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Michigan Math Standards - 3rd Grade
MathScore aligns to the Michigan 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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Number and Operations
Understand and use number notation and place value:N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects. (Place Value )
N.ME.03.02 Recognize and use expanded notation for numbers using place value to 10,000s place, e.g., 2,517 is 2 thousands, 5 hundreds, 1 ten, and 7 ones; 4 hundreds and 2 ones is 402; identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place. (Place Value )
N.ME.03.03 Compare and order numbers up to 10,000. (Number Comparison , Order Numbers to 1000 , Order Numbers )
Count in steps, and understand even and odd numbers:
N.ME.03.04 Count orally by 6's, 7's, 8's, and 9's starting with 0, making the connection between repeated addition and multiplication. (Understanding Multiplication )
N.ME.03.05 Know that even numbers end in 0, 2, 4, 6, or 8; name a whole number quantity that can be shared in two equal groups or grouped into pairs with no remainders; recognize even numbers as multiples of 2. Know that odd numbers end in 1, 3, 5, 7, or 9. Work with patterns involving even and odd numbers. (Odd or Even )
Add and subtract whole numbers:
N.FL.03.06 Add and subtract fluently two numbers: up to and including two-digit numbers with regrouping and up to four-digit numbers without regrouping. (Long Addition to 1000 , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
N.FL.03.07 Estimate the sum and difference of two numbers with three digits (sums up to 1000), and judge reasonableness of estimates.
N.FL.03.08 Use mental strategies to fluently add and subtract two-digit numbers.
Multiply and divide whole numbers:
N.MR.03.09 Use multiplication and division fact families to understand the inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8; express a multiplication statement as an equivalent division statement. (Inverse Equations 2 )
N.MR.03.10 Recognize situations that can be solved using multiplication and division including finding "How many groups?" and "How many in a group?" and write mathematical statements for those situations. (Arithmetic Word Problems , Basic Word Problems 2 )
N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using multiplication and division relationships. (Beginner Multiplication , Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies , Fast Division )
N.MR.03.12 Find solutions to open sentences, such as 7 x [] = 42 or 12 ÷ [] = 4, using the inverse relationship between multiplication and division. (Missing Factor )
N.FL.03.13 Mentally calculate simple products and quotients: up to a three-digit number by a one-digit number involving multiples of 10, e.g., 500 x 6, or 400 ÷ 8. (Multiplication By One Digit , Long Division By One Digit )
N.MR.03.14 Solve simple division problems involving remainders, viewing remainder as the "number left over" (less than the divisor), e.g., 4 children per group; we have 25 children; there are 6 groups with 1 child left over; interpret based on problem context. (Division with Remainders , Word Problems With Remainders )
Problem solving with whole numbers:
N.MR.03.15 Given problems that use any one of the four operations with appropriate numbers, represent with objects, words, (including "product" and "quotient"), and mathematical statements; solve. (Basic Word Problems , Arithmetic Word Problems , Basic Word Problems 2 )
Understand simple fractions, relation to the whole, and addition and subtraction of fractions:
N.ME.03.16 Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms "numerator" and "denominator." (Fraction Pictures )
N.ME.03.17 Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models.
N.ME.03.18 Place fractions with denominators of 2, 4, and 8 on the number line; relate the number line to a ruler; compare and order up to three fractions with denominators 2, 4, and 8.
N.ME.03.19 Understand that any fraction can be written as a sum of unit fractions, e.g., 3/4 = 1/4 + 1/4 + 1/4.
N.MR.03.20 Recognize that addition and subtraction of fractions with equal denominators can be modeled by joining or taking away segments on the number line.
Understand simple decimal fractions in relation to money:
N.ME.03.21 Understand the meaning of $0.50 and $0.25 related to money, e.g., $1.00 shared by two people means $1.00 ÷ 2 = 1/2 dollar = $0.50.
Measurement
Measure and use units for length, weight, temperature and time:M.UN.03.01 Know and use common units of measurements in length, weight and time.
M.UN.03.02 Measure in mixed units within the same measurement system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months.
M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters.
M.UN.03.04 Know benchmark temperatures such as freezing (32°F, 0°C); boiling (212°F, 100°C); and compare temperatures to these, e.g., cooler, warmer.
Understand meaning of area and perimeter and apply in problems:
M.UN.03.05 Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths.
M.UN.03.06 Use square units in calculating area by covering the region and counting the number of square units.
M.UN.03.07 Distinguish between units of length and area and choose a unit appropriate in the context.
M.UN.03.08 Visualize and describe the relative sizes of one square inch and one square centimeter.
Estimate perimeter and area:
M.TE.03.09 Estimate the perimeter of a square and rectangle in inches and centimeters; estimate the area of a square and rectangle in square inches and square centimeters.
Solve measurement problems:
M.PS.03.10 Add and subtract lengths, weights and times using mixed units, within the same measurement system. (Time Intervals )
M.PS.03.11 Add and subtract money in dollars and cents. (Making Change )
M.PS.03.12 Solve applied problems involving money, length and time. (Time Intervals , Making Change )
M.PS.03.13 Solve contextual problems about perimeters of rectangles and areas of rectangular regions. (Perimeter and Area Word Problems )
Geometry
Recognize the basic elements of geometric objects:G.GS.03.01 Identify points, line segments, lines and distance.
G.GS.03.02 Identify perpendicular lines and parallel lines in familiar shapes and in the classroom. (Parallel and Perpendicular Lines )
G.GS.03.03 Identify parallel faces of rectangular prisms, in familiar shapes and in the classroom.
Name, and explore properties of shapes:
G.GS.03.04 Identify, describe, compare and classify two-dimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square and rhombus, based on their component parts (angles, sides, vertices, line segment) and the number of sides and vertices. (Geometric Shapes , Quadrilateral Types )
G.SR.03.05 Compose and decompose triangles and rectangles to form other familiar two-dimensional shapes; e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles.
Explore and name three-dimensional solids:
G.GS.03.06 Identify, describe, build and classify familiar three-dimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices).
G.SR.03.07 Represent front, top, and side views of solids built with cubes.
Data and Probability
Use bar graphs:D.RE.03.01 Read and interpret bar graphs, in both horizontal and vertical forms. (Bar Graphs )
D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range of values in a bar graph. (Tally and Pictographs , Bar Graphs )
D.RE.03.03 Solve problems using information in bar graphs, including comparison of bar graphs. (Bar Graphs )
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