The California Mathematics Content Standards
Grade Three Mathematics Content Standards
By the end of grade three, 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.
Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000. What is the smallest whole number you can make
using the digits 4, 3, 9, 1.2 Compare and order whole numbers to 10,000. Identify the place value for each digit in numbers to 10,000. 1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand. Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6). True or false? 2.0 Students calculate and solve problems
involving addition, subtraction, Find the sum or difference of two whole numbers between 0 and 10,000. 1. 591 + 87 = ? To prepare for recycling on Monday, Michael
collected all the bottles in
Memorize to
automaticity the multiplication table for numbers between
Use the
inverse relationship of multiplication and division to compute
Solve simple
problems involving multiplication of multidigit numbers by 2.5 Solve division problems in which a multidigit
number is evenly divided by 2.6 Understand the special properties of 0 and 1 in multiplication and division. True or false? 2.7 Determine the unit cost when given the total
cost and number of units. 3.0 Students understand the relationship
between whole numbers, simple fractions, 3.1 Compare fractions represented by drawings or
concrete materials to show Which is longer: 1/3 of a foot or 5 inches? 2/3
of a foot or 9 inches?
Add and
subtract simple fractions (e.g., determine that 1/8 + 3/8 is the same Find the values:
Solve
problems involving addition, subtraction, multiplication, and division Pedro bought 5 pens, 2 erasers and 2 boxes of
crayons. The pens cost 3.4 Know and understand that fractions and
decimals are two different representations 
Note: The sample problems illustrate the standards and are written to help clarify them. Some problems are written in a form that can be used directly with students; others will need to be modified, particularly in the primary grades, before they are used with students. The symbol


Algebra and Functions 1.0 Students
select appropriate symbols, operations, and properties to represent,
Represent
relationships of quantities in the form of mathematical expressions, 1.2 Solve problems involving numeric equations or
inequalities . 2.0 Students represent simple functional relationships:
Solve simple
problems involving a functional relationship between two John wants to buy a dozen pencils. One store
offers pencils at 6 for $1. 2.2 Extend and recognize a linear pattern by its
rules (e.g., the number of legs on Here is the beginning of a pattern of tiles.
Assuming that the pattern


Measurement and Geometry
1.0 Students choose and use appropriate units and
measurement tools to quantify 1.1 Choose the appropriate tools and units (metric
and U.S.) and estimate and
Estimate or
determine the area and volume of solid figures by covering them Find the perimeter of a polygon with integer sides. 1.4 Carry out simple unit conversions within a
system of measurement 2.0 Students describe and compare the
attributes of plane and solid geometric
Identify,
describe, and classify polygons (including pentagons, hexagons, and
Identify
attributes of triangles (e.g., two equal sides for the isosceles
triangle,
Identify
attributes of quadrilaterals (e.g., parallel sides for the
parallelogram, 2.4 Identify right angles in geometric figures or
in appropriate objects and 2.5 Identify, describe, and classify common
threedimensional geometric objects 

Statistics, Data Analysis, and Probability
1.0 Students conduct simple probability experiments
by determining the number 1.1 Identify whether common events are certain,
likely, unlikely , or improbable.
Record the
possible outcomes for a simple event (e.g., tossing a coin) and
Summarize and
display the results of probability experiments in a clear and 1.4 Use the results of probability experiments to
predict future events (e.g., use a 

Mathematical Reasoning 1.0 Students
make decisions about how to approach problems: 2.2 Apply strategies and results from simpler
problems to more complex 
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