Parents Guide To 3rd Grade Math

Parents’ Guide to 3rd Grade
Math + Practice Worksheets

Table of Contents
Introduction 3
CCSS Review 4
Critical Areas of Focus 5
Overview of Topics 7
The Truth about CCSS and Performance 10
How to Help Your Child Succeed Beyond CCSS 15
Worksheets 17
Worksheet Answer Key 23
2
Many educators, politicians, and parents

believe the instruction of mathematics in
the United States is in crisis mode, and has
been for some time. Indeed, recent test
results show that American 15-year-olds
were outperformed by 29 other countries
on math testing scores. 1 To help counter
this crisis, educational, civic, and business
leaders worked together to develop the
Common Core State Standards (CCSS). The goal of Common Core is to
establish consistent, nationwide guidelines of what children should be learning
each school year, from kindergarten all the way through high school, in English and
math. Though CCSS sets forth these criteria, states and school districts are tasked
with developing curricula to meet the standards.
The 2014-15 school year will be important for Common Core as the standards
are fully implemented in many remaining states of the 43 (and the District of
Columbia) that have embraced their adoption. CCSS has its advocates as well as
its critics, and the debate on its merits has become more pronounced in recent
months. Irrespective of the political differences with Common Core, its concepts
are critical for students because the standards help with understanding the
foundational principles of how math works. This guide steers clear of most of the
controversy surrounding CCSS and primarily focuses upon the math your third-
grader will encounter.
1
U.S. Students Slide in Global Ranking on Math, Reading, Science; NPR.org; Dec. 13, 2013 3
CCSS Review
A stated objective of Common Core is many state standards, which mandate
to standardize academic guidelines a “mile-wide, inch-deep” curriculum
nationwide. In other words, what in which children are being taught
third-graders are learning in math so much in a relatively short span
in one state should be the same as of time that they aren’t effectively
what students of the same age are becoming proficient in the concepts
learning in another state. The curricula they truly need to succeed at the next
may vary between these two states, level. Hence, CCSS works to establish
but the general concepts behind an incredibly thorough foundation not
them are similar. This approach is only for the math concepts in future
intended to replace wildly differing grades, but also toward practical
guidelines among different states, thus application for a lifetime.
eliminating (in theory) inconsistent
For third grade, Common Core’s focus
test scores and other metrics that
places a tremendous emphasis on
gauge student success.
introductory multiplication. Fractions
An increased focus on math would also make their first appearance,
seem to include a wider variety of and two-dimensional shapes receive
topics and concepts being taught plenty of attention. Ultimately,
at every grade level, including third this focus will enable children to
grade. However, CCSS actually calls develop rigor in real-life situations
for fewer topics at each grade level. by developing a base of conceptual
The Common Core approach (which understanding and procedural
is clearly influenced by so-called fluency.
“Singapore Math”—an educational
initiative that promotes mastery
instead of memorization) goes against
4
Critical Areas of Focus

Third grade is an absolutely essential year in terms of math education.
Multiplication is a new concept to many students this age, but is one that must
be mastered—the sooner, the better—because so much subsequent math,
from fourth grade all the way through high school and beyond, will rely upon
it. Of course, more complex addition and subtraction, introductory fractions,
and geometry aren’t ignored, but multiplication (and, eventually, division) is
the marquee attraction during this year. Here are the four critical areas that
Common Core brings to third-grade math:
Multiplication
Students will develop fluency demonstrate that fractions are part

multiplying single-digit numbers. of a whole. Adding and subtracting
Strategies used include repeated fractions won’t come until later
addition (e.g., 4x3 is the same as grades, but students will be taught
4+4+4), analyzing equal-sized groups, to visually compare fractions (for
arrays, and area models, to arrive at a example, four friends dividing a pizza
product. Students also will eventually into four parts means each gets 1/4 of
learn the relationship between the pie; if they decided to divide into
multiplication and division (though eight, each would get two slices; from
the really big Common Core push on this students see that 1/4 is greater
division won’t occur until fourth grade). than 1/8).
Fractions
Fractions are another concept students

will use for years to come. The idea of
unit fractions (in which the numerator
is 1, such as in ½) is introduced
first. Visual models will be used to
5
Area
Tied into multiplication is the concept of

