 are one fact family.
Official wording
analyze mathematical relationships to connect and communicate mathematical ideas; and
3.1(G)
Present and defend math reasoning out loud or in writing, using exact math words like factor, product and denominator.
Official wording
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Number and operations

23 standards
The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
3.2(A)
Build and break apart numbers up to 100,000 by place, using blocks, drawings or expanded form, like 23,405 = 20,000 + 3,000 + 400 + 5.
Official wording
compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
3.2(B)
Describe how the places in our base-ten number system relate up to the hundred thousands, like 10 hundreds making 1 thousand.
Official wording
describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;
3.2(C)
Locate a number on a number line between the nearest tens, hundreds, thousands or ten thousands to round it, like 3,640 is closer to 4,000 than 3,000.
Official wording
represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
3.2(D)
Put whole numbers up to 100,000 in order and compare pairs with >, < or =, like 45,210 > 45,120.
Official wording
compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
The student applies mathematical process standards to represent and explain fractional units.
3.3(A)
Show fractions up to one whole in halves, thirds, fourths, sixths or eighths with objects, drawings, strip diagrams and number lines.
Official wording
represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
3.3(B)
Name the fraction that a marked point on a number line stands for, up to 1 whole, in halves, thirds, fourths, sixths or eighths.
Official wording
determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
3.3(C)
Explain that 1 over a number is one piece of a whole split into that many equal pieces, like 1/6 is one of 6 equal parts.
Official wording
explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
3.3(D)
Build a fraction up to one whole from unit fractions and break it back apart, like 3/4 = 1/4 + 1/4 + 1/4.
Official wording
compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
3.3(E)
Solve sharing problems where an object or a set is split among two or more people, using fraction drawings in halves, thirds, fourths, sixths or eighths.
Official wording
solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;
3.3(F)
Show equivalent fractions in halves, thirds, fourths, sixths and eighths with objects, drawings and number lines, like 1/2 = 2/4 = 4/8.
Official wording
represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
3.3(G)
Explain why two fractions are equal exactly when they mark the same point on a number line or cover the same part of equal-size wholes.
Official wording
explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
3.3(H)
Compare two fractions with the same top or bottom number by reasoning about piece size and justify it in symbols, words or pictures, like 3/8 < 3/4.
Official wording
compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
3.4(A)
Add and subtract fluently within 1,000 to solve one- and two-step problems, using place value, properties and how addition and subtraction undo each other.
Official wording
solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
3.4(B)
Estimate sums and differences by rounding to the nearest 10 or 100 or by using friendly numbers, like 298 + 405 is about 300 + 400.
Official wording
round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;
3.4(C)
Count up the total value of a mix of coins and bills, like two dollar bills, three quarters and a dime make $2.85.
Official wording
determine the value of a collection of coins and bills;
3.4(D)
Find how many there are in all when equal groups are joined or laid out in arrays up to 10 by 10, like 4 rows of 6 chairs.
Official wording
determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
3.4(E)
Model a fact like 3 x 5 in many ways, such as 5 + 5 + 5, equal groups, an array, an area model, number line hops or skip counting by 5s.
Official wording
represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
3.4(F)
Know multiplication facts up to 10 x 10 by heart and quickly recall the matching division facts, like 7 x 8 = 56 and 56 ÷ 8 = 7.
Official wording
recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
3.4(G)
Multiply a two-digit number by a one-digit number with strategies like mental math, partial products, number properties or the standard algorithm.
Official wording
use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
3.4(H)
Work out how many each person or group gets when items are split into equal shares, like 24 stickers shared by 4 friends is 6 each.
Official wording
determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
3.4(I)
Decide if a number is even or odd with a divisibility rule, like looking at whether its ones digit is 0, 2, 4, 6 or 8.
Official wording
determine if a number is even or odd using divisibility rules;
3.4(J)
Find a quotient by thinking of the related multiplication fact, like solving 42 ÷ 6 by asking what times 6 makes 42.
Official wording
determine a quotient using the relationship between multiplication and division; and
3.4(K)
Solve one- and two-step multiplication and division problems within 100 using objects, arrays, area models, equal groups, properties or known facts.
Official wording
solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

