Washington State Standards for Mathematics: Grade 3

WA.3.1. Core Content: Addition, subtraction, and place value (Numbers, Operations) Students solidify and formalize important concepts and skills related to addition and subtraction. In particular, students extend critical concepts of the base ten number system to include large numbers, they formalize procedures for adding and subtracting large numbers, and they apply these procedures in new contexts.

3.1.A. Read, write, compare, order, and represent numbers to 10,000 using numbers, words, and symbols.

3.1.B. Round whole numbers through 10,000 to the nearest ten, hundred, and thousand.

3.1.C. Fluently and accurately add and subtract whole numbers using the standard regrouping algorithms.

3.1.D. Estimate sums and differences to approximate solutions to problems and determine reasonableness of answers.

3.1.E. Solve single- and multi-step word problems involving addition and subtraction of whole numbers and verify the solutions.

WA.3.2. Core Content: Concepts of multiplication and division (Operations, Algebra) Students learn the meaning of multiplication and division and how these operations relate to each other. They begin to learn multiplication and division facts and how to multiply larger numbers. Students use what they are learning about multiplication and division to solve a variety of problems. With a solid understanding of these two key operations, students are prepared to formalize the procedures for multiplication and division in grades four and five.

3.2.A. Represent multiplication as repeated addition, arrays, counting by multiples, and equal jumps on the number line, and connect each representation to the related equation.

3.2.B. Represent division as equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objects, and connect each representation to the related equation.

3.2.C. Determine products, quotients, and missing factors using the inverse relationship between multiplication and division.

3.2.D. Apply and explain strategies to compute multiplication facts to 10 x 10 and the related division facts.

3.2.E. Quickly recall those multiplication facts for which one factor is 1, 2, 5, or 10 and the related division facts.

3.2.F. Solve and create word problems that match multiplication or division equations.

3.2.G. Multiply any number from 11 through 19 by a single-digit number using the distributive property and place value concepts.

3.2.H. Solve single- and multi-step word problems involving multiplication and division and verify the solutions.

WA.3.3. Core Content: Fraction concepts (Numbers, Algebra) Students learn about fractions and how they are used. Students deepen their understanding of fractions by comparing and ordering fractions and by representing them in different ways. With a solid knowledge of fractions as numbers, students are prepared to be successful when they add, subtract, multiply, and divide fractions to solve problems in later grades.

3.3.A. Represent fractions that have denominators of 2, 3, 4, 5, 6, 8, 9, 10, and 12 as parts of a whole, parts of a set, and points on the number line.

3.3.B. Compare and order fractions that have denominators of 2, 3, 4, 5, 6, 8, 9, 10, and 12.

3.3.C. Represent and identify equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, 9, 10, and 12.

3.3.D. Solve single- and multi-step word problems involving comparison of fractions and verify the solutions.

WA.3.4. Core Content: Geometry (Geometry/Measurement) Students learn about lines and use lines, line segments, and right angles as they work with quadrilaterals. Students connect this geometric work to numbers, operations, and measurement as they determine simple perimeters in ways they will use when calculating perimeters of more complex figures in later grades.

3.4.A. Identify and sketch parallel, intersecting, and perpendicular lines and line segments.

3.4.B. Identify and sketch right angles.

3.4.C. Identify and describe special types of quadrilaterals.

3.4.D. Measure and calculate perimeters of quadrilaterals.

3.4.E. Solve single- and multi-step word problems involving perimeters of quadrilaterals and verify the solutions.

WA.3.5. Additional Key Content (Algebra, Geometry/Measurement, Data/Statistics/Probability) Students solidify and formalize a number of important concepts and skills related to Core Content studied in previous grades. In particular, students demonstrate their understanding of equivalence as an important foundation for later work in algebra. Students also reinforce their knowledge of measurement as they use standard units for temperature, weight, and capacity. They continue to develop data organization skills as they reinforce multiplication and division concepts with a variety of types of graphs.

3.5.A. Determine whether two expressions are equal and use ''='' to denote equality.

3.5.B. Measure temperature in degrees Fahrenheit and degrees Celsius using a thermometer.

3.5.C. Estimate, measure, and compare weight and mass using appropriate-sized U.S. customary and metric units.

3.5.D. Estimate, measure, and compare capacity using appropriate-sized U.S. customary and metric units.

3.5.E. Construct and analyze pictographs, frequency tables, line plots, and bar graphs.

WA.3.6. Core Processes: Reasoning, problem solving, and communication - Students in grade three solve problems that extend their understanding of core mathematical concepts - such as geometric figures, fraction concepts, and multiplication and division of whole numbers - as they make strategic decisions that bring them to reasonable solutions. Students use pictures, symbols, or mathematical language to explain the reasoning behind their decisions and solutions. They further develop their problem-solving skills by making generalizations about the processes used and applying these generalizations to similar problem situations. These critical reasoning, problem-solving, and communication skills represent the kind of mathematical thinking that equips students to use the mathematics they know to solve a growing range of useful and important problems and to make decisions based on quantitative information.

3.6.A. Determine the question(s) to be answered given a problem situation.

3.6.B. Identify information that is given in a problem and decide whether it is necessary or unnecessary to the solution of the problem.

3.6.C. Identify missing information that is needed to solve a problem.

3.6.D. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.

3.6.E. Select and use one or more appropriate strategies to solve a problem.

3.6.F. Represent a problem situation using words, numbers, pictures, physical objects, or symbols.

3.6.G. Explain why a specific problem-solving strategy or procedure was used to determine a solution.

3.6.H. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.

3.6.I. Summarize mathematical information, draw conclusions, and explain reasoning.

3.6.J. Make and test conjectures based on data (or information) collected from explorations and experiments.