area— especially in the sense that the
space covered by a square or rectangle
is width times length. At first, students
will compute area simply by counting
unit squares. Eventually, Tthe rectangular
arrays used to help with multiplication
come into play (e.g., an array of 2 rows
and 4 columns equals 8 units).
Shapes
Students will continue to identify and

define two-dimensional shapes by sides
and angles. Furthermore, the fraction
concepts introduced in third-grade will
be tied into geometry—many of the
visual models used will involve circles,
triangles, and rectangles divided into
equal parts.
6
Overview of Topics
From the four critical areas of focus discussed in the previous section, Common
Core also further clarifies the skills third-graders should know by the end of the
school year. For example, the fluency requirements at this level are single-digit
products and quotients (i.e., basic multiplication and division, with times tables
committed to memory by the end of the year) and adding and subtracting within
1,000. The five topics presented here, taken directly from CCSS itself, 2 include
some specifics on what kids will be taught in Grade 3.
Operations and Algebraic Thinking
• Represent and solve problems using know by memory all single-digit

multiplication and division. Students multiplication operations (i.e., times
will learn to multiply single-digit tables), which in turn will provide
numbers and divide numbers of less fluency in division with these basic
than 100 with whole quotients. They equations (in other words, easy
will also apply these strategies to division without remainders).
solving word problems
• Solve problems involving the four
• Understand the properties of operations, and identify and explain
multiplication and the relationship patterns in arithmetic. Students will
between multiplication and division. solve two-step word problems using
The concept that 7 × 3 is the same as the four basic operations (addition,
3 × 7 will be emphasized. Also, the subtraction, multiplication, and
complementary relationship between division) as well as by estimation
multiplication and division will be strategies such as rounding. They
introduced—for example, if 7 × 3=21, will also identify and apply patterns
then 21 ÷ 3 =7 . within the math (for example, an odd
number times an odd number will
• Multiply and divide numbers
always produce an odd number).
within 100. By the end of third
grade, students will be expected to
2
Grade 4: Introduction, Common Core State Standards Initiative 7
• They will be able to compare
Number Operations in Base 10
fractions with the same numerator
or denominator and determine
• Use place value understanding and
which is larger or smaller.
properties of operations to perform
multi-digit arithmetic. Students Measurement and Data
will strive toward fluently adding or
• Solve problems involving
subtracting numbers within a 1,000.
measurement and estimation. Students
They will master rounding numbers
will learn to tell time to the minute,
to the nearest 10 or 100, and they
as well as solve basic addition and
will also learn to multiply one-digit
subtraction word problems involving
numbers by multiples of 10 but less
time. Estimating The concept of volume
than 100 (e.g., 6 × 40).
and mass is introducedexplained, and
Number Operations—Fractions third-graders will be taught to solve
one-step word problems with volumes
• Develop understanding of fractions or mass involving the same unit (for
as numbers. As third-graders get their example, one cup holds 8 ounces of
first major exposure to fractions, many juice and another holds 6 ounces; how
concepts will be introduced: much total juice is there?).
• Students will understand the fraction

1/b as one part of a whole that is
partitioned into b equal parts.
• They will learn how to represent

a fraction as part of a number line
(between 0 and 1).
• They will learn about equivalent

fractions and be able to recognize
simple equivalencies (e.g., 1/2 is the
same a 2/4 and 5/10).
8
• Represent and interpret data. Third- be taught how to compute area of

graders will draw scaled picture graphs rectilinear shapes by breaking them
to represent data (for example, a graph down into rectangles first.
in which one square equals three of an
• Geometric measurement:
object), and they will solve one- or two-
Perimeter. As a continuation of their
step “how many more?” and “how many
understanding of area, Sstudents
less?” word problems. Also, they will use
are introduced to the concept of
rulers to gather measurement data to
perimeter. They will learn how
within a quarter-inch and represent the
perimeter differs from area (for
results on a line plot.
example, the perimeter of a fenced
• Geometric measurement: Understand yard is how much fence is needed,
concepts of area and relate to while the area is how much grass
multiplication and addition. The idea of is growing within) and will will
a “square unit” is introduced to better solve equations and word problems
explain and work with area. Students will involving the perimeter of polygons.
learn how to measure area by counting
Geometry
the square units and by using addition
and multiplying. The additive nature of • Reason with shapes and their
area will be introduced—students will attributes. Different categories of

shapes (e.g., quadrilaterals) will
be explained, and students will
classify shapes according to sides,
angles, and so on. Coinciding with
the introduction to fractions, third-
graders will partition shapes into
parts with equal areas.
9
The Truth About CCSS and Performance

