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New York Math Standards - 3rd Grade
MathScore aligns to the New York 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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Problem Solving
3.PS.1 Explore, examine, and make observations about a social problem or mathematical situation3.PS.2 Understand that some ways of representing a problem are more helpful than others
3.PS.3 Interpret information correctly, identify the problem, and generate possible solutions
3.PS.4 Act out or model with manipulatives activities involving mathematical content from literature
3.PS.5 Formulate problems and solutions from everyday situations
3.PS.6 Translate from a picture/diagram to a numeric expression (Fraction Pictures )
3.PS.7 Represent problem situations in oral, written, concrete, pictorial, and graphical forms
3.PS.8 Select an appropriate representation of a problem
3.PS.9 Use trial and error to solve problems
3.PS.10 Use process of elimination to solve problems
3.PS.11 Make pictures/diagrams of problems
3.PS.12 Use physical objects to model problems
3.PS.13 Work in collaboration with others to solve problems
3.PS.14 Make organized lists to solve numerical problems
3.PS.15 Make charts to solve numerical problems
3.PS.16 Analyze problems by identifying relationships
3.PS.17 Analyze problems by identifying relevant versus irrelevant information
3.PS.18 Analyze problems by observing patterns (Patterns: Numbers , Patterns: Shapes )
3.PS.19 State a problem in their own words
3.PS.20 Determine what information is needed to solve a problem
3.PS.21 Discuss with peers to understand a problem situation
3.PS.22 Discuss the efficiency of different representations of a problem
3.PS.23 Verify results of a problem
3.PS.24 Recognize invalid approaches
3.PS.25 Determine whether a solution is reasonable in the context of the original problem
Reasoning and Proof
3.RP.1 Use representations to support mathematical ideas3.RP.2 Determine whether a mathematical statement is true or false and explain why
3.RP.3 Investigate the use of knowledgeable guessing by generalizing mathematical ideas
3.RP.4 Make conjectures from a variety of representations
3.RP.5 Justify general claims or conjectures, using manipulatives, models, and expressions
3.RP.6 Develop and explain an argument using oral, written, concrete, pictorial, and/or graphical forms
3.RP.7 Discuss, listen, and make comments that support or reject claims made by other students
3.RP.8 Support an argument by trying many cases
Communication
3.CM.1 Understand and explain how to organize their thought process3.CM.2 Verbally explain their rationale for strategy selection
3.CM.3 Provide reasoning both in written and verbal form
3.CM.4 Organize and accurately label work
3.CM.5 Share organized mathematical ideas through the manipulation of objects, drawings, pictures, charts, graphs, tables, diagrams, models, symbols, and expressions in written and verbal form
3.CM.6 Answer clarifying questions from others
3.CM.7 Listen for understanding of mathematical solutions shared by other students
3.CM.8 Consider strategies used and solutions found in relation to their own work
3.CM.9 Increase their use of mathematical vocabulary and language when communicating with others
3.CM.10 Describe objects, relationships, solutions and rationale using appropriate vocabulary (Quadrilateral Types )
3.CM.11 Decode and comprehend mathematical visuals and symbols to construct meaning (Place Value , Missing Factor , Missing Term , Missing Operator )
Connections
3.CN.1 Recognize, understand, and make connections in their everyday experiences to mathematical ideas3.CN.2 Compare and contrast mathematical ideas
3.CN.3 Connect and apply mathematical information to solve problems
3.CN.4 Understand multiple representations and how they are related (Place Value to 1000 )
3.CN.5 Model situations with objects and representations and be able to make observations
3.CN.6 Recognize the presence of mathematics in their daily lives (Telling Time , Counting Money )
3.CN.7 Apply mathematics to solve problems that develop outside of mathematics
3.CN.8 Recognize and apply mathematics to other disciplines
Representation
3.R.1 Use verbal and written language, physical models, drawing charts, graphs, tables, symbols, and equations as representations3.R.2 Share mental images of mathematical ideas and understandings
3.R.3 Recognize and use external mathematical representations
3.R.4 Use standard and nonstandard representations with accuracy and detail
3.R.5 Understand similarities and differences in representations.
