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Georgia Math Standards - 3rd Grade
MathScore aligns to the Georgia Math Standards for 3rd Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the Georgia Math Standards at other levels.
Number and Operations
M3N1 Students will further develop their understanding of whole numbers and ways of representing them.a. Identify place values from tenths through ten thousands. (Place Value , Decimal Place Value )
b. Understand the relative sizes of digits in place value notation (10 times, 100 times, 1/10 of a single digit whole number) and ways to represent them. (Place Value , Decimal Place Value )
M3N2 Students will further develop their skills of addition and subtraction and apply them in problem solving.
a. Use the properties of addition and subtraction to compute and verify the results of computation. (Addition Grouping , Long Addition to 1000 , Long Addition , Long Subtraction , Long Subtraction to 1000 )
b. Use mental math and estimation strategies to add and subtract. (Estimated Addition , Estimated Subtraction )
c. Solve problems requiring addition and subtraction. (Basic Word Problems )
M3N3 Students will further develop their understanding of multiplication of whole numbers and develop the ability to apply it in problem solving.
a. Describe the relationship between addition and multiplication, i.e., multiplication is defined as repeated addition. (Understanding Multiplication )
b. Know the multiplication facts with understanding and fluency to 10 x 10. (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )
c. Use arrays and area models to develop understanding of the distributive property and to determine partial products for multiplication of 2- or 3-digit numbers by a 1- digit number. (Basic Distributive Property )
d. Understand the effect on the product when multiplying by multiples of 10. (Multiply By Multiples Of 10 )
e. Apply the identity, commutative and associative properties of multiplication and verify the results. (Associative Property 2 , Commutative Property 2 )
g. Solve problems requiring multiplication. (Arithmetic Word Problems , Basic Word Problems 2 )
f. Use mental math and estimation strategies to multiply.
M3N4 Students will understand the meaning of division and develop the ability to apply it in problem solving.
a. Understand the relationship between division and multiplication and between division and subtraction. (Understanding Division , Inverse Equations 2 )
b. Recognize that division may be two situations: the first is determining how many equal parts of a given size or amount may be taken away from the whole as in repeated subtraction, and the second is determining the size of the parts when the whole is separated into a given number of equal parts as in a sharing model. (Understanding Division )
c. Recognize problem-solving situations in which division may be applied and write corresponding mathematical expressions. (Arithmetic Word Problems , Basic Word Problems 2 )
d. Explain the meaning of a remainder in different circumstances. (Word Problems With Remainders )
e. Divide a 2 and 3-digit number by a 1-digit divisor. (Fast Division , Long Division By One Digit , Word Problems With Remainders )
f. Solve problems requiring division. (Arithmetic Word Problems , Basic Word Problems 2 )
M3N5 Students will understand the meaning of decimal fractions and common fractions in simple cases and apply them in problem-solving situations.
a. Understand a decimal fraction (i.e., 0.1) and a common fraction (i.e., 1/10) represent parts of a whole.
b. Understand the fraction a/b represents a equal sized parts of a whole that is divided into b equal sized parts. (Fraction Pictures )
c. Understand a one place decimal fraction represents tenths, i.e., 0.3 = 3/10.
d. Know and use decimal fractions and common fractions to represent the size of parts created by equal divisions of a whole.
e. Understand the concept of addition and subtraction of decimal fractions and common fractions with like denominators. (Basic Fraction Addition , Basic Fraction Subtraction )
f. Model addition and subtraction of decimal fractions and common fractions.
g. Solve problems involving fractions. (Fraction Word Problems )
Measurement
M3M1 Students will further develop their understanding of the concept of time by determining elapsed time of a full, half and quarter-hour. (Time Intervals )M3M2 Students will measure length choosing appropriate units and tools
a. Use the units kilometer (km) and mile (mi.) to discuss the measure of long distances.
b. Measure to the nearest ¼ inch, ½ inch and millimeter (mm) in addition to the previously learned inch, foot, yard, centimeter, and meter.
c. Estimate length and represent it using appropriate units.
d. Compare one unit to another within a single system of measurement.
M3M3 Students will understand and measure the perimeter of simple geometric figures (squares and rectangles).
a. Understand the meaning of the linear unit and measurement in perimeter.
b. Understand the concept of perimeter as being the boundary of a simple geometric figure.
c. Determine the perimeter of a simple geometric figure by measuring and summing the lengths of the sides. (Perimeter )
M3M4 Students will understand and measure the area of simple geometric figures (squares and rectangles).
a. Understand the meaning of the square unit and measurement in area.
b. Model (by tiling) the area of a simple geometric figure using square units (square inch, square foot, etc.).
c. Determine the area of squares and rectangles by counting, addition, and multiplication with models.
Geometry
M3G1 Students will further develop their understanding of geometric figures by drawing them. They will also state and explain their properties.a. Draw and classify previously learned fundamental geometric figures and scalene, isosceles and equilateral triangles. (Triangle Types )
b. Identify and explain the properties of fundamental geometric figures.
c. Examine and compare angles of fundamental geometric figures.
d. Identify the center, diameter, and radius of a circle. (Circle Measurements )
Algebra
M3A1 Students will use mathematical expressions to represent relationships between quantities and interpret given expressions.a. Describe and extend numeric and geometric patterns. (Patterns: Numbers , Patterns: Shapes )
b. Describe and explain a quantitative relationship represented by a formula (such as the perimeter of a geometric figure).
c. Use a symbol, such as □ and Δ, to represent an unknown and find the value of the unknown in a number sentence. (Missing Factor , Missing Term )
Data Analysis
M3D1 Students will create and interpret simple tables and graphsa. Solve problems by organizing and displaying data in bar graphs and tables.
b. Construct and interpret bar graphs using scale increments of 1, 2, 5, and 10. (Bar Graphs )
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
Process Skills
M3P1 Students will solve problems (using appropriate technology).a. Build new mathematical knowledge through problem solving. (Many topics align to this standard)
b. Solve problems that arise in mathematics and in other contexts. (Basic Word Problems , Arithmetic Word Problems , Basic Word Problems 2 , Word Problems With Remainders , Fraction Word Problems )
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M3P2 Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M3P3 Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M3P4 Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
M3P5 Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
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