Common Core aims to improve educational performance and standardize
what students should learn at every grade in preparation for a lifetime of
application, but it does not set curricula, nor does it direct how teachers
should teach. As with any educational reform, some teachers, schools, and
school districts will struggle with CCSS, some will seamlessly adapt, and some
will thrive. As a parent, your responsibility is to monitor what your third-grader
is learning, discover what is working or isn’t working for your child, and to
communicate with his or her teacher—and to accept that your children’s math
instruction does differ from what you learned when you were younger, or even
what they might have learned last year. The transition can be a little daunting
for parent and student alike, but that’s not a product of the standard itself.
Common Core simply takes a new, more pointed approach to improving the
quality of math instruction in this country.
The Benefits
As previously mentioned, CCSS cooks’ experience, the multitude of

decreases the number of topics ingredients required for so many
students learn at each grade. However, offerings, and the efficiency (or lack
the remaining topics are covered so thereof) of the staff. Because the
extensively that the chances a child second restaurant only serves three
will master the corresponding skills items, mastering those three items
increase. An analogy to this approach efficiently should result in an excellent
is comparing two restaurants. One customer experience. That’s not to
restaurant has a varied menu with say the first restaurant won’t succeed
dozens of items; the other only (because many do), but there’s always
serves hamburgers, fries, and milk a chance that something on the menu
shakes. The quality of the food at the won’t live up to the business’s
first restaurant may vary upon the own expectations.
10
By reducing the number of math topics one level translate into the tools they
taught, Common Core helps ensure need to learn at the next level. This
students are truly ready for what comes coherence would seem an obvious
next. Given the attention given to educational approach, but often,
the included concepts, more practical there is no link—students are taught
applications and alternate operations of a skill in third grade that might not
the math can be explored. be used (and might have to be re-
taught) until fifth. Each new concept
Coinciding with the reduction of topics
in Common Core is an extension of a
is an emphasis on vigor—achieving a
previous, already learned concept.
“deep command” of the math being
taught. Students will be challenged
to understand the concepts behind
mathematical operations rather than
just resorting to rote memorization and
processes to get a right answer. Speed
and accuracy are still important; kids
won’t be getting away that easily from
flash cards and quizzes that increase
fluency. Moreover, Common Core
places even additional emphasis on
practical application—after all, the
math kids learn now will be important
when they become adults, even if
they never have to think about prime
numbers or symmetrical lines in their
day-to-day lives.
Finally, CCSS links standards from grade

to grade so that the skills learned at
11
Math Practices to Help Improve Performance
In addition to the grade-specific standards it sets forth, Common Core also

emphasizes eight “Standards of Mathematical Practice” that teachers at all
levels are encouraged to develop in their students. 3 These eight practices,
designed to improve student performance, are described here, with added
information on how they apply to third-graders.
Make sense of problems and persevere in solving them
Students explain the problem to themselves and determine ways they can
reach a solution. Then, they work at the problem until it’s solved. For example,
multiplication is brand new to third-graders, so word problems involving the
concept may be particularly challenging for students more conditioned to
addition and subtraction problems. This CCSS math practice encourages them
to take their time to read and try understanding the problem, emphasizing that
the process is ultimately important even if it doesn’t result in a correct answer.
Third-graders will also be encouraged to use pictures or objects to better
visualize the problem and solution.
Reason abstractly and quantitatively
Students decontextualize and

contextualize problems. By
decontextualizing, they break down the
problem into anything other than the
standard operation. By contextualizing,
they apply math into problems that
seemingly have none. For example, if a
third-grade word problem involves bananas in bunches of 10, students who are
decontextualizing may represent each bunch by drawing one banana. Kids this
age who are contextualizing may organize bananas into bunches in a
word problem that doesn’t otherwise use such terminology.
3
Standards for Mathematical Practice, Common Core State Standards Initiative 12
Construct viable arguments and

