# 3rd Grade Curriculum

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By the end of third grade , students deepen their understanding of place value and their understanding of and skill with addition, subtraction, multiplication, and division of whole numbers. Students estimate, measure, and describe objects in space. They use patterns to help solve problems. They represent number relationships and conduct simple probability experiments.

**3rd grade Contents**

**Number Sense**

1) Students understand the place value of whole numbers. Whole numbers

2) Count, read, and write whole numbers to 10,000.

3) Compare and order whole numbers to 10,000.

4) Identify the place value for each digit in numbers to 10,000.

5) Round off numbers to 10,000 to the nearest ten, hundred, and thousand. Rounding

6) Use expanded notation to represent numbers

(Example: 3,206 = 3,000 + 200 + 6). Expanded notation

7) Students calculate and solve problems involving addition, subtraction, multiplication, and division:

8) Find the sum or difference of two whole numbers between 0 and 10,000.

9) Memorize to automaticity the multiplication table for numbers between 1 and 10. Tables

10) Understand the special properties of 0 and 1 in multiplication and division.

11) Determine the unit cost when given the total cost and number of units.

12) Solve problems that require two or more of the skills mentioned above.

13) Students understand the relationship between whole numbers, simple fractions, and decimals: Fractions Decimals

14) Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.

15) Add and subtract simple fractions

(Example: determine that 1/8 + 3/8 is the same as 1/2). Add and subtract fractions

16) Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors. Multiplying fractions

17) Know and understand that fractions and decimals are two different representations of the same concept

(Example: 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar). Fraction to percent

2) Count, read, and write whole numbers to 10,000.

3) Compare and order whole numbers to 10,000.

4) Identify the place value for each digit in numbers to 10,000.

5) Round off numbers to 10,000 to the nearest ten, hundred, and thousand. Rounding

6) Use expanded notation to represent numbers

(Example: 3,206 = 3,000 + 200 + 6). Expanded notation

7) Students calculate and solve problems involving addition, subtraction, multiplication, and division:

8) Find the sum or difference of two whole numbers between 0 and 10,000.

9) Memorize to automaticity the multiplication table for numbers between 1 and 10. Tables

10) Understand the special properties of 0 and 1 in multiplication and division.

11) Determine the unit cost when given the total cost and number of units.

12) Solve problems that require two or more of the skills mentioned above.

13) Students understand the relationship between whole numbers, simple fractions, and decimals: Fractions Decimals

14) Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.

15) Add and subtract simple fractions

(Example: determine that 1/8 + 3/8 is the same as 1/2). Add and subtract fractions

16) Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors. Multiplying fractions

17) Know and understand that fractions and decimals are two different representations of the same concept

(Example: 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar). Fraction to percent

**Algebra and Functions for 3rd grade** 18) Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships:

19) Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

20) Solve problems involving numeric equations or inequalities. Algebra

21) Select appropriate operational and relational symbols to make an expression true (Example if 4 __ 3 = 12, what operational symbol (+,-,X and ÷ goes in the blank?).

22) Express simple unit conversions in symbolic form

(Example: __ inches = __ feet x 12). Unit conversion

23) Recognize and use the commutative and associative properties of multiplication Commutative Property

3rd grade curriculum

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19) Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

20) Solve problems involving numeric equations or inequalities. Algebra

21) Select appropriate operational and relational symbols to make an expression true (Example if 4 __ 3 = 12, what operational symbol (+,-,X and ÷ goes in the blank?).

22) Express simple unit conversions in symbolic form

(Example: __ inches = __ feet x 12). Unit conversion

23) Recognize and use the commutative and associative properties of multiplication Commutative Property

**Measurement and Geometry for 3rd grade****24) Students choose and use appropriate units and measurement tools to quantify the properties of objects**

25) Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects. Length,weight,capacity

26) Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them. Area and Volume

27) Find the perimeter of a polygon with integer sides.

28) Carry out simple unit conversions within a system of measurement (Example: centimeters and meters, hours and minutes). Length,weight,capacity

29) Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems.

30) Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).

31) Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle). Isosceles, equilateral triangles

32) Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square). Parallelogram, Rectangle and Squares

33) Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.

34) Identify, describe, and classify common three-dimensional geometric objects (Example: cube, rectangular solid, sphere, prism, pyramid, cone, cylinder). Cube,Sphere, Cone etc.

35) Identify common solid objects that are the components needed to make a more complex solid object.

25) Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects. Length,weight,capacity

26) Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them. Area and Volume

27) Find the perimeter of a polygon with integer sides.

28) Carry out simple unit conversions within a system of measurement (Example: centimeters and meters, hours and minutes). Length,weight,capacity

29) Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems.

30) Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).

31) Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle). Isosceles, equilateral triangles

32) Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square). Parallelogram, Rectangle and Squares

33) Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.

34) Identify, describe, and classify common three-dimensional geometric objects (Example: cube, rectangular solid, sphere, prism, pyramid, cone, cylinder). Cube,Sphere, Cone etc.

35) Identify common solid objects that are the components needed to make a more complex solid object.

**Statistics, Data Analysis, and Probability****36) Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions.**

37) Identify whether common events are certain, likely, unlikely, or improbable.

38) Record the possible outcomes for a simple event (Example: tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.

39) Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot).

40) Use the results of probability experiments to predict future events (Example: use a line plot to predict the temperature forecast for the next day).

41) Mathematical Reasoning

37) Identify whether common events are certain, likely, unlikely, or improbable.

38) Record the possible outcomes for a simple event (Example: tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.

39) Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot).

40) Use the results of probability experiments to predict future events (Example: use a line plot to predict the temperature forecast for the next day).

41) Mathematical Reasoning

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