Algebraic reasoning

5 standards
The student applies mathematical process standards to analyze and create patterns and relationships.
3.5(A)
Show one- and two-step addition and subtraction word problems with numbers up to 1,000 using drawings, number lines and equations.
Official wording
represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
3.5(B)
Use arrays, strip diagrams and equations to show and solve one- or two-step multiplying and dividing problems that stay within 100.
Official wording
represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
3.5(C)
Describe a product like 4 x 15 as a comparison that means 4 times as much as 15.
Official wording
describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;
3.5(D)
Find the unknown factor or product in a multiplication or division equation with three whole numbers, like 6 x n = 42 or n ÷ 4 = 9.
Official wording
determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and
3.5(E)
Describe real-life relationships with number pairs in a table and in words, like 1 bike has 2 wheels and 2 bikes have 4 wheels.
Official wording
represent real-world relationships using number pairs in a table and verbal descriptions.

Geometry and measurement

10 standards
The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.
3.6(A)
Sort and classify flat and solid shapes, including cones, cylinders, spheres, cubes and triangular or rectangular prisms, by their features using geometry words.
Official wording
classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
3.6(B)
Recognize squares, rectangles, rhombuses, trapezoids and parallelograms as quadrilaterals by their features, and draw four-sided shapes that are none of these.
Official wording
use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;
3.6(C)
Find the area of a rectangle with whole-number sides by multiplying the number of rows by the unit squares in each row, like 4 rows of 6 is 24 square units.
Official wording
determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;
3.6(D)
Find the area of an L-shaped or other rectangle-based shape by splitting it into rectangles that do not overlap and adding their areas.
Official wording
decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and
3.6(E)
Cut two identical shapes into parts of equal area, give each part's share of the whole as a unit fraction, and notice equal shares can differ in shape.
Official wording
decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.
3.7(A)
Mark halves, fourths and eighths on a number line as lengths measured from 0, like 3/4 being three jumps of 1/4.
Official wording
represent fractions of halves, fourths, and eighths as distances from zero on a number line;
3.7(B)
Find the distance around a polygon, or work back from a known perimeter to find one missing side length.
Official wording
determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;
3.7(C)
Solve problems that add or subtract minutes of elapsed time using number lines, clocks or drawings, like 15 minutes plus 30 minutes is 45 minutes.
Official wording
determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;
3.7(D)
Decide whether a situation calls for measuring liquid volume or weight, like how much water a pot holds versus how heavy a backpack is.
Official wording
determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and
3.7(E)
Measure liquid volume or weight with the right units and tools, like a measuring cup in cups or liters and a scale in pounds or grams.
Official wording
determine liquid volume (capacity) or weight using appropriate units and tools.

Data analysis

2 standards
The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
3.8(A)
Organize data with several categories into a bar graph with a scale like counting by 5s, a pictograph, a dot plot or a frequency table.
Official wording
summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and
3.8(B)
Answer one- and two-step questions using category data shown in a frequency table, dot plot, pictograph or scaled bar graph, like how many more chose pizza.
Official wording
solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Personal financial literacy

6 standards
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
3.9(A)
Explain how the work and skills people offer connect to the money they earn.
Official wording
explain the connection between human capital/labor and income;
3.9(B)
Describe how something being plentiful or scarce affects its price, like strawberries costing more out of season.
Official wording
describe the relationship between the availability or scarcity of resources and how that impacts cost;
3.9(C)
Identify the upsides and downsides of planned versus unplanned purchases, like a budgeted backpack versus a toy grabbed at checkout.
Official wording
identify the costs and benefits of planned and unplanned spending decisions;
3.9(D)
Explain that people borrow on credit when they cannot pay right away and must repay the lender later, usually with extra money called interest.
Official wording
explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest;
3.9(E)
List reasons to put money aside and explain how a savings plan helps, including saving up for college.
Official wording
list reasons to save and explain the benefit of a savings plan, including for college; and
3.9(F)
Identify everyday money choices about earning, spending, saving, borrowing and giving to charity.
Official wording
identify decisions involving income, spending, saving, credit, and charitable giving.

The official Texas documents

Texas Essential Knowledge and Skills for Mathematics, 19 Texas Administrative Code Chapter 111, adopted by the Texas State Board of Education.

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