critique the reasoning of others
Students use their acquired math

knowledge and previous results to
explain or critique their work or the
work of others. With multiplication
being so new, third-graders must
become particularly adept at
talking about how they arrived at an
answer with their newly acquired
skills. Besides boosting their confidence, the ability to explain the math will
increase their ability to excel at it.
Model with mathematics
This is just like it sounds: Students use math to solve real-world problems.
Third-graders can be challenged to take the math skills they have learned
into their own lives. For example, student who eats three string cheeses a
day can use multiplication to figure out how many he eats during a week or a
month.
Use appropriate tools strategically
Another self-explanatory practice: Students learn and determine which tools

are best for the math problem at hand. For third-graders, the introduction of
multiplication offers a pertinent example of this practice: The new concept
gives students another option when solving a problem. Take the equation 3
× 7—third-graders can either add 7 + 7 + 7 to get the answer, or they can use
their new skills to multiply 3 by 7 and arrive at the same result.
13
Attend to precision
Students strive to be exact and meticulous—period. The emphasis on

committing times tables to memory demonstrates how precision is so
essential to multiplication; not knowing the answer to 4 × 6 now will lead to
trouble when trying to solve 14 × 36 in the future. Furthermore, if a student
can’t come up with the right answer on a more complex problem, he should
be taking steps to figure out how or should ask for help.
Look for and make use of structure
Students will look for patterns and structures within math and apply these
discoveries to subsequent problems. For example, third-graders might
understand that multiplying even numbers together will produce an even
number, and then use that knowledge to help solve future equations.
Look for and express regularity in repeated reasoning
Students come to realizations—“a-

ha” moments is a good term for
these realizations—about the math
operations that they are performing
and use this knowledge in
subsequent problems. For example,
a third-grader may realize that 2
multiplied by any number is simply
that number added to itself, and then
use addition strategies to get to the
correct answer.
14
How to Help Your Children Succeed

Beyond CCSS
Some of parents’ trepidation with Common Core isn’t so much with the
guidelines themselves, but with the testing now aligned with CCSS via local
math curricula. Standardized testing was stressful for students and parents
before; with the ongoing Common Core implementation, many families simply
don’t know what to expect.
Fortunately, CCSS does not have to be that stressful, for you or your third-grader.
Here are some tips to help your children succeed with Common Core math:
Be informed; be involved Give them some real-world math
If Common Core concerns you, A basic tenet of Common Core is to

intrigues you, or confuses you, don’t apply math principles to real-world
hesitate to learn as much about situations. Why not start now? Give
it—in your child’s classroom, at your child math problems when
your kids’ school, and on a national you are out and about—the store,
level. Talk with teachers, principals, in traffic, the park, and so on. For
and other parents. Seek advice on example, if you are at a basketball
how you can help your kids, and game and your child’s favorite
yourself, navigate CCSS math. If player scores 6 points in the first
you want to take further action, quarter, ask her how many points
become involved with PTA or other the player might finish the game
organizations and committees that with based on that initial statistic.
deal with your school’s curriculum.
The more you know, the more,
ultimately, you can help your child.
15
Take time to learn what they are learning
You might look at a worksheet to you, they will carry that confidence
your child brings home and think, into the classroom when the teacher
“This isn’t the math I’m used to.” asks for those same explanations.
Because Common Core emphasizes
Seek more help if necessary
understanding the process of
arriving at an answer, your child If your third-grader is struggling
may be taught additional ways with the new math standards, talk
to fry a mathematical egg, so with his or her teacher first. You
to speak. Instead of shunning then might want to seek outside
these approaches, learn them for resources to help your child. Several
yourself. Once you comprehend online resources provide math help,
these additional methods, you will including worksheets and sample
be better able to help your child tests that conform to Common Core
comprehend them as well. standards. Tutoring might be an option
you consider as well. Innovative iPad-
Encourage them to show their work
based math programs have emerged
This suggestion can be read that combine the personalized
two ways. First, students will be approach of a tutor with today’s
encouraged to show how they technology. This revolutionary
arrived at an answer, especially approach also may feature a
within Common Core. Second, curriculum based on Common Core,
ask your children to show you thus ensuring your child’s learning at
their homework, particularly the home is aligned with what he or she is
challenging stuff. Explaining how learning at school.
a problem is solved is a basic
CCSS tenet, so if your kids can be
confident in explaining their work
16
Operations and Algebraic Thinking
The store ordered 4 boxes of styli. There were 8 styli in each box. Which image shows the total styli
that the store ordered?
A) B) C)
Ken gets 8 points and 3 stars for every Mario game he wins. If he wins 8 Mario games, how many
total points would he have?
Select the division statement for the array.

