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Georgia K-12 Standards

Georgia 3rd grade math standards

Every 3rd grade math standard in the Georgia's K-12 Mathematics Standards, in Georgia's order, with the Lux lessons that teach it.

Number and Operations in Base Ten

  1. 3.NR.1.1

    Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.

    Taught inNumbers to 10,000 three waysZeros hold empty places
  2. 3.NR.1.2

    Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.

    Taught inComparing on a number lineRead the sign as a sentence
  3. 3.NR.1.3

    Use place value understanding to round whole numbers within up to 1000 to the nearest 10 or 100.

    Taught inRounding: closer to which?Round at the right place
  4. 3.PAR.2.1

    Fluently add and subtract within 1000 to solve problems.

    Taught inEstimate firstAdding with regroupingSubtracting with regroupingSubtracting across zeros
  5. 3.PAR.2.2

    Apply part-whole strategies, properties of operations and place value understanding, to solve problems involving addition and subtraction within 10,000. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions.

    Taught inEstimate firstAdding with regroupingSubtracting with regroupingSubtracting across zeros
  6. 3.PAR.3.5

    Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90.

    Taught inTimes tens and hundredsCounting zeros fails

Operations and Algebraic Thinking

  1. 3.PAR.3.1

    Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns.

    Taught inPatterns from a rulePosition is not value
  2. 3.PAR.3.2

    Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.

    Taught inDivision facts are missing factorsOne array, four factsEqual jumps on a number lineTurn the array
  3. 3.PAR.3.3

    Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100.

    Taught inFacts from facts you knowOne digit times two digitsTurn the arrayAdd the partsand 2 more
  4. 3.PAR.3.4

    Use the meaning of the equal sign to determine whether expressions involving addition, subtraction, and multiplication are equivalent.

    Taught inTrue or false?The answer can go firstNot every equation is trueWhat the equal sign meansand 2 more
  5. 3.PAR.3.6

    Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models.

    Taught inGroups or how many in each?Two-step word problemsFinish the second step
  6. 3.PAR.3.7

    Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions.

    Taught inThe unknown anywhereGroups or how many in each?

Number and Operations—Fractions

  1. 3.NR.4.1

    Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models.

    Taught inOne part of equal partsEqual parts onlyMore parts, smaller piecesCounting unit fractionsand 4 more
  2. 3.NR.4.2

    Compare two unit fractions by flexibly using a variety of tools and strategies.

    Taught inMore parts, smaller piecesFractions on a number lineSame bottom or same topBigger bottom, smaller pieceand 1 more
  3. 3.NR.4.3

    Represent fractions, including fractions greater than one, in multiple ways.

    Taught inOne part of equal partsEqual parts onlyMore parts, smaller piecesCounting unit fractionsand 2 more
  4. 3.NR.4.4

    Recognize and generate simple equivalent fractions.

    Taught inEqual fractions, one pointIs it really equal?

Measurement and Data

  1. 3.MDR.5.1

    Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

    Taught inScaled pictographs and bar graphsRead the keyQuestions from graphs
  2. 3.MDR.5.2

    Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock.

    Taught inTelling time to the minuteWhere the hour hand sitsElapsed time on a number lineTime is not base ten
  3. 3.MDR.5.3

    Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only.

    Taught inTelling time to the minuteWhere the hour hand sitsElapsed time on a number lineTime is not base ten
  4. 3.MDR.5.4

    Use rulers to measure lengths in halves and fourths (quarters) of an inch and a whole inch.

    Taught inLine plotsMeasuring to the quarter inch
  5. 3.MDR.5.5

    Estimate and measure liquid volumes, lengths and masses of objects using customary units. Solve problems involving mass, length, and volume given in the same unit, and reason about the relative sizes of measurement units within the customary system.

    Taught inLine plotsMeasuring to the quarter inchReading a scaleMeasurement word problemsand 1 more
  6. 3.GSR.7.1

    Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space).

    Taught inArea by counting squares
  7. 3.GSR.7.2

    Determine the area of rectangles (or shapes composed of rectangles) presented in relevant problems by tiling and counting.

    Taught inArea by counting squaresArea of an L shapeThe side you split
  8. 3.GSR.7.3

    Discover and explain how area can be found by multiplying the dimensions of a rectangle.

    Taught inArea is rows times columns
  9. 3.GSR.8.1

    Determine the perimeter of a polygon and explain that the perimeter represents the distance around a polygon. Solve problems involving perimeters of polygons.

    Taught inPerimeter around the edgeSame area, different perimetersThe cut is not perimeterArea or perimeter?
  10. 3.GSR.8.2

    Investigate and describe how rectangles with the same perimeter can have different areas or how rectangles with the same area can have different perimeters.

    Taught inPerimeter around the edgeSame area, different perimetersThe cut is not perimeterPerimeter, area, and a missing sideand 2 more

Geometry

  1. 3.GSR.6.1

    Identify perpendicular line segments, parallel line segments, and right angles, identify these in polygons, and solve problems involving parallel line segments, perpendicular line segments, and right angles.

    Taught inFive kinds of anglesPoints, lines, segments, raysParallel and perpendicularCrossing is not perpendicular
  2. 3.GSR.6.2

    Classify, compare, and contrast polygons, with a focus on quadrilaterals, based on properties. Analyze specific 3-dimensional figures to identify and describe quadrilaterals as faces of these figures.

    Taught inNaming quadrilateralsOne shape, many namesFaces, edges, and corners
  3. 3.GSR.6.3

    Identify lines of symmetry in polygons.

    Taught inLines of symmetryFind every line
All Georgia grades

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