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Ohio Math Standards - 3rd Grade
MathScore aligns to the Ohio Math Standards for 3rd Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the Ohio Math Standards at other levels.
Number and Number Systems
* Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example: (Place Value , Decimal Place Value )- Recognize 100 means "10 tens" as well as a single entity (1 hundred) through physical models and trading games. (Requires outside materials )
- Describe the multiplicative nature of the number system; e.g., the structure of 3205 as 3 x 1000 plus 2 x 100 plus 5 x 1.
- Model the size of 1000 in multiple ways; e.g., packaging 1000 objects into 10 boxes of 100, modeling a meter with centimeter and decimeter strips, or gathering 1000 pop-can tabs.
- Explain the concept of tenths and hundredths using physical models, such as metric pieces, base ten blocks, decimal squares or money. (Requires outside materials )
* Identify and generate equivalent forms of whole numbers; e.g., 36, 30 + 6, 9 x 4, 46 - 10, number of inches in a yard.
* Represent fractions and mixed numbers using words, numerals and physical models. (Fraction Pictures )
* Count money and make change using coins and paper bills to ten dollars. (Making Change 2 , Counting Money )
Meaning of Operations
* Model and use the commutative and associative properties for addition and multiplication. (Associative Property 1 , Associative Property 2 , Commutative Property 1 , Commutative Property 2 )* Explain and use relationships between operations, such as:
- relate addition and subtraction as inverse operations; (Inverse Equations 1 )
- relate multiplication and division as inverse operations; (Inverse Equations 2 )
- relate addition to multiplication (repeated addition); (Understanding Multiplication )
- relate subtraction to division (repeated subtraction). (Understanding Division )
* Model, represent and explain multiplication; e.g., repeated addition, skip counting, rectangular arrays and area model. For example: (Understanding Multiplication )
- Use conventional mathematical symbols to write equations for word problems involving multiplication. (Arithmetic Word Problems , Basic Word Problems 2 )
- Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each. (Unit Cost )
* Model, represent and explain division; e.g., sharing equally, repeated subtraction, rectangular arrays and area model. For example: (Understanding Division )
- Translate contextual situations involving division into conventional mathematical symbols. (Arithmetic Word Problems , Basic Word Problems 2 )
- Explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children. (Word Problems With Remainders )
Computation and Estimation
* Demonstrate fluency in multiplication facts through 10 and corresponding division facts. (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies , Fast Division )* Evaluate the reasonableness of computations based upon operations and the numbers involved; e.g., considering relative size, place value and estimates.
* Add and subtract whole numbers with and without regrouping. (Addition Grouping , Long Addition , Long Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 )
* Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division. (Multiplication By One Digit , Long Division By One Digit )
Measurement Units
* Identify and select appropriate units for measuring:- length - miles, kilometers and other units of measure as appropriate.
- volume (capacity) - gallons;
- weight - ounces, pounds, grams, or kilograms;
- temperature - degrees (Fahrenheit or Celsius).
* Read thermometers in both Fahrenheit and Celsius scales.
* Establish personal or common referents to include additional units; e.g., a gallon container of milk; a postage stamp is about a square inch.
Use Measurement Techniques and Tools
* Read thermometers in both Fahrenheit and Celsius scales.* Make estimates for perimeter, area and volume using links, tiles, cubes and other models.
Characteristics and Properties
* Analyze and describe properties of two-dimensional shapes and three-dimensional objects using terms such as vertex, edge, angle, side and face.Visualization and Geometric Models
* Build a three-dimensional model of an object composed of cubes; e.g., construct a model based on an illustration or actual object. (Requires outside materials )Spatial Relationships
* Find and name locations on a labeled grid or coordinate system; e.g., a map or graph.Transformations and Symmetry
* Draw lines of symmetry to verify symmetrical two-dimensional shapes.Use Patterns, Relations and Functions
* Extend multiplicative and growing patterns, and describe the pattern or rule in words.* Analyze and replicate arithmetic sequences with and without a calculator. (Patterns: Numbers )
* Use patterns to make predictions, identify relationships, and solve problems. (Function Tables , Function Tables 2 )
Use Algebraic Representations
* Express mathematical relationships as equations and inequalities. (Algebraic Sentences 2 , Algebraic Sentences )* Model problem situations using objects, pictures, tables, numbers, letters and other symbols. (Arithmetic Word Problems )
Analyze Change
* Create tables to record, organize and analyze data to discover patterns and rules.* Identify and describe quantitative changes, especially those involving addition and subtraction; e.g., the height of water in a glass becoming 1 centimeter lower each week due to evaporation. (Line Graphs )
Data Collection
* Collect and organize data from an experiment, such as recording and classifying observations or measurements, in response to a question posed.* Support a conclusion or prediction orally and in writing, using information in a table or graph.
* Match a set of data with a graphical representation of the data.
* Analyze and interpret information represented on a timeline.
* Translate information freely among charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart.
* Draw and interpret picture graphs in which a symbol or picture represents more than one object. (Tally and Pictographs )
* Read, interpret and construct bar graphs with intervals greater than one. (Bar Graphs )
Statistical Methods
* Identify the mode of a data set and describe the information it gives about a data set.Probability
* Conduct a simple experiment or simulation of a simple event, record the results in a chart, table or graph, and use the results to draw conclusions about the likelihood of possible outcomes.* Use physical models, pictures, diagrams and lists to solve problems involving possible arrangements or combinations of two to four objects.
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