A) 18 ÷ 3 = 6 B) 18 ÷ 2 = 9
C) 18 ÷ 6 = 2 D) 18 ÷ 3 = 8
Write the equivalent expression for the statement. How many sets of 5 are in 30?
A) 30 ÷ 5 B) 30 × 5 C) 5 × 30
Find the missing number:

___ × 7 = 28
Find the missing numbers in the sequence.

9, 18, ___, 36, 45, ___
The table shows the relation between the meters of cloth used for stitching shirts. Which of the
following describes the pattern between the meters of cloth and the shirts?
A) Add 2 B) Multiply by 2
C) Multiply by 3 D) Add 3
Select the equivalent equation for the given statement.

Amber got 16 gifts for Christmas. Her brother got b fewer gifts than her. They got a total of 30 gifts.
A) 16 + (16 − b) = 30 B) 16 + (16 + b) = 30 C) 16 − (16 + b) = 30
Computed value of 8 × 12 = _
Estimate the same by rounding off both the numbers to the nearest tens.
Estimated value of 8 × 12 = _ × _ = _
In a department store there are 83 glass bottles. 35 of those are damaged. The remaining glass
bottles are divided equally into 4 cartons. Find the number of glass bottles in each carton.
17
Number Operations in Base 10
266 + 675 = __
160 − __ = 41
173 domestic flights and 163 international flights land at airport A. 145 domestic flights and
133 international flights land at airport B. How many total international flights land at these
two airports?
Estimate the product by rounding the first factor to the nearest tens.
99 × 9 = __
5 hundreds 8 tens 7 ones − 1 hundreds 2 tens 9 ones = __ hundreds __ tens __ ones
Round off 58 to the nearest tens
Two digit numbers less than 70 that can be rounded up to 70 are __, __, __, __, __
The estimated number of cookies sold by a baker in a month is 660. Select all numbers that
could be the actual number of cookies sold.
A) 657
B) 651
C) 661
D) 668
The County Swimming program enrolled 297 kids of different ages last summer. This year, the
program has 73 fewer kids. How many kids are enrolled in the program this year?
6 × 3 = __
60 × 3 = __
6 × 30 = __
18
Numbers and Operations: Fractions
Enter the fraction that represents the shaded The fraction 2/6 on the 2nd number line
part. maps to which fraction on the 1st number
line?
If the two fractions represented by the

What fraction does the point ‘b’ correspond to images are equivalent, what is the missing
on the number line? numerator?
1
—
2
= —
4
Justin divides a bottle of juice equally into

Mrs. Peterson cut a cake into 10 equal parts.
3 equal cups. How many bottles of juice
9 out of those were eaten and she put the
would he need to get 9 such cups ready?
remaining in a box. What fraction of the cake
did she put in the box?
Alex served 3/6 of a pizza and Andrew
served 5/6 of a similar pizza. Who served
lesser quantity of pizza?
A) Alex
B) Andrew
C) Both served the same quantity
What fraction does the point ‘a’ correspond to
on the number line?
Who ran more around the park?

What fraction of the given image is colored Ric ran 8/4 rounds around a park. His
brown? brother Rob ran 2 rounds around the park.
A) Ric
B) Rob
C) Both ran the same number of rounds
19
Measurement and Data
11 minutes = __ seconds In a survey, kids were asked their favorite

online game. The data collected is given
below.
Enter the answer in hh:mm:ss format How many total kids chose Angry Birds,
2 hrs 15 mins 26 secs + 13 hrs 36 mins 8 secs Temple Run and Fruit Ninja as their favorite
games?
A string is 576 m long. 98 m was used for a
project. How much string is left?
What is 30 minutes after 07:56 am?
Select the smallest, by weight.

A) 8 kg
B) 4 kg 800 g
C) 6 kg 700 g
D) 4 kg
A car dealer sold different colored cars in
December and the details are given below.
Amber’s bookshelf is 6 ft. long and 3 ft. wide. How many total green, yellow and blue cars
The closet is 5 ft. long and 4 ft. wide. Which is did he sell in December?
bigger?
A) Book shelf
B) Closet
C) Both are of the same area
What is the area of this figure in sq cm?
Roni’s room is 9 feet long and 8 feet wide.

