Common Core Math Grade 3 Printables
Third grade math printables organized by Common Core standard.
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Operations & Algebraic Thinking
9 standards
3.OA.A.1Interpret Products Of Whole NumbersInterpret 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.See printables →3.OA.A.2Interpret Whole-Number QuotientsInterpret 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.See printables →3.OA.A.3Multiplication And Division Word ProblemsUse 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.See printables →3.OA.A.4Determine The Unknown NumberDetermine 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 = ?See printables →3.OA.B.5Apply Properties Of OperationsApply 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.)See printables →3.OA.B.6Division As Unknown-Factor ProblemUnderstand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.See printables →3.OA.C.7Fluently Multiply And DivideFluently 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.See printables →3.OA.D.8Two-Step Word ProblemsSolve 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.See printables →3.OA.D.9Identify Arithmetic PatternsIdentify 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.See printables →
Number & Operations in Base Ten
3 standards
3.NBT.A.1Round Whole NumbersUse place value understanding to round whole numbers to the nearest 10 or 100.See printables →3.NBT.A.2Add And Subtract Within 1000Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.See printables →3.NBT.A.3Multiply By Multiples Of 10Multiply 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.See printables →
Number & Operations—Fractions
9 standards
3.NF.A.1Understand A FractionUnderstand 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.See printables →3.NF.A.2Fraction As Number LineUnderstand a fraction as a number on the number line; represent fractions on a number line diagram.See printables →3.NF.A.2.aRepresent Unit Fraction On LineRepresent 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.See printables →3.NF.A.2.bRepresent Fraction On LineRepresent 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.See printables →3.NF.A.3Explain Equivalence Of FractionsExplain equivalence of fractions in special cases, and compare fractions by reasoning about their size.See printables →3.NF.A.3.aUnderstand Equivalent FractionsUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.See printables →3.NF.A.3.bGenerate Equivalent FractionsRecognize 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.See printables →3.NF.A.3.cWhole Numbers As FractionsExpress 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.See printables →3.NF.A.3.dCompare Two FractionsCompare 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.See printables →
Measurement & Data
14 standards
3.MD.A.1Tell And Write TimeTell 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.See printables →3.MD.A.2Measure Liquid Volumes And MassesMeasure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 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.See printables →3.MD.B.3Draw Scaled Picture And Bar GraphsDraw 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.See printables →3.MD.B.4Generate Measurement DataGenerate 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.See printables →3.MD.C.5Recognize Area As AttributeRecognize area as an attribute of plane figures and understand concepts of area measurement.See printables →3.MD.C.5.aUnit Square DefinedA 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.See printables →3.MD.C.5.bArea In Square UnitsA plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.See printables →3.MD.C.6Measure Areas By CountingMeasure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).See printables →3.MD.C.7Relate Area To OperationsRelate area to the operations of multiplication and addition.See printables →3.MD.C.7.aFind Area By TilingFind 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.See printables →3.MD.C.7.bMultiply Side Lengths For AreaMultiply 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.See printables →3.MD.C.7.cTiling And Distributive PropertyUse 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.See printables →3.MD.C.7.dRecognize Area As AdditiveRecognize 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.See printables →3.MD.D.8Perimeters Of PolygonsSolve 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.See printables →
Geometry
2 standards
3.G.A.1Categories Of ShapesUnderstand 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.See printables →3.G.A.2Partition Shapes Into Equal AreasPartition 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.See printables →
If third grade math suddenly feels hard, that’s normal
Multiplication, division, and fractions all land this year — the biggest jump yet, and plenty of confident second graders hit a wall for a while. It’s not a sign anything’s wrong; it’s a sign the math got real. Build understanding first, add a little patience, and it clicks.
Third grade math questions, answered
What should my third grader know by the end of the year in math?
By the end of third grade, the goal is to multiply and divide within 100 (and know the facts well), understand fractions as numbers (halves, thirds, fourths, sixths, eighths), tell time to the minute, work with area and perimeter, and solve two-step word problems. It’s a big jump from second grade, so expect it to stretch across the whole year.
My child is struggling with multiplication facts — what actually helps?
Two things: make the meaning solid before the speed — multiplication is equal groups and arrays, best shown with objects — then build recall in short, playful bursts (skip-counting, games, a few facts at a time). Drilling facts a child doesn’t understand yet just creates frustration; understanding first makes them stick.
What do third graders need to know about fractions?
Fractions trip kids up because they flip the rules: suddenly a “bigger number” can mean a smaller piece (1/8 < 1/4). The fix is seeing and touching them — folding paper, cutting a pizza, marking a number line. Third grade sticks to friendly denominators (2, 3, 4, 6, 8), and once a fraction feels like a real amount, comparisons click.
How can I help my third grader with math at home?
Bring math into real life: cook and talk halves and quarters, shop and figure costs, spot arrays in egg cartons and floor tiles. Keep practice short and celebrate the strategy, not just the answer.
My child gets multiplication but is slow recalling facts — should I worry?
Usually not — understanding is the harder, more important half, and your child has it. Quick recall is just practice catching up, and it comes with short, regular bursts rather than long drills. Speed grows on top of understanding, not the other way around.