Welcome to Grade 3 Resources!
These Math resources are aligned to the Common Core State Standards and are a practical classroom tool for you to use during daily workshop model lessons or guided math intervention sessions.
How Should I Store My Games?
We recommend storing the resources one of the following three ways:
1. Handy plastic, interchangeable game covers
2. File folders
3. Instructions and directions back to back in plastic sleeves.
How to Download
To begin using these resources, simply click on the links below to download the resource associated with that standard.
|OPERATIONS AND ALGEBRAIC THINKING|
|Represent and solve problems involving addition and subtraction|
3OA1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Egg Carton Equal Groups
Roll an Array*
3OA2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3OA3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
|Multiplication and Division Story Problems*
Multiplication Story Problems Set A*
Popsicle Stick Multiplication
3OA4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
|Find the Unknown Number Division*
Find the Unknown Number Multiplication
Find the Unknown Number Multiplication and Division*
|Understand properties of multiplication and the relationship between multiplication and division.|
3OA5. Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3OA6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
|Multiply and divide within 100.|
3OA7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
|Solve problems involving the four operations, and identify and explain patterns in arithmetic.|
|3OA8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.||Two Step Story Problems*|
3OA9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
|NUMBER AND OPERATIONS IN BASE TEN|
|Use place value understanding and properties of operations to perform multi-digit arithmetic.|
3NBT1. Use place value understanding to round whole numbers to the nearest 10 or 100.
Round to the Nearest 10 (2 Digits)
Round to the Nearest 10 (3 Digits)
Round to the Nearest 100*
3NBT2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Make The Target Number
Addition Toss Version A (3 digit no regrouping)*
Addition Toss Version B (3 digit with regrouping)*
Doubles Match to 40*
Place Value Game adding 2 and 3 Digits*
3NBT3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Matching Friendly Number Break Downs (Multiple of 10 x 1 digit)
Multiplying One Digit by Multiples of 10 (Version 1 - all facts)*
Multiplying One Digit by Multiples of 10 (Version 2 - easier facts - 2, 4, 8 facts)*
Multiplying One Digit by Multiples of 10 (Version 3 - 3, 6, 9 facts*
Multiplying One Digit by Multiples of 10 (Version 4 - 2, 5, 9 facts)*
|NUMBER AND OPERATIONS - FRACTIONS|
|Develop understanding of fractions as numbers.|
|3NF1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.||Fraction Number Line*
Correctly Divided or Not
Equal Sharing Stories
Fraction Model - Circular Model*
Fraction Model - Rectangular Model*
Fraction Model - Square Regional Model*
Fraction Wall Game*
Fractions with Cuisenaire Rods Version 1*
Fractions with Cuisenaire Rods Version 2*
3NF2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3NF2A. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
3NF2B. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
|Closest to One|
3NF3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3NF3A. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3NF3B. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
3NF3C. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
3NF3D. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
|Fraction Number Line*
Equivalencies with Dot Paper*
Equivalent Fraction Match*
Group the Counters, Find the Fractions*
|MEASUREMENT AND DATA|
|Solve problems involving measurement and estimation.|
|3MD1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.||Measuring Time Intervals Version 1*
Measuring Time Intervals Version 2*
Time Interval Match
Time is of the Essence*
|3MD2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.||Capacity Sort|
|Represent and interpret data.|
|3MD3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.|
|3MD4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.|
|Geometric measurement: understand concepts of area and relate area to multiplication and to addition.|
3MD5. Recognize area as an attribute of plane figures and understand concepts of area measurement.
3MD5A. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
3MD5B. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
Which One Covers the Most Area?*
|3MD6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).||Color Tile Areas|
3MD7. Relate area to the operations of multiplication and addition.
3MD7A. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3MD7B. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3MD7C. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3MD7D. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Designing My Dream House*
|Geometric measurement: recognize perimeter.|
|3MD8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.||Find the Perimeters*
Same but Different, or All the Same*
|3MD8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.|
|Reason with shapes and their attributes|
|3G1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.||Shape Detective*|
|3G2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.||Find the Missing Fraction*
Find the Missing Fraction Version 2*
Find the Missing Whole*
Find the Missing Whole Version 2*
Partitioning Hexagons into Fractions*