THIRD GRADE MATH CURRICULUM
The primary focus of Math in the Archdiocese of Kansas City in Kansas is to
promote in our students their problem solving abilities, which are among God’s many
gifts.
Standard 1: Number and Computation
The student will:
1. Identify place value from tenths to 10,000.
2. ▲Compare and order numbers 0 - 10,000.
3. Identify, model, read, write, and represent numbers using expanded form from
tenths place through ten thousands place.
4. Memorize multiplication and division facts through 12.
5. Compare and order fractions greater than or equal to zero with like denominators
(halves, fourths, thirds, eighths, tenths, sixteenths) using concrete objects.
6. Compare and order decimals 0- tenths place using concrete objects.
7. ▲Use equivalent representations including the use of mathematical models for
addition and subtraction of whole numbers 0-1000 and multiplication using the
basic facts.
8. Use the concepts of these properties with whole numbers 0-100 and demonstrate
their meaning including the use of concrete objects.
a. Commutative properties of addition and multiplication
b. Zero property of addition (additive identity)
c. Property of one for multiplication (multiplicative identity)
d. Associative property of addition
e. Symmetric property of equality applied to addition and multiplication e.g.
100=20+80 is the same as 20+80=100 and 12=3x4 is the same as 3x4=12
9. Estimate whole numbers quantities from – through 1000, fractions, monetary
mounts through $500 using various computational methods including but not
limited to mental math, paper and pencil, concrete objects, and technology.
10. Recognize and explain the difference between an exact and an approximate
answer.
11. Compute with accuracy.
12. Skip count 2s, 3s, 4s, 5s, and 10s.
13. Add and subtract whole numbers 0-10,000.
14. Multiply whole numbers when one factor is 5 or less and the other factor is a
multiple of 10 through 1,000 with or without the use of concrete objects.
15. Add and subtract monetary amounts through $500 e.g. $47.07 + $356.96 =
$404.04. (Value: honesty in making change)
16. ▲Identify multiplication and division fact families.
17. ▲Solve one-step real world addition or subtraction problems.
18. ▲Determine the value of mixed coins and bills with a total value of $50 or less.
19. ◊Identify, read, and write numbers using numerals and words from tenths place
through ten-thousandths place.
20. ◊Use the concepts of these properties with whole numbers. Commutative
properties of addition and multiplication, zero property of addition, property of
one for multiplication.
21. Solve one-step real world addition and subtraction problems with whole number
0-10,000.
Standard 2: Algebra
The student will:
1. ▲Generalize numerical patterns using whole numbers 0 through 200 with one
operation (addition, subtraction) by stating the rule using words e.g. if the
sequence is 3-, 50, 70, 90,… in words the rule would be add twenty to the number
before. (Pattern in the rosary)
2. ▲Recognize multiple representations of the same pattern e.g. the ABC pattern
could be clap, snap, stomp,… but for test purposes, items should focus on
numeric, visual, or written pattern formats.
3. Use symbols to represent unknown whole number quantities from – through 1000.
4. Find the unknown sum, difference and find the unknown in multiplication and
division fact families.
5. Compare two whole numbers with equality or inequality symbols.
6. ◊State mathematical relationships between numbers using various methods.
7. Find the values and determine the rule using a horizontal or vertical function
table.
8. Use a function table to identify and plot ordered pairs in the first quadrant of a
coordinate plane.
9. Use mathematical models to represent mathematical concepts including but not
limited to multiplication arrays, coordinate planes/grids, place value charts,
fraction strips, pattern blocks, coins, input/output tables.
10. Create a mathematical model to show the relationship between two or more
things, e.g. using pattern blocks, a whole can be represented by various shapes.
11. ◊Find the sum or difference in one-step equations with whole numbers and
monetary values.
12. ◊Find the value and determine the rule with one operation using a horizontal or
vertical function table.
Standard 3: Geometry
Teacher note: The term “geometry” comes from the Greek words meaning,
“earth measure.” The process of learning to measure at the early grades focuses on what
property (length, width, height) is to be measured and to make comparisons.
The student will…
1. Draw lines of symmetry in real world figures. (Symmetry in symbols of the church
such as cross, rosary beads, etc.)
2. ▲Identify faces, vertices, and edges of solids (cones, cylinders, cubes, spheres,
rectangular prisms, and pyramids).
3. ▲Recognize and describe the square, triangle, rhombus, hexagon, parallelogram,
and trapezoid from a pattern block set.
4. Identify and draw line, line segment, angle, and point.
5. Regroup minutes to hours.
6. Measure and compare length and width to the quarter inch.
7. Compare standard and metric measurements. (Ezek 45:3 measures in cubits)
8. Measure and compare volume using cups, pints, quarts, and liters.
9. ▲Solve real-world problems by applying appropriate measurements: length to the
nearest inch, foot, or yard; length to the nearest centimeter or meter; length to the
nearest whole unit of a nonstandard unit; temperature to the nearest degree; and
number of days in a week.
10. ▲Read and tell time to the minute using analog and digital clocks.
11. State the number of hours in a day, days in a year, inches in a foot, inches in a
yard, feet in a yard, centimeters in a meter, cups in a pint, pints in a quart, and
quarts in a gallon.
12. Find perimeter for squares, rectangles, and triangles.
13. Know and use cardinal points and intermediate points (e.g. southwest)
14. ◊Recognize and perform one transformation (reflection, rotation, translation) on a
two dimensional figure.
15. Identify points on a coordinate plane.
16. ◊Identify points as ordered pairs in the first quadrant of a coordinate plane.
17. ◊Demonstrate how plane figures and solids can be combined to make a new
shape.
18. ◊Select, explain the selection, and use measurement tools for a given situation.
19. ◊Estimate to check whether or not measurements are reasonable.
Standard 4: Data
The student will:
1. Understand that God gave us a gift to interpret data.
2. Use estimation to find whole numbers.
3. Recognize any outcome of a simple event as impossible, possible, certain, likely,
unlikely, or equally likely.
4. ▲List some of the possible outcomes of a simple event in an experiment or
simulation including the use of concrete objects.
5. ◊Organize, display, and read numerical (quantitative) and non-numerical
(qualitative) data in a clear, organized, and accurate manner including a title,
labels, categories, and whole number intervals using these data displays:
a. Graphs using only concrete objects
b. Pictographs with a whole symbol representing one, two, five, etc. (no
partial symbols)
c. Frequency tables (tally marks)
d. Horizontal and vertical graphs
e. Venn diagrams
f. Line plots
g. Charts and tables
6. ▲Find these statistical measures of a data set with less than ten data points:
a. Minimum and maximum data values
b. Range
c. Mode (uni-modal only)
d. Median when data set has an odd number of data points
7. Apply appropriate problem solving skills.
◊ Essential prerequisite skill
▲Assessed math indicator for KSDE