What does a student learn in
California, Grade 3, Mathematics ?

Shapes like squares and rectangles all have four sides, which makes them part of the same larger family called quadrilaterals. Students sort shapes into that family and sketch four-sided shapes that are not squares or rectangles.

Students divide shapes like squares and circles into equal parts and name each part as a fraction. A square cut into 4 equal pieces gives each piece the name "one fourth."

Students sort shapes by their attributes, such as the number of sides or whether angles are equal, and explain why a shape does or does not belong in a group.

Students read a clock to the nearest minute and figure out how much time has passed between two events. They solve problems like "how many minutes from 2:15 to 2:48?" using addition or subtraction.

Students measure how heavy objects are and how much liquid containers hold, using grams, kilograms, and liters. Then they solve a word problem using those measurements, adding, subtracting, multiplying, or dividing to find the answer.

Students read bar graphs where each block stands for more than one thing, such as 5 pets, then answer questions about the difference between two bars. They also draw their own picture graphs and bar graphs to show real data.

Students measure objects to the nearest half or quarter inch, then plot the results on a number line chart. Reading the chart shows how the measurements are spread out.

Students learn that area is the space inside a flat shape, measured by counting square units that cover it without gaps or overlaps. This sets the foundation for measuring rooms, paper, and other flat surfaces.

Students count the square units inside a shape to measure its area. They practice by tiling rectangles and counting how many same-size squares fit inside, with no gaps or overlaps.

Students read and make sense of charts and graphs showing real data, like tallies of favorite animals or how many books the class read each week. They answer questions about what the data shows.

Students add up side lengths to find the perimeter of a shape, figure out a missing side when the perimeter is known, and compare rectangles that share the same perimeter but cover different amounts of space.

Students round whole numbers to the nearest 10 or 100. For example, 347 rounds to 350 (nearest 10) or 300 (nearest 100).

Students add and subtract numbers up to 1000 quickly and accurately. They use what they know about hundreds, tens, and ones to choose a strategy that works, not just one memorized method.

Students multiply a one-digit number by a multiple of 10, like 6 times 70, and find the answer using what they know about place value. No parentheses or special grouping symbols are involved.

This standard is incomplete or missing its full text. Based on NBT.4 for Grade 3, students add numbers up to 10,000 using place value strategies, working with thousands, hundreds, tens, and ones to find the total.

Students figure out what the numbers in a simple equation actually mean in a real situation, like recognizing that a starting value or a rate of change represents something specific in a word problem or graph.

Students learn what a fraction means by splitting a shape or object into equal parts. The bottom number says how many equal pieces the whole is cut into, and the top number says how many of those pieces you're counting.

Students place fractions on a number line by splitting the space between 0 and 1 into equal parts and marking where a fraction like 1/4 or 3/4 lands.

Students learn that multiplication is a faster way to count equal groups. If there are 5 bags with 7 apples each, 5 x 7 tells you the total without counting every apple.

Dividing means splitting a number into equal groups. Students figure out how many items go in each group, or how many groups there are, such as sharing 56 crayons equally among 8 kids.

Students solve everyday word problems using multiplication and division, working with equal groups or grids of objects. They draw pictures or write equations to find a missing number, staying within 100.

Students figure out the missing number in a multiplication or division equation, like 8 x ? = 48 or 6 x 6 = ?. They also learn how multiplication and division work together as opposite operations.

Students use shortcuts to multiply faster. If they know 6 x 4 = 24, they also know 4 x 6 = 24. They can also split a hard fact like 8 x 7 into easier pieces, such as 8 x 5 plus 8 x 2, and add the results.

Division is multiplication in reverse. Students solve 32 ÷ 8 by asking "what number times 8 equals 32?" rather than memorizing a separate set of rules.

Students practice multiplication and division facts up to 100 until the answers come from memory, not counting. By the end of third grade, they know all single-digit times tables cold.

A word problem that takes two separate math steps to solve, like figuring out how many apples are left after buying some and giving some away. Students write an equation using a letter for the missing number, then check whether their answer makes sense.

Students spot repeating patterns in addition and multiplication charts, then explain in their own words why those patterns work. For example, they notice that multiplying by 4 always gives an even number and explain what makes that true.