Mathematics Grade 3
Strand: NUMBER AND OPERATIONS IN BASE TEN (3.NBT)
Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of algorithms may be used (Standards 3.NBT.1–3)
Carlos and Sara Present Their Solutions
This Teaching Channel video shows two students' responses to mental math and student-led solution. (5 minutes)
In this task students are asked to decide how to spend $1,000 on supplies and materials for their classroom; students will have to make choices and be careful not to exceed the budget. Students are asked to decide which supplies will benefit the class the most and will compare their choices with other students' choices.
Grade 3 Math Module 2: Place Value and Problem Solving with Units of Measure (EngageNY)
Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction. The module begins with plenty of hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units. Estimation naturally surfaces through application; this transitions students into rounding. In the modules final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.
Grade 3 Mathematics
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes.
Grade 3 Unit 1: Number and Operations in Base Ten (Georgia Standards)
In this unit, students will investigate, understand, and use place value to manipulate numbers. Build on understanding of place value to round whole numbers. Continue to develop understanding of addition and subtraction and use strategies and properties to do so proficiently and fluently. Draw picture graphs with symbols that represent more than one object. Create bar graphs with intervals greater than one and use graphs and information from data to ask questions that require students to compare quantities and use mathematical concepts and skills.
Grade 3 Unit 2: The Relationship Between Multiplication and Division (Georgia Standards)
In this unit, students will begin to understand the concepts of multiplication and division, learn the basic facts of multiplication and their related division facts, apply properties of operations (commutative, associative, and distributive) as strategies to multiply and divide, understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. Fluently multiply and divide within 100, using strategies such as the patterns and relationships between multiplication and division, understand multiplication and division as inverse operations, solve problems and explain their processes of solving division problems that can also be represented as unknown factor multiplication problems and represent and interpret data.
How Many Colored Pencils?
The purpose of this task is to support students' reasoning based on place value to multiply a single digit number by a multiple of 10.
This video and lesson plan will help students use the strategies of decomposing, jumps of ten, and splitting. (6 minutes)
Number and Operations - Fractions (3.NF) - Third Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Third Grade Mathematics - Number and Operations - Fractions (3.NF)
Number and Operations in Base Ten (3.NBT) - Third Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Third Grade Mathematics - Number and Operations in Base Ten (3.NBT)
Rounding to 50 or 500
In this task students are asked questions about rounding to the nearest ten and the nearest hundred.
Rounding to the Nearest 100 and 1000
Part (a) of this task fits squarely within third grade when students "use place value understanding to round whole numbers to the nearest 10 or 100". Part (b) is a first step in rounding beyond tens and hundreds.
Rounding to the Nearest Ten and Hundred
The purpose of this task is for students to practice rounding numbers to the nearest ten, connect the rules for rounding with location on the number line, and to introduce the idea of rounding to the nearest 100.
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(USHE). Send questions or comments to USBE Specialist -
and see the Mathematics - Elementary website. For
general questions about Utah's Core Standards contact the Director
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