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## Texas Math Standards - 3rd Grade

MathScore aligns to the Texas 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.

View the Texas Math Standards at other levels.

## Number, operation, and quantitative reasoning

3.1 The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to:
A. use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; (Place Value )
B. use place value to compare and order whole numbers through 9,999; and (Number Comparison , Order Numbers )
C. determine the value of a collection of coins and bills. (Making Change 2 , Counting Money )
3.2 The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. The student is expected to:
A. construct concrete models of fractions; (Requires outside materials )
B. compare fractional parts of whole objects or sets of objects in a problem situation using concrete models; (Requires outside materials )
C. use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less; and (Fraction Pictures )
D. construct concrete models of equivalent fractions for fractional parts of whole objects. (Requires outside materials )
3.3 The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to:
A. model addition and subtraction using pictures, words, and numbers; and
B. select addition or subtraction and use the operation to solve problems involving whole numbers through 999. (Basic Word Problems , Addition Grouping , Long Addition to 1000 , Long Subtraction to 1000 )
3.4 The student recognizes and solves problems in multiplication and division situations. The student is expected to:
A. learn and apply multiplication facts through the tens using concrete models; (Requires outside materials )
B. solve and record multiplication problems (one-digit multiplier); and (Beginner Multiplication , Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )
C. use models to solve division problems and use number sentences to record the solutions. (Understanding Division )
3.5 The student estimates to determine reasonable results. The student is expected to:
A. round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred; and (Rounding Numbers )
B. estimate sums and differences beyond basic facts. (Estimated Addition , Estimated Subtraction )

## Patterns, relationships, and algebraic thinking

3.6 The student uses patterns to solve problems. The student is expected to:
A. identify and extend whole-number and geometric patterns to make predictions and solve problems; (Patterns: Numbers , Patterns: Shapes )
B. identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and (Odd or Even Theory , Divisibility Rules )
C. identify patterns in related multiplication and division sentences (fact families) such as 2 × 3 = 6, 3 × 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2. (Inverse Equations 2 )
3.7 The student uses lists, tables, and charts to express patterns and relationships. The student is expected to:
A. generate a table of paired numbers based on a real-life situation such as insects and legs; and
B. identify patterns in a table of related number pairs based on a real-life situation and extend the table. (Function Tables , Function Tables 2 )

## Geometry and spatial reasoning

3.8 The student uses formal geometric vocabulary. The student is expected to name, describe, and compare shapes and solids using formal geometric vocabulary.
3.9 The student recognizes congruence and symmetry. The student is expected to:
A. identify congruent shapes; (Congruent And Similar Triangles )
B. create shapes with lines of symmetry using concrete models and technology; and
C. identify lines of symmetry in shapes.
3.10 The student recognizes that numbers can be represented by points on a line. The student is expected to locate and name points on a line using whole numbers and fractions such as halves.

## Measurement

3.11 The student selects and uses appropriate units and procedures to measure length and area. The student is expected to:
A. estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter;
B. use linear measure to find the perimeter of a shape; and
C. use concrete models of square units to determine the area of shapes. (Requires outside materials )
3.12 The student measures time and temperature. The student is expected to:
A. tell and write time shown on traditional and digital clocks; and (Telling Time )
B. use a thermometer to measure temperature.
3.13 The student applies measurement concepts. The student is expected to measure to solve problems involving length, area, temperature, and time. (Time Intervals , Line Segments )

## Probability and statistics

3.14 The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:
A. collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;
B. interpret information from pictographs and bar graphs; and (Tally and Pictographs , Bar Graphs )
C. use data to describe events as more likely, less likely, or equally likely.

## Underlying processes and mathematical tools

3.15 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
A. identify the mathematics in everyday situations; (Making Change 2 )
B. use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
C. select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (Missing Factor , Missing Operator )
D. use tools such as real objects, manipulatives, and technology to solve problems.
3.16 The student communicates about Grade 3 mathematics using informal language. The student is expected to:
A. explain and record observations using objects, words, pictures, numbers, and technology; and
B. relate informal language to mathematical language and symbols. (Basic Word Problems , Arithmetic Word Problems , Basic Word Problems 2 )
3.17 The student uses logical reasoning to make sense of his or her world. The student is expected to:
A. make generalizations from patterns or sets of examples and nonexamples; and
B. justify why an answer is reasonable and explain the solution process.