Nebraska Standards

Nebraska 3rd grade math standards

Every 3rd grade math standard in the Nebraska’s College and Career Ready Standards for Mathematics 2022, in Nebraska's order, with the Lux lessons that teach it.

Number and Operations in Base Ten

3.N.1.a
Read, write, and demonstrate multiple equivalent representations for numbers up to 10,000 using objects or visual representations including standard form and expanded form.
Taught inNumbers to 10,000 three ways Zeros hold empty places Many names for one number
3.N.1.b
Represent and justify comparisons of whole numbers up to 10,000 using number lines and reasoning strategies.
Taught inComparing on a number line Read the sign as a sentence
3.A.1.a
Add and subtract up to four-digit whole numbers with or without regrouping using strategies based on place value and algorithms.
Taught inEstimate first Adding with regrouping Subtracting with regrouping Subtracting across zeros
3.A.1.h
Multiply one-digit whole numbers by multiples of 10 in the range of 10 to 90 using strategies based on place value and properties of operations.
Taught inTimes tens and hundreds Counting zeros fails

Geometry

3.N.2.a
Partition two-dimensional figures into equal areas and express the area of each part as a unit fraction of the whole.
Taught inOne part of equal parts Equal parts only
3.G.1.1
Sort quadrilaterals into categories according to their attributes.
Taught inNaming quadrilaterals One shape, many names

Number and Operations—Fractions

3.N.2.b
Find parts of a whole using visual fraction models.
Taught inOne part of equal parts Equal parts only More parts, smaller pieces Counting unit fractionsand 2 more
3.N.2.c
Represent and understand a fraction as a number on a number line.
Taught inMore parts, smaller pieces Fractions on a number line Same bottom or same top Bigger bottom, smaller pieceand 1 more
3.N.2.d
Show and identify equivalent fractions using visual representations including pictures, manipulatives, and number lines.
Taught inEqual fractions, one point Is it really equal?
3.N.2.e
Justify whole numbers as fractions and identify fractions that are equivalent to whole numbers.
Taught inCounting unit fractions
3.N.2.f
Compare and order fractions having the same numerators or denominators by reasoning about their size.
Taught inMore parts, smaller pieces Fractions on a number line Same bottom or same top Bigger bottom, smaller pieceand 1 more

Operations and Algebraic Thinking

3.A.1.b
Determine the reasonableness of whole number sums and differences using estimations and number sense.
Taught inTwo-step word problems Finish the second step
3.A.1.c
Solve and write one-step whole number equations to represent authentic problems using the four operations including equations with an unknown start, unknown change, or unknown result.
Taught inGroups or how many in each?Two-step word problems Finish the second step
3.A.1.d
Interpret and solve two-step authentic problems involving whole numbers and the four operations.
Taught inTwo-step word problems Finish the second step
3.A.1.e
Apply commutative, associative, distributive, identity, and zero properties as strategies to multiply and divide.
Taught inFacts from facts you know One digit times two digits Turn the array Add the partsand 2 more
3.A.1.f
Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to interpret and explain the meaning of multiplication and division and their relationship.
Taught inDivision facts are missing factors Equal groups and arrays Groups or how many in each?Two kinds of division
3.A.1.g
Fluently multiply and divide within 100 using strategies based on understanding and properties of operations.
Taught inOne array, four facts Facts from facts you know One digit times two digits Equal jumps on a number lineand 4 more

Measurement and Data

3.G.2.a
Solve authentic problems involving perimeters of polygons when given the side lengths or when given the perimeter and unknown side length(s).
Taught inPerimeter around the edge Same area, different perimeters The cut is not perimeter Area or perimeter?
3.G.2.b
Use concrete and pictorial models to measure areas in square units by counting square units.
Taught inArea by counting squares
3.G.2.c
Find the area of a rectangle with whole-number side lengths by modeling with unit squares; show that area can be additive and is the same as would be found by multiplying the side lengths.
Taught inArea is rows times columns Area of an L shape The side you split
3.G.3.a
Identify and use the appropriate tools and units of measurement, both customary and metric, to solve authentic problems involving length, weight, mass, liquid volume, and capacity (within the same system and unit).
Taught inLine plots Measuring to the quarter inch Reading a scale Measurement word problems
3.G.3.b
Estimate and measure length to the nearest half inch, fourth inch, and centimeter.
Taught inLine plots Measuring to the quarter inch Reading a scale Measurement word problems
3.G.4.a
Tell and write time to the minute using both analog and digital clocks.
Taught inTelling time to the minute Where the hour hand sits Elapsed time on a number line Time is not base ten
3.G.4.b
Solve authentic problems involving addition and subtraction of time intervals and find elapsed time.
Taught inTelling time to the minute Where the hour hand sits Elapsed time on a number line Time is not base ten
3.D.1.a
Create scaled picture graphs and scaled bar graphs to represent a data set with more than four categories, including data collected through observations, surveys, and experiments.
Taught inScaled pictographs and bar graphs Line plots Read the key Questions from graphsand 1 more
3.D.1.b
Generate and represent data using line plots where the horizontal scale is marked off in halves and whole number units.
Taught inLine plots Measuring to the quarter inch
3.D.2.a
Analyze data and make simple statements using information represented in picture graphs, line plots, and bar graphs.
Taught inScaled pictographs and bar graphs Read the key Questions from graphs

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