St. Rose School
Mathematics Curriculum Standards
June 2003

Grade 3

• Students understand the place value of whole numbers:
  
  
  • Count, read, and write whole numbers to 10,000
    
    
  • Compare and order whole numbers to 10,000
    
    
  • Identify the place value for each digit in numbers to 10,000
    
    
  • 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)
    
    
• Students calculate and solve problems involving addition, subtraction, multiplication, and division:
  
  
  • Find the sum or difference of two whole numbers between 0 and 10,000
    
    
  • Memorize the multiplication table for numbers between 1 and 12
    
    
  • Use the inverse relationship of multiplication and division to compute and check results
    
    
  • Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671X3=___)
    
    
  • Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135-5=)
    
    
  • Understand the special properties of 0 and 1 in multiplication and division
    
    
  • Determine the unit cost when given the total cost and number of units
    
    
  • Solve problems that require two or more of the skills mentioned above
    
    
• Students understand the relationship between whole numbers, simple fractions, and decimals:
  
  
  • Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., ½ of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than ¼)Z
    
    
  • Add and subtract simple fractions (e.g., determine that 1/8 +3/8 is the same as ½)
    
    
  • 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
    
    
  • Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is ½ of a dollar, 75 cents is ¾ of a dollar)

• Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships:
  
  
  • Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities
    
    
  • Solve problems involving numeric equations or inequalities
    
    
  • Select appropriate operational and relational symbols to make an expression true (e.g., if 4__3=12, what operational symbol goes in the blank?)
    
    
  • Express simple unit conversions in symbolic form (e.g., __inches=__feet X12)
    
    
  • Recognize and use the commutative and associative properties of multiplication (e.g., if 5X7=35, then what is 7X5? And if 5X7X3=105, then what is 7X3X5?)
    
    
• Students represent simple functional relationships:
  
  
  • Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).

• Students choose and use appropriate units and measurement tools to quantify the properties of objects:
  
  
  • Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects
    
    
  • Estimate or determine that area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them
    
    
  • Find the perimeter of a polygon with integer sides
    
    
  • Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours, and minutes)
    
    
• Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems:
  
  
  • Identify, describe, and classify polygons (including pentagons, hexagons, and octagons)
    
    
  • 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)
    
    
  • Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square)
    
    
  • Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle
    
    
  • Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder)
    
    
  • Identify common solid objects that are the components needed to make a more complex solid object

• Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions:
  
  
  • Identify whether common events are certain, likely unlikely, or improbable
    
    
  • Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times
    
    
  • Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or line plot)

Mathematical Reasoning

• Students make decisions about how to approach a problem:
  
  
  • Analyze problems by identifying relationships, sequencing and prioritizing information, and observing patterns
    
    
  • Determine when and how to break a problem into simpler parts
    
    
• Students use strategies, skills, and concepts in finding solutions:
  
  
  • Use estimation to verify the reasonableness of calculated results
    
    
  • Apply strategies and results from simpler problems to more complex problems
    
    
  • Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning
    
  • Make precise calculations and check the validity of the results from the context of the problem
    
    
• Students move beyond a particular problem by generalizing to other situations:
  
  
  • Evaluate the reasonableness of the solution in the context of the original situation
    
    
  • Note the method of deriving the solution and demonstrate a conceptual understanding of the deviation by solving similar problems
    
    
  • Develop generalizations of the results obtained and apply them in other circumstances