Wyoming 3rd grade math standards

Fluently multiply and divide with factors 1 - 10 using mental strategies. By end of Grade 3, know automatically all products of one-digit factors based on strategies.

Represent these problems using equations with a symbol standing for the unknown quantity.

Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Represent these problems using equations with a symbol standing for the unknown quantity.

Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of addition, and/or the relationship between addition and subtraction.

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number ab on the number line.

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Understand two fractions as equivalent if they are the same size, or the same point on a number line.

Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Compare two fractions with the same numerator or the same denominator, by reasoning about their size, Recognize that valid comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

Understand two fractions as equivalent if they are the same size, or the same point on a number line.

Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Compare two fractions with the same numerator or the same denominator, by reasoning about their size. Recognize that valid comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Use the data to create a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

Find the area of a rectangle with whole-number side lengths (dimensions) by multiplying them. Show that this area is the same as when counting unit squares.

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Use area models to represent the Distributive Property in mathematical reasoning. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a + b and a + c.

Find the area of a rectangle with whole-number side lengths (dimensions) by multiplying them. Show that this area is the same as when counting unit squares.

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Use area models to represent the Distributive Property in mathematical reasoning. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a + b and a + c.

Use attributes of quadrilaterals to classify rhombuses, rectangles, and squares. Understand that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.