How many square feet of carpet does she
need to cover the floor?
20
Geometry
Select what is true about the shape Select all images that represent the fraction 1/3
given below. A)
A) It is a quadrilateral
B) It has 4 vertices
C) It has 5 angles
B)
The lines are ______. (Select

perpendicular if the lines are
intersecting and perpendicular)
A) Intersecting C)
B) Parallel
C) Perpendicular
Select what is true about the angles of the

triangle.
Enter the fraction that represents the A) 1 angle is a right angle
yellow shaded part. B) 2 angles are greater than a right angle
C) none of these
21
How many pairs of parallel lines does the parallelogram have?
How many pairs of intersecting lines does the rhombus have?
Calculate the perimeter.
Carla built a fence for her dog’s play area. The fence is 10 feet long and 3 feet wide. How
many feet of fencing did Carla use?
Sally’s garden is a perfect square. Each side measures 8 feet. What is the perimeter of her
garden?
22
Answer Key
Operations and Algebraic Thinking Number Operations in Base 10
1. C) 1. 941
2. 64 2. 119
3. A) 3. 296
4. A) 4. 900
5. 4 5. 4, 5, 8
6. 27, 54 6. 60
7. C) 7. 65, 66, 67, 68, 69
8. A) 8. A), C)
9. 96, 10, 10, 100 9. 224
10. 12 10. 18, 180, 180
Numbers and Operations: Fractions Measurement and Data Geometry

6
1. — 1. 660 1. A), B)
8
1 2. A)
2. — 2. 15:51:34
9
5
1 3. 478 3. —
3. —
10
6
3 4. 8:26am 4. B)
4. —
7
5. D) 5. A)
5
5. —
8 6. 2
6. B)
1
6. —
3 7. 52 7. 4
7. 2 8. 38
8. 72
8. 3 9. 750 9. 26
9. A) 10. 98 10. 32
10. C)
23
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Math + Practice Worksheets

Critical Areas of Focus 5

The Truth about CCSS and Performance 10

How to Help Your Child Succeed Beyond CCSS 15

Worksheet Answer Key 23

Many educators, politicians, and parents

Critical Areas of Focus

Students will develop fluency demonstrate that fractions are part

Fractions are another concept students

Tied into multiplication is the concept of

Students will continue to identify and

Operations and Algebraic Thinking

• Represent and solve problems using know by memory all single-digit

• Students will understand the fraction

• They will learn how to represent

• They will learn about equivalent

• Represent and interpret data. Third- be taught how to compute area of

area will be introduced—students will attributes. Different categories of

The Truth About CCSS and Performance

As previously mentioned, CCSS cooks’ experience, the multitude of

Finally, CCSS links standards from grade

Math Practices to Help Improve Performance

In addition to the grade-specific standards it sets forth, Common Core also

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Students decontextualize and

Construct viable arguments and

Students use their acquired math

Model with mathematics

Use appropriate tools strategically

Another self-explanatory practice: Students learn and determine which tools

Students strive to be exact and meticulous—period. The emphasis on

Look for and make use of structure

Look for and express regularity in repeated reasoning

Students come to realizations—“a-

How to Help Your Children Succeed

Be informed; be involved Give them some real-world math

If Common Core concerns you, A basic tenet of Common Core is to

Take time to learn what they are learning

Operations and Algebraic Thinking

Select the division statement for the array.

Find the missing number:

Find the missing numbers in the sequence.

Select the equivalent equation for the given statement.

Number Operations in Base 10

5 hundreds 8 tens 7 ones − 1 hundreds 2 tens 9 ones = __ hundreds __ tens __ ones

Round off 58 to the nearest tens

If the two fractions represented by the

Justin divides a bottle of juice equally into

Who ran more around the park?

Measurement and Data

11 minutes = __ seconds In a survey, kids were asked their favorite

What is 30 minutes after 07:56 am?

Select the smallest, by weight.

What is the area of this figure in sq cm?

Roni’s room is 9 feet long and 8 feet wide.

5 hundreds 8 tens 7 ones − 1 hundreds 2 tens 9 ones = hundreds tens __ ones