Operations and Algebraic Thinking

3.OA.A

Represent and solve problems involving multiplication and division

Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.)

Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 ÃƒÂ· 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups).

Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÃƒÂ· 8 = 3, or 96 ÃƒÂ· 6 = ?)

Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÃƒÂ· 3, 6 x 6 =?

3.OA.B

Understand properties of multiplication and the relationship between multiplication and division

Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (Distributive property of multiplication over addition).

Understand division as an unknown-factor problem. For example, find 32 ÃƒÂ· 8 by finding the number that makes 32 when multiplied by 8.

3.OA.C

Multiply and divide within 100

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÃƒÂ· 5 = 8) or properties of operations. By the end of 3rd grade, know from memory all products of two one-digit numbers and related division facts.

3.OA.D

Solve problems involving the four operations, and identify and explain patterns in arithmetic

Solve two-step contextual problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding

3.OA.D.9 Worksheets

Identify arithmetic patterns (including patterns in the addition and multiplication tables) and explain them using properties of operations. For example, analyze patterns in the multiplication table and observe that 4 times a number is always even (because 4 x 6 = (2 x 2) x 6 = 2 x (2 x 6), which uses the associative property of multiplication)

Number and Operations in Base Ten

3.NBT.A

Use place value understanding and properties of operations to perform multi-digit arithmetic

Round whole numbers to the nearest 10 or 100 using understanding of place value.

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Multiply one-digit whole numbers by multiples of 10 in the range 10Ã¢â‚¬â€œ90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.

Number and Operations - Fractions

3.NF.A

Develop understanding of fractions as numbers

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. For example, 3/4 represents a quantity formed by 3 parts of size 1/4.

3.NF.A.2 Worksheets

Understand a fraction as a number on the number line. Represent fractions on a number line diagram.

3.NF.A.2a Worksheets

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 locates the number 1/b on the number line. For example, on a number line from 0 to 1, students can partition it into 4 equal parts and recognize that each part represents a length of 1/4 and the first part has an endpoint at 1/4 on the number line.

3.NF.A.2b Worksheets

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. For example, 5/3 is the distance from 0 when there are 5 iterations of 1/3.

3.NF.A.3 Worksheets

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.A.3a Worksheets

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

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.A.3c Worksheets

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Measurement and Data

3.MD.A

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects

Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch.

3.MD.A.2 Worksheets

Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams.

3.MD.B

Represent and interpret data

3.MD.B.3 Worksheets

Draw a scaled pictograph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.

3.MD.B.4 Worksheets

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

3.MD.C

Geometric measurement: understand concepts of area and relate area to multiplication and to addition

3.MD.C.5 Worksheets

Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.C.5a Worksheets

Understand that a square with side length 1 unit, called "a unit square," is said to have "one square unit" of area and can be used to measure area.

3.MD.C.5b Worksheets

Understand that a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

3.MD.C.6 Worksheets

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

3.MD.C.7 Worksheets

Relate area to the operations of multiplication and addition.

3.MD.C.7a Worksheets

Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths.

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.

3.MD.C.7c Worksheets

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 x b and a x c. Use area models to represent the distributive property in mathematical reasoning. For example, in a rectangle with dimensions 4 by 6, students can decompose the rectangle into 4 x 3 and 4 x 3 to find the total area of 4 x 6.

3.MD.C.7d Worksheets

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.

3.MD.D

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures

Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Geometry

3.G.A

Reason about shapes and their attributes

3.G.A.1 Worksheets

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and 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.

3.G.A.2 Worksheets

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

3.G.A.3 Worksheets

Determine if a figure is a polygon.

3th Grade common core math worksheets with answers is available online for free in printable & downloadable (PDF) format to teach, practice or learn mathematics. The K-3 curriculum includes the above cluster topics under the CCSS domains operations and algebraic thinking 3.OA, number and operations in base ten 3.NBT, number and operations - fractions 3.NF, measurement and data 3.MD and geometry 3.G. Refer the cluster headings and content standards for 3.OA.A, 3.OA.B, 3.OA.C, 3.OA.D, 3.NBT.A, 3.NF.A, 3.MD.A, 3.MD.B, 3.MD.C, 3.MD.D and 3.G.A to select intended common core math worksheet for grade-3.

All common core math worksheets for 3th Grade provisioned with the corresponding answer key which contains step by step calculation or complete work with steps for each exercise in the worksheet. The key activities included in the 3th Grade common core math worksheets (questions and answers) to increase the student’s ability to apply mathematics in real world problems, conceptual understanding, procedural fluency, problem solving skills, critically evaluate the reasoning or prepare the students to learn 3th Grade common core mathematics in best ways is available in printable and downloadable (PDF & PNG) formats too.

RankUpturn.com © 2017 - 2021

Loading...

Loading...

Loading...

Loading...

Kitty

Hey! I'm Kitty

I can answer you simple math queries!

Hey! I'm Kitty

I can answer you simple math queries!

Question
Kitty's Answer

Login
Register

Login
Register