3.R.6 Connect mathematical representations with problem solving (Basic Word Problems , Arithmetic Word Problems , Basic Word Problems 2 )
3.R.7 Construct effective representations to solve problems
3.R.8 Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)
3.R.9 Use mathematics to show and understand social phenomena (e.g., determine the number of buses required for a field trip)
3.R.10 Use mathematics to show and understand mathematical phenomena (e.g., use a multiplication grid to solve odd and even number problems)
Number Sense and Operations
3.N.1 Skip count by 25's, 50's, 100's to 1,000 (Skip Counting 2 )3.N.2 Read and write whole numbers to 1,000 (Place Value to 1000 )
3.N.3 Compare and order numbers to 1,000 (Order Numbers to 1000 )
3.N.4 Understand the place value 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand (Place Value to 1000 )
3.N.5 Use a variety of strategies to compose and decompose three-digit numbers (Place Value to 1000 )
3.N.6 Use and explain the commutative property of addition and multiplication (Commutative Property 1 , Commutative Property 2 )
3.N.7 Use 1 as the identity element for multiplication
3.N.8 Use the zero property of multiplication
3.N.9 Understand and use the associative property of addition (Associative Property 1 )
3.N.10 Develop an understanding of fractions as part of a whole unit and as parts of a collection (Fraction Pictures )
3.N.11 Use manipulatives, visual models, and illustrations to name and represent unit fractions (1/2, 1/3, 1/4, 1/5, 1/6 and 1/10) as part of a whole or a set of objects (Fraction Pictures )
3.N.12 Understand and recognize the meaning of numerator and denominator in the symbolic form of a fraction (Fraction Pictures )
3.N.13 Recognize fractional numbers as equal parts of a whole (Fraction Pictures )
3.N.14 Explore equivalent fractions (½, ⅓, ¼)
3.N.15 Compare and order unit fractions (½, ⅓, ¼) and find their approximate locations on a number line
3.N.16 Identify odd and even numbers (Odd or Even )
3.N.17 Develop an understanding of the properties of odd/even numbers as a result of addition or subtraction (Odd or Even Theory )
3.N.18 Use a variety of strategies to add and subtract 3-digit numbers (with and without regrouping) (Long Addition to 1000 , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
3.N.19 Develop fluency with single-digit multiplication facts (Beginner Multiplication , Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )
3.N.20 Use a variety of strategies to solve multiplication problems with factors up to 12 x 12 (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )
3.N.21 Use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication (Understanding Multiplication )
3.N.22 Demonstrate fluency and apply single-digit division facts (Fast Division )
3.N.23 Use tables, patterns, halving, and manipulatives to provide meaning for division (Understanding Division )
3.N.24 Develop strategies for selecting the appropriate computational and operational method in problem solving situations (Basic Word Problems , Arithmetic Word Problems , Basic Word Problems 2 )
3.N.25 Estimate numbers up to 500
3.N.26 Recognize real world situations in which an estimate (rounding) is more appropriate (Estimated Multiply Divide Word Problems )
3.N.27 Check reasonableness of an answer by using estimation
Algebra
3.A.1 Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers and unit fractions 1/2, 1/3, 1/4, 1/5, 1/6 and 1/10 (Number Comparison , Order Numbers to 1000 , Order Numbers , Fraction Comparison )3.A.2 Describe and extend numeric (+, -) and geometric patterns (Patterns: Numbers , Patterns: Shapes )
Geometry
3.G.1 Define and use correct terminology when referring to shapes (circle, triangle, square, rectangle, rhombus, trapezoid, and hexagon) (Geometric Shapes , Quadrilateral Types )3.G.2 Identify congruent and similar figures (Congruent And Similar Triangles )
3.G.3 Name, describe, compare, and sort three-dimensional shapes: cube, cylinder, sphere, prism, and cone
3.G.4 Identify the faces on a three-dimensional shape as two-dimensional shapes
3.G.5 Identify and construct lines of symmetry
Measurement
3.M.1 Select tools and units (customary) appropriate for the length measured3.M.2 Use a ruler/yardstick to measure to the nearest standard unit (whole and ½ inches, whole feet, and whole yards)
3.M.3 Measure objects, using ounces and pounds
3.M.4 Recognize capacity as an attribute that can be measured
3.M.5 Compare capacities (e.g., Which contains more? Which contains less?)
3.M.6 Measure capacity, using cups, pints, quarts, and gallons
3.M.7 Count and represent combined coins and dollars, using currency symbols ($0.00) (Counting Money )
3.M.8 Relate unit fractions to the face Whole = 60 minutes, ½ = 30 minutes, ¼ = 15 minutes
3.M.9 Tell time to the minute, using digital and analog clocks (Telling Time )
3.M.10 Select and use standard (customary) and non-standard units to estimate measurements
Statistics and Probability
3.S.1 Formulate questions about themselves and their surroundings3.S.2 Collect data using observation and surveys, and record appropriately
3.S.3 Construct a frequency table to represent a collection of data
3.S.4 Identify the parts of pictographs and bar graphs (Tally and Pictographs , Bar Graphs )
3.S.5 Display data in pictographs and bar graphs
3.S.6 State the relationships between pictographs and bar graphs
3.S.7 Read and interpret data in bar graphs and pictographs (Tally and Pictographs , Bar Graphs )
3.S.8 Formulate conclusions and make predictions from graphs
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