Missouri Learning Standards

Missouri 3rd grade math standards

Every 3rd grade math standard in the Missouri Learning Standards: Mathematics, in Missouri's order, with the Lux lessons that teach it.

Number and Operations in Base Ten

3.NBT.A.1
Round whole numbers to the nearest 10 or 100.
Taught inRounding: closer to which?Round at the right place
3.NBT.A.2
Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form.
Taught inNumbers to 10,000 three ways Zeros hold empty places Big numbers three ways The zeros you don’t hearand 3 more
3.NBT.A.3
Demonstrate fluency with addition and subtraction within 1000.
Taught inEstimate first Adding with regrouping Subtracting with regrouping Subtracting across zeros
3.NBT.A.4
Multiply whole numbers by multiples of 10 in the range 10-90.
Taught inTimes tens and hundreds Counting zeros fails

Number and Operations—Fractions

3.NF.A.1
Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts.
Taught inOne part of equal parts Equal parts only More parts, smaller pieces Counting unit fractionsand 2 more
3.NF.A.2.a
Describe the numerator as representing the number of pieces being considered.
Taught inOne part of equal parts Equal parts only More parts, smaller pieces Counting unit fractionsand 2 more
3.NF.A.2.b
Describe the denominator as the number of pieces that make the whole.
Taught inOne part of equal parts Equal parts only More parts, smaller pieces Counting unit fractionsand 2 more
3.NF.A.3.a
Understand the whole is the interval from 0 to 1.
Taught inFractions on a number line
3.NF.A.3.b
Understand the whole is partitioned into equal parts.
Taught inFractions on a number line
3.NF.A.3.c
Understand a fraction represents the endpoint of the length a given number of partitions from 0.
Taught inFractions on a number line
3.NF.A.4
Demonstrate that two fractions are equivalent if they are the same size or the same point on a number line.
Taught inEqual fractions, one point
3.NF.A.5
Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent.
Taught inEqual fractions, one point Is it really equal?
3.NF.A.6
Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution.
Taught inMore parts, smaller pieces Same bottom or same top Bigger bottom, smaller piece Same size wholes
3.NF.A.7
Explain why fraction comparisons are only valid when the two fractions refer to the same whole.
Taught inMore parts, smaller pieces Same bottom or same top Bigger bottom, smaller piece Same size wholes

Operations and Algebraic Thinking

3.RA.A.1
Interpret products of whole numbers.
Taught inEqual groups and arrays Groups or how many in each?
3.RA.A.2
Interpret quotients of whole numbers.
Taught inTwo kinds of division
3.RA.A.3
Describe in words or drawings a problem that illustrates a multiplication or division situation.
Taught inEqual groups and arrays Groups or how many in each?Two kinds of division
3.RA.A.4
Use multiplication and division within 100 to solve problems.
Taught inGroups or how many in each?
3.RA.A.5
Determine the unknown number in a multiplication or division equation relating three whole numbers.
Taught inThe unknown anywhere
3.RA.B.6
Apply properties of operations as strategies to multiply and divide.
Taught inFacts from facts you know One digit times two digits Turn the array Add the partsand 2 more
3.RA.C.7
Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers.
Taught inOne array, four facts Facts from facts you know One digit times two digits Equal jumps on a number lineand 4 more
3.RA.C.8
Demonstrate fluency with products within 100.
Taught inOne array, four facts Equal jumps on a number line Turn the array
3.RA.D.9
Write and solve two-step problems involving variables using any of the four operations.
Taught inTwo-step word problems Finish the second step
3.RA.D.10
Interpret the reasonableness of answers using mental computation and estimation strategies including rounding.
Taught inTwo-step word problems Finish the second step
3.RA.E.11
Identify arithmetic patterns and explain the patterns using properties of operations.
Taught inPatterns from a rule Position is not value

Geometry

3.GM.A.1
Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category.
Taught inNaming quadrilaterals One shape, many names
3.GM.A.2
Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories.
Taught inNaming quadrilaterals One shape, many names
3.GM.A.3
Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole.
Taught inOne part of equal parts Equal parts only

Measurement and Data

3.GM.B.4
Tell and write time to the nearest minute.
Taught inTelling time to the minute Where the hour hand sits Elapsed time on a number line Time is not base ten
3.GM.B.5
Estimate time intervals in minutes.
Taught inTelling time to the minute Where the hour hand sits Elapsed time on a number line Time is not base ten
3.GM.B.6
Solve problems involving addition and subtraction of minutes.
Taught inTelling time to the minute Where the hour hand sits Elapsed time on a number line Time is not base ten
3.GM.B.7
Measure or estimate length, liquid volume and weight of objects.
Taught inLine plots Measuring to the quarter inch Reading a scale Measurement word problems
3.GM.B.8
Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units.
Taught inReading a scale Measurement word problems
3.GM.C.9
Calculate area by using unit squares to cover a plane figure with no gaps or overlaps.
Taught inArea by counting squares
3.GM.C.10
Label area measurements with squared units.
Taught inArea by counting squares
3.GM.C.11
Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value.
Taught inArea is rows times columns
3.GM.C.12
Multiply whole-number side lengths to solve problems involving the area of rectangles.
Taught inArea is rows times columns
3.GM.C.13
Find rectangular arrangements that can be formed for a given area.
Taught inArea is rows times columns Perimeter around the edge Same area, different perimeters The cut is not perimeterand 1 more
3.GM.C.14
Decompose a rectangle into smaller rectangles to find the area of the original rectangle.
Taught inOne digit times two digits Area of an L shape The side you split
3.GM.D.15
Solve problems involving perimeters of polygons.
Taught inPerimeter around the edge Same area, different perimeters The cut is not perimeter Area or perimeter?
3.GM.D.16
Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters.
Taught inPerimeter around the edge Same area, different perimeters The cut is not perimeter Perimeter, area, and a missing sideand 2 more
3.DS.A.1
Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories.
Taught inScaled pictographs and bar graphs Line plots Read the key Questions from graphsand 1 more
3.DS.A.2
Solve one- and two-step problems using information presented in bar and/or picture graphs.
Taught inScaled pictographs and bar graphs Read the key Questions from graphs
3.DS.A.3
Create a line plot to represent data.
Taught inScaled pictographs and bar graphs Line plots Read the key Questions from graphsand 1 more
3.DS.A.4
Use data shown in a line plot to answer questions.
Taught inScaled pictographs and bar graphs Line plots Read the key Questions from graphsand 1 more

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