South Carolina State Standards for Mathematics: Grade 3

SC.3-1 Mathematical Processes: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.

3-1.1 Analyze information to solve increasingly more sophisticated problems.

3-1.2 Construct arguments that lead to conclusions about general mathematical properties and relationships.

3-1.3 Explain and justify answers on the basis of mathematical properties, structures, and relationships.

3-1.4 Generate descriptions and mathematical statements about relationships between and among classes of objects.

3-1.5 Use correct, complete, and clearly written and oral mathematical language to pose questions, communicate ideas, and extend problem situations.

3-1.6 Generalize connections between new mathematical ideas and related concepts and subjects that have been previously considered.

3-1.7 Use flexibility in mathematical representations.

3-1.8 Recognize the limitations of various forms of mathematical representations.

SC.3-2 Numbers and Operations: The student will demonstrate through the mathematical processes an understanding of the representation of whole numbers and fractional parts; the addition and subtraction of whole numbers; accurate, efficient, and generalizable methods of multiplying whole numbers; and the relationships among multiplication, division, and related basic facts.

3-2.1 Compare whole-number quantities through 999,999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =.

3-2.2 Represent in word form whole numbers through nine hundred ninety-nine thousand.

3-2.3 Apply an algorithm to add and subtract whole numbers fluently.

3-2.4 Apply procedures to round any whole number to the nearest 10, 100, or 1,000.

3-2.5 Understand fractions as parts of a whole.

3-2.6 Represent fractions that are greater than or equal to 1.

3-2.7 Recall basic multiplication facts through 12 x 12 and the corresponding division facts.

3-2.8 Compare the inverse relationship between multiplication and division.

3-2.9 Analyze the effect that adding, subtracting, or multiplying odd and/or even numbers has on the outcome.

3-2.10 Generate strategies to multiply whole numbers by using one single-digit factor and one multi-digit factor.

3-2.11 Use basic number combinations to compute related multiplication problems that involve multiples of 10.

3-2.12 Analyze the magnitude of digits through 999,999 on the basis of their place value.

SC.3-3 Algebra: The student will demonstrate through the mathematical processes an understanding of numeric patterns, symbols as representations of unknown quantity, and situations showing increase over time.

3-3.1 Create numeric patterns that involve whole-Number and Operations.

3-3.2 Apply procedures to find missing numbers in numeric patterns that involve whole-Number and Operations.

3-3.3 Use symbols to represent an unknown quantity in a simple addition, subtraction, or multiplication equation.

3-3.4 Illustrate situations that show change over time as increasing.

SC.3-4 Geometry: The student will demonstrate through the mathematical processes an understanding of the connection between the identification of basic attributes and the classification of two-dimensional shapes.

3-4.1 Identify the specific attributes of circles: center, radius, circumference, and diameter.

3-4.2 Classify polygons as either triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides.

3-4.3 Classify lines and line segments as either parallel, perpendicular, or intersecting.

3-4.4 Classify angles as either right, acute, or obtuse.

3-4.5 Classify triangles by the length of their sides as either scalene, isosceles, or equilateral and by the size of their angles as either acute, obtuse, or right.

3-4.6 Exemplify points, lines, line segments, rays, and angles.

3-4.7 Analyze the results of combining and subdividing circles, triangles, quadrilaterals, pentagons, hexagons, and octagons.

3-4.8 Predict the results of one transformation-either slide, flip, or turn-of a geometric shape.

3-5.1 Use the fewest possible number of coins when making change.

3-5.2 Use appropriate tools to measure objects to the nearest unit: measuring length in meters and half inches; measuring liquid volume in fluid ounces, pints, and liters; and measuring mass in grams.

3-5.3 Recognize the relationship between meters and yards, kilometers and miles, liters and quarts, and kilograms and pounds.

3-5.4 Use common referents to make comparisons and estimates associated with length, liquid volume, and mass and weight: meters compared to yards, kilometers to miles, liters to quarts, and kilograms to pounds.

3-5.5 Generate strategies to determine the perimeters of polygons.

3-5.6 Use analog and digital clocks to tell time to the nearest minute.

3-5.7 Recall equivalencies associated with time and length: 60 seconds = 1 minute and 36 inches = 1 yard.

SC.3-6 Data Analysis and Probability: The student will demonstrate through the mathematical processes an understanding of organizing, interpreting, analyzing and making predictions about data, the benefits of multiple representations of a data set, and the basic concepts of probability.

3-6.1 Apply a procedure to find the range of a data set.

3-6.2 Organize data in tables, bar graphs, and dot plots.

3-6.3 Interpret data in tables, bar graphs, pictographs, and dot plots.

3-6.4 Analyze dot plots and bar graphs to make predictions about populations.

3-6.5 Compare the benefits of using tables, bar graphs, and dot plots as representations of a given data set.

3-6.6 Predict on the basis of data whether events are likely, unlikely, certain, or impossible to occur.

3-6.7 Understand when the probability of an event is 0 or 1.