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Tennessee Math Standards - 3rd Grade
MathScore aligns to the Tennessee 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 Tennessee Math Standards at other levels.
Numbers and Operations
3.1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.a. count by tens, hundreds, or thousands from any whole number; (Skip Counting , Skip Counting 2 )
b. skip count by tens from any whole number less than 1000; (Skip Counting )
c. read and write whole numbers to 9999; (Place Value to 1000 , Place Value )
d. represent numbers to 9999 in flexible ways using a variety of materials; (Place Value to 1000 , Place Value )
e. identify whole numbers as odd or even; (Odd or Even )
f. name the place value of a given digit in whole numbers to 10,000’s; (Place Value to 1000 , Place Value )
g. write whole numbers up to 10,000 in expanded form (e.g., 873 as 800 + 70 + 3); (Place Value to 1000 , Place Value )
h. connect the spoken, written, concrete, and pictorial representations of fractions with denominators up to ten;
i. compare unit fractions with denominators up to ten; (Fraction Comparison , Basic Fraction Comparison )
j. compare and order decimal amounts in the context of money; (Compare Decimals )
k. count the value of combinations of coins and bills up to $5; (Counting Money )
l. make change from a transaction that is less than a dollar; (Making Change 2 )
m. order whole numbers to 10,000; (Order Numbers to 1000 , Order Numbers )
n. compare whole numbers to 9999 using the appropriate symbol (i.e.,<, >, =). (Number Comparison )
3.1.2 Understand meanings of operations and how they relate to one another.
a. relate skip counting to multiplication; (Understanding Multiplication )
b. connect division to sharing situations; (Understanding Division )
c. demonstrate multiplication using repeated addition (e.g., arrays); (Understanding Multiplication )
d. write and identify number sentences that describe real-world situations involving addition, subtraction, and multiplication; (Basic Word Problems , Arithmetic Word Problems , Basic Word Problems 2 )
e. write and explain related addition and subtraction sentences. (Inverse Equations 1 )
3.1.3 Solve problems, compute fluently, and make reasonable estimates.
a. use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles plus one); (Long Addition to 1000 , Long Addition , Long Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
b. explain the reasonableness of a solution;
c. relate adding doubles to multiplying by two;
d. use known multiplication facts to determine a related product (e.g., 9 x 7 is 7 less than 10 x 7); (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )
e. use the multiplication facts 0, 1, 2, 5, and 10 as a factor; (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )
f. explain and justify solution strategies in problem solving;
g. select and apply an appropriate problem-solving strategy (e.g., organized list, guess and check, diagram, table);
h. mentally calculate the sum or difference of any two numbers up to 100; (Long Addition to 1000 , Long Subtraction to 1000 )
i. use strategies to estimate in problem-solving situations.
Algebra
3.2.1 Sort and classify objects by size, number, and other properties.a. sort objects by two or more attributes;
b. devise, carry out, and explain a sorting scheme for a group of objects;
c. identify the rules by which objects or numbers have been sorted.
3.2.2 Represent and analyze patterns and functions.
d. recognize, describe, extend, translate, and create patterns; (Patterns: Numbers , Patterns: Shapes )
e. describe a growing pattern; (Patterns: Shapes )
f. determine the output for a particular input given a one-operation function rule involving addition, subtraction, or multiplication. (Function Tables , Function Tables 2 )
3.2.3 Use concrete, pictorial, and verbal representations to develop an understanding of the language and symbols of mathematics.
a. describe the commutative properties of addition and multiplication with words or symbols; (Commutative Property 1 , Commutative Property 2 )
b. interpret and solve open sentences that involve addition, subtraction, and multiplication; (Missing Factor , Missing Term )
c. use the language and symbols of mathematics appropriately to communicate mathematical thinking;
d. demonstrate understanding that an equation is a number sentence stating two quantities are equal.
3.2.4 Illustrate general properties of operations.
a. apply the commutative property of addition and multiplication; (Addition Grouping , Commutative Property 1 , Commutative Property 2 )
b. show that subtraction is not commutative;
c. apply the addition and subtraction properties of zero;
d. apply the zero and identity properties of multiplication;
e. use arrays to represent the commutative property of multiplication. (Understanding Multiplication )
3.2.5 Analyze change in various contexts.
a. describe qualitative change (e.g., a student growing taller); (Line Graphs )
b. describe quantitative change (e.g., a student growing two inches in one year).
Geometry
3.3.1 Analyze characteristics and properties of geometric shapes.a. recognize, name, build, draw, and compare two- and three-dimensional geometric figures; (Geometric Shapes )
b. recognize congruent geometric figures;
c. identify and draw lines of symmetry in two-dimensional designs and shapes;
d. identify and draw horizontal and vertical lines;
e. identify and draw diagonals of polygons. (Polygon Names )
3.3.2 Specify locations and describe spatial relationships.
a. identify the position of 1/2, 1/3, and 1/4 on the number line;
b. identify a location on a grid using whole number coordinates.
3.3.3 Recognize and apply flips, slides, and turns.
a. predict and describe the results of sliding, flipping, and turning in two-dimensional shapes.
Measurement
3.4.1 Demonstrate understanding of units of measure and measurable attributes of objects.a. determine when an estimate of a measurement is sufficient;
b. demonstrate understanding of the concepts of perimeter, area, and capacity.
3.4.2 Apply appropriate techniques and tools to determine measurements.
a. solve real-world problems using a calendar;
b. use strategies to estimate length, perimeter, area, capacity, weight, time, and temperature;
c. explain the relationships among inches, feet, and yards; (Distance Conversion )
d. measure length to the nearest centimeter, foot, half-inch, and inch;
e. measure the capacity of a container in liters, cups, pints, quarts, and gallons;
f. measure to the nearest ounce, pound, kilogram, and gram;
g. find the perimeter of polygons; (Perimeter )
h. select and apply appropriate standard units to measure length, area, capacity, weight, time, and temperature.
i. solve real-world problems involving measurement and elapsed time to the half-hour; (Time Intervals )
j. read thermometers with Fahrenheit and Celsius scales;
k. read and write time up to five-minute intervals. (Telling Time )
Data Analysis and Probability
3.5.1 Develop, select, and use appropriate methods to collect, organize, display, and analyze data.a. pose questions and gather data to answer questions;
b. read, interpret, and create tables using tally marks; (Tally and Pictographs )
c. create pictographs and bar graphs;
d. read and interpret tables, bar graphs, and pictographs. (Tally and Pictographs , Bar Graphs )
3.5.2 Apply the basic concepts of probability.
a. make and justify predictions based on data gathered and displayed;
b. identify all possible outcomes of a simple experiment (e.g., spinner, coin toss, number cubes);
c. explain whether an event is certain, possible, or impossible;
d. explain whether an event is likely or unlikely.
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