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South Carolina Math Standards - 3rd Grade
MathScore aligns to the South Carolina 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 South Carolina Math Standards at other levels.
Mathematical Processes
Standard 3-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.3-1.1 Analyze information to solve increasingly more sophisticated problems. (Arithmetic Word Problems , Basic Word Problems 2 )
3-1.2 Construct arguments that lead to conclusions about general mathematical properties and relationships.
3-1.3 Explain and justify answers on the basis of mathematical properties, structures, and relationships.
3-1.4 Generate descriptions and mathematical statements about relationships between and among classes of objects.
3-1.5 Use correct, complete, and clearly written and oral mathematical language to pose questions, communicate ideas, and extend problem situations.
3-1.6 Generalize connections between new mathematical ideas and related concepts and subjects that have been previously considered.
3-1.7 Use flexibility in mathematical representations.
3-1.8 Recognize the limitations of various forms of mathematical representations.
Number and Operations
Standard 3-2: The student will demonstrate through the mathematical processes an understanding of the representation of whole numbers and fractional parts; the addition and subtraction of whole numbers; accurate, efficient, and generalizable methods of multiplying whole numbers; and the relationships among multiplication, division, and related basic facts.3-2.1 Compare whole-number quantities through 999,999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =. (Number Comparison , Order Numbers )
3-2.2 Represent in word form whole numbers through nine hundred ninety-nine thousand. (Place Value )
3-2.3 Apply an algorithm to add and subtract whole numbers fluently. (Addition Grouping , Long Addition , Long Subtraction , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction )
3-2.4 Apply procedures to round any whole number to the nearest 10, 100, or 1,000. (Rounding Numbers )
3-2.5 Understand fractions as parts of a whole. (Fraction Pictures )
3-2.6 Represent fractions that are greater than or equal to 1.
3-2.7 Recall basic multiplication facts through 12 x 12 and the corresponding division facts. (Beginner Multiplication , Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies , Fast Division )
3-2.8 Compare the inverse relationship between multiplication and division. (Inverse Equations 2 )
3-2.9 Analyze the effect that adding, subtracting, or multiplying odd and/or even numbers has on the outcome. (Odd or Even Theory )
3-2.10 Generate strategies to multiply whole numbers by using one single-digit factor and one multidigit factor. (Multiplication By One Digit )
3-2.11 Use basic number combinations to compute related multiplication problems that involve multiples of 10. (Beginner Multiplication , Multiply By Multiples Of 10 )
3-2.12 Analyze the magnitude of digits through 999,999 on the basis of their place value. (Place Value )
Algebra
Standard 3-3: The student will demonstrate through the mathematical processes an understanding of numeric patterns, symbols as representations of unknown quantity, and situations showing increase over time.3-3.1 Create numeric patterns that involve whole-number operations.
3-3.2 Apply procedures to find missing numbers in numeric patterns that involve whole-number operations. (Patterns: Numbers , Function Tables , Function Tables 2 )
3-3.3 Use symbols to represent an unknown quantity in a simple addition, subtraction, or multiplication equation.
3-3.4 Illustrate situations that show change over time as increasing.
Geometry
Standard 3-4: The student will demonstrate through the mathematical processes an understanding of the connection between the identification of basic attributes and the classification of two-dimensional shapes.3-4.1 Identify the specific attributes of circles: center, radius, circumference, and diameter. (Circle Measurements )
3-4.2 Classify polygons as either triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides. (Polygon Names )
3-4.3 Classify lines and line segments as either parallel, perpendicular, or intersecting. (Parallel and Perpendicular Lines )
3-4.4 Classify angles as either right, acute, or obtuse.
3-4.5 Classify triangles by the length of their sides as either scalene, isosceles, or equilateral and by the size of their angles as either acute, obtuse, or right. (Triangle Types )
3-4.6 Exemplify points, lines, line segments, rays, and angles.
3-4.7 Analyze the results of combining and subdividing circles, triangles, quadrilaterals, pentagons, hexagons, and octagons.
3-4.8 Predict the results of one transformation-either slide, flip, or turn-of a geometric shape.
Measurement
Standard 3-5: The student will demonstrate through the mathematical processes an understanding of length, time, weight, and liquid volume measurements; the relationships between systems of measure; accurate, efficient, and generalizable methods of determining the perimeters of polygons; and the values and combinations of coins required to make change.3-5.1 Use the fewest possible number of coins when making change. (Making Change 2 )
3-5.2 Use appropriate tools to measure objects to the nearest unit: measuring length in meters and half inches; measuring liquid volume in fluid ounces, pints, and liters; and measuring mass in grams.
3-5.3 Recognize the relationship between meters and yards, kilometers and miles, liters and quarts, and kilograms and pounds.
3-5.4 Use common referents to make comparisons and estimates associated with length, liquid volume, and mass and weight: meters compared to yards, kilometers to miles, liters to quarts, and kilograms to pounds.
3-5.5 Generate strategies to determine the perimeters of polygons. (Perimeter )
3-5.6 Use analog and digital clocks to tell time to the nearest minute. (Telling Time )
3-5.7 Recall equivalencies associated with time and length: 60 seconds = 1 minute and 36 inches = 1 yard.
Data Analysis and Probability
Standard 3-6: The student will demonstrate through the mathematical processes an understanding of organizing, interpreting, analyzing and making predictions about data, the benefits of multiple representations of a data set, and the basic concepts of probability.3-6.1 Apply a procedure to find the range of a data set.
3-6.2 Organize data in tables, bar graphs, and dot plots.
3-6.3 Interpret data in tables, bar graphs, pictographs, and dot plots. (Tally and Pictographs , Bar Graphs )
3-6.4 Analyze dot plots and bar graphs to make predictions about populations. (Bar Graphs )
3-6.5 Compare the benefits of using tables, bar graphs, and dot plots as representations of a given data set.
3-6.6 Predict on the basis of data whether events are likely, unlikely, certain, or impossible to occur.
3-6.7 Understand when the probability of an event is 0 or 1.
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