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Oklahoma Math Standards - 3rd Grade
MathScore aligns to the Oklahoma 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 Oklahoma Math Standards at other levels.
Algebraic Reasoning
Standard 1 Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to extend and create patterns.1. Describe (orally or in written form), create, extend and predict patterns in a variety of situations (e.g., 3, 6, 9, 12 . . . , use a function machine to generate input and output values for a table, show multiplication patterns on a hundreds chart, determine a rule and generate additional pairs with the same relationship). (Patterns: Numbers , Patterns: Shapes , Function Tables , Function Tables 2 )
2. Find unknowns in simple arithmetic problems by solving open sentences (equations) and other problems involving addition, subtraction, and multiplication. (Missing Term , Basic Word Problems )
3. Recognize and apply the commutative and identity properties of multiplication using models and manipulative to develop computational skills (e.g., 3 · 5 = 5 · 3, 7 · 1 = 7). (Commutative Property 2 )
Number Sense and Operations
Standard 2 Number Sense and Operation - The student will use numbers and number relationships to acquire basic facts. The student will estimate and compute with whole numbers.1. Number Sense
a. Place Value
i. Model the concept of place value through 4 digits (e.g., base-10 blocks, bundles of 10s, place value mats).
ii. Read and write whole numbers up to 4 digits (e.g., expanded form, standard form). (Counting Squares , Place Value )
b. Whole Numbers and Fractions
i. Compare and order whole numbers up to 4 digits.
ii. Create and compare physical and pictorial models of equivalent and nonequivalent fractions including halves, thirds, fourths, eighths, tenths, twelfths, and common percents (25%, 50%, 75%, 100%) (e.g., fraction circles, pictures, egg cartons, fraction strips, number lines). (Number Comparison , Order Numbers to 1000 , Order Numbers , Basic Fraction Comparison , Fraction Comparison )
2. Number Operations
a. Estimate and find the sum or difference (with and without regrouping) of 3- and 4-digit numbers using a variety of strategies to solve application problems. (Long Addition to 1000 , Long Addition , Long Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
b. Multiplication Concepts and Fact Families
i. Use physical models and a variety of multiplication algorithms to find the product of multiplication problems with one-digit multipliers.
ii. Demonstrate fluency (memorize and apply) with basic multiplication facts up to 10 x 10 and the associated division facts (e.g., 5 x 6 = 30 and 30 ÷ 6 = 5).
iii. Estimate the product of 2-digit by 2-digit numbers by rounding to the nearest multiple of 10 to solve application problems. (Beginner Multiplication , Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies , Fast Division , Arithmetic Word Problems , Basic Word Problems 2 , Multiplication By One Digit , Estimated Multiplication , Estimated Division , Estimated Multiply Divide Word Problems )
Geometry
Standard 3 Geometry - The student will use geometric properties and relationships to recognize and describe shapes.1. Identify and compare attributes of two- and three- dimensional shapes and develop vocabulary to describe the attributes (e.g., count the edges and faces of a cube, the radius is half of a circle, lines of symmetry). (Circle Measurements )
2. Analyze the effects of combining and subdividing two- and three-dimensional figures (e.g., folding paper, tiling, nets, and rearranging pieces of solids).
3. Make and use coordinate systems to specify locations and shapes on a grid with ordered pairs and to describe paths from one point to another point on a grid.
Measurement
Standard 4 Measurement - The student will use appropriate units of measure to solve problems.1. Measurement
a. Choose an appropriate measurement instrument and measure the length of objects to the nearest inch or half-inch and the weight of objects to the nearest pound or ounce.
b. Choose an appropriate measurement instrument and measure the length of objects to the nearest meter or centimeter and the weight of objects to the nearest gram or kilogram.
c. Develop and use the concept of perimeter of different shapes to solve problems. (Perimeter )
d. Develop and use strategies to choose an appropriate unit and measurement instrument to estimate measurements (e.g., use parts of the body as benchmarks for measuring length).
2. Time and Temperature
a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). (Time Intervals )
b. Tell time on a digital and analog clock to the nearest 5 minute. (Telling Time )
c. Read a thermometer and solve for temperature change.
3. Money: Determine the correct amount of change when a purchase is made with a five dollar bill. (Making Change , Making Change 2 )
Data Analysis
Standard 5 Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and probability.1. Data Analysis
a. Pose questions, collect, record, and interpret data to help answer questions (e.g., which was the most popular booth at our carnival?). (Tally and Pictographs , Bar Graphs , Line Graphs )
b. Read graphs and charts, identify the main idea, draw conclusions, and make predictions based on the data (e.g., predict how many children will bring their lunch based on a menu). (Tally and Pictographs , Bar Graphs , Line Graphs )
c. Construct bar graphs, frequency tables, line graphs (plots), and pictographs with labels and a title from a set of data.
2. Probability: Describe the probability (more, less, or equally likely) of chance events.
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