Oregon Standards

Oregon 3rd grade math standards

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

Operations and Algebraic Thinking

3.OA.A.1
Represent and interpret multiplication of two factors as repeated addition of equal groups.
Taught inEqual groups and arrays Groups or how many in each?Equal groups, added again Rows and columnsand 2 more
3.OA.A.2
Represent and interpret whole-number quotients as dividing an amount into equal sized groups.
Taught inTwo kinds of division
3.OA.A.3
Use multiplication and division within 100 to solve problems in authentic contexts involving equal groups, arrays, and/or measurement quantities.
Taught inGroups or how many in each?Two-step word problems Finish the second step
3.OA.A.4
Determine the unknown number in a multiplication or division equation relating three whole numbers by applying the understanding of the inverse relationship of multiplication and division.
Taught inThe unknown anywhere
3.OA.B.5
Apply properties of operations 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.OA.B.6
Understand division as an unknown-factor in a multiplication problem.
Taught inDivision facts are missing factors
3.OA.C.7
Fluently multiply and divide within 100 using accurate, efficient, and flexible strategies and algorithms based on place value 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
3.OA.D.8
Solve two-step problems in authentic contexts that use addition, subtraction, multiplication, and division in equations with a letter standing for the unknown quantity.
Taught inTwo-step word problems Finish the second step
3.OA.D.9
Identify and explain arithmetic patterns using properties of operations, including patterns in the addition table or multiplication table.
Taught inPatterns from a rule Position is not value

Number and Operations in Base Ten

3.NBT.A.1
Use place value understanding to round whole numbers within 1000 to the nearest 10 or 100.
Taught inRounding: closer to which?Round at the right place
3.NBT.A.2
Fluently add and subtract within 1000 using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.
Taught inEstimate first Adding with regrouping Subtracting with regrouping Subtracting across zeros
3.NBT.A.3
Find the product of one-digit whole numbers by multiples of 10 in the range 10-90, such as 9 x 80. Students use a range of strategies and algorithms based on place value and properties of operations.
Taught inTimes tens and hundreds Counting zeros fails

Number and Operations—Fractions

3.NF.A.1
Understand the concept of a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction.
Taught inOne part of equal parts Equal parts only More parts, smaller pieces Counting unit fractionsand 2 more
3.NF.A.2
Understand a fraction as a number on the number line; Represent fractions on a number line diagram.
Taught inFractions on a number line
3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Taught inMore parts, smaller pieces Counting unit fractions Same bottom or same top Bigger bottom, smaller pieceand 3 more

Geometry

3.GM.A.1
Understand that shapes in different categories may share attributes and that shared attributes can define a larger category.
Taught inNaming quadrilaterals One shape, many names
3.GM.A.2
Partition shapes into parts with 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

Measurement and Data

3.GM.B.3
Tell, write, and measure time to the nearest minute. Solve problems in authentic contexts that involve addition and subtraction of time intervals in minutes.
Taught inTelling time to the minute Where the hour hand sits Elapsed time on a number line Time is not base ten
3.GM.B.4
Measure, estimate and solve problems in authentic contexts that involve liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).
Taught inLine plots Measuring to the quarter inch Reading a scale Measurement word problems
3.GM.C.5
Recognize area as an attribute of plane figures and understand concepts of area measurement presented in authentic contexts by tiling and counting unit squares.
Taught inArea by counting squares
3.GM.C.6
Measure areas by counting standard and non-standard unit squares.
Taught inArea by counting squares
3.GM.C.7
Relate area to multiplication and addition. Use relevant representations to solve problems in authentic contexts.
Taught inOne digit times two digits Area is rows times columns Area of an L shape The side you split
3.GM.D.8
Solve problems involving authentic contexts for perimeters of polygons.
Taught inPerimeter around the edge Same area, different perimeters The cut is not perimeter Area or perimeter?
3.DR.A.1
Generate questions to investigate situations within the classroom, school or community. Collect or consider measurement data that can naturally answer questions by using information presented in a scaled picture and/or bar graph.
Taught inScaled pictographs and bar graphs Line plots Read the key Questions from graphsand 2 more
3.DR.B.2
Analyze measurement data with a scaled picture graph or a scaled bar graph to represent a data set with several categories. Interpret information presented to answer investigative questions.
Taught inScaled pictographs and bar graphs Read the key Questions from graphs

All Oregon grades

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