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Learning Standards Standards

What does a student learn in ?

This is the year math shifts from adding and subtracting to multiplying and dividing. Students learn their times tables and use them to solve everyday problems, like figuring out how many cookies are on five plates of six. They also meet fractions for the first time, seeing them as equal parts of a whole. By spring, students can recall most multiplication facts up to ten and name a fraction shown on a number line.

  • Multiplication
  • Division
  • Fractions
  • Word problems
  • Area and perimeter
  • Bar graphs
Source: Delaware Delaware Content Standards
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
  1. 1

    Multiplication and division basics

    Students learn what it means to multiply and divide. They work with groups of objects, arrays, and equal sharing, and start tying these ideas to real situations like packing snacks or splitting a deck of cards.

  2. 2

    Times tables and fact fluency

    Students build quick recall of multiplication and division facts through 10. They notice patterns in the times tables and use what they know to figure out facts they have not memorized yet.

  3. 3

    Fractions as numbers

    Students start treating fractions like real numbers, not just slices of pizza. They place fractions on a number line, compare halves and fourths, and see when two fractions name the same amount.

  4. 4

    Place value and bigger numbers

    Students add and subtract within 1,000 and round numbers to the nearest ten or hundred. They use these skills to solve word problems with larger amounts, like points in a game or pages in a book.

  5. 5

    Measurement, time, and data

    Students tell time to the minute, measure with rulers, and find the weight or volume of everyday objects. They read bar graphs and picture graphs and answer questions about what the data shows.

  6. 6

    Shapes, area, and perimeter

    Students sort shapes by their sides and angles and find the area and perimeter of rectangles. They see how area connects to multiplication by counting squares inside a shape.

Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Standards for Mathematical Practice

  • Make Sense of Problems

    DE-MATH.MP.3.1

    Students read a math problem carefully, figure out what it's actually asking, and keep trying even when the first approach doesn't work.

  • Reason Abstractly

    DE-MATH.MP.3.2

    Students take a word problem and translate it into numbers and symbols to solve it, then explain what the answer actually means in real life.

  • Construct Arguments

    DE-MATH.MP.3.3

    Students explain why their math answer is correct and listen carefully to a classmate's reasoning to spot any mistakes. They practice defending their thinking, not just getting the right answer.

  • Model with Mathematics

    DE-MATH.MP.3.4

    Students use math to make sense of real situations, like figuring out how many chairs fit in a room or splitting a snack equally. They draw pictures, write number sentences, or use objects to show their thinking.

  • Use Tools Strategically

    DE-MATH.MP.3.5

    Students choose the right tool for a math problem, whether that means reaching for a ruler, using estimation, or working it out on paper.

  • Attend to Precision

    DE-MATH.MP.3.6

    Students use the right math words, label their answers with the correct units (inches, minutes, dollars), and check that their calculations are exact. Getting the details right is part of solving the problem.

  • Use Structure

    DE-MATH.MP.3.7

    Students learn to spot patterns and hidden structure in math problems, like noticing that a multiplication table has a symmetry or that breaking a shape into smaller pieces makes it easier to measure.

  • Express Regularity

    DE-MATH.MP.3.8

    Students notice when the same steps keep showing up in different problems and use that pattern as a shortcut. Instead of solving each problem from scratch, they spot the repeating logic and apply it more efficiently.

K-8 Mathematics Content

  • Counting and Number

    DE-MATH.K8.3.1

    Third graders work with whole numbers, fractions, and basic number relationships. They count, compare, and reason about numbers to solve grade-level problems.

  • Operations and Algebraic Thinking

    DE-MATH.K8.3.2

    Students practice adding, subtracting, multiplying, and dividing to solve word problems and write number sentences that show their thinking.

  • Measurement and Data

    DE-MATH.K8.3.3

    Students read and build charts and graphs to answer questions about real data, like how many students chose each lunch option or how rainfall changed over a week.

  • Geometry

    DE-MATH.K8.3.4

    Students sort and measure flat shapes (like squares and triangles) and solid shapes (like cubes and cylinders). They use what they notice about sides, angles, and faces to explain why shapes belong in different groups.

  • Ratios and Proportional Relationships

    DE-MATH.K8.3.5

    Ratio reasoning shows up in Grade 3 as comparing groups: twice as many, half as many, three times as much. Students use that thinking to solve word problems about real situations like sharing snacks or counting objects in equal groups.

Assessments
The state tests students at this grade and subject take.
State Summative

DeSSA: Mathematics (Smarter Balanced, Grades 3-8)

Delaware's spring summative math test for grades 3 through 8, aligned to the Delaware Math Standards.

When given:
spring
Frequency:
annual
Official source
Common Questions
  • What math should students know by the end of the year?

    Students should know their multiplication and division facts up through 10 times 10, solve word problems using all four operations, and understand fractions as equal parts of a whole. They should also tell time to the minute and measure lengths with a ruler.

  • How can I help with multiplication at home?

    Practice the times tables in short bursts, five minutes a day. Use everyday groups: six eggs in a carton times two cartons, four wheels on three cars. Skip counting out loud while walking or driving also builds the same muscle.

  • What does it mean for students to understand fractions this year?

    Students should see a fraction as a piece of something whole, like one slice of a pizza cut into four equal slices. Cutting sandwiches, pouring water into measuring cups, and folding paper into equal parts at home all help. Equal parts is the key idea.

  • How should multiplication and division be sequenced across the year?

    Start with equal groups and arrays so students see what multiplication means before drilling facts. Build the easier fact families first (2s, 5s, 10s), then 3s, 4s, and 9s using patterns, then the harder middle facts. Division comes in as the missing-factor partner once multiplication feels solid.

  • Which skills usually need the most reteaching?

    Word problems with two steps, the difference between area and perimeter, and fractions with unlike wholes are the common sticking points. Many students also confuse multiplication and division when the unknown is in different spots. Plan to revisit these in short cycles rather than one long unit.

  • My child gets stuck on word problems. What helps?

    Read the problem out loud together and ask what is happening before reaching for numbers. Acting it out with coins, blocks, or drawings makes the math visible. The goal is for students to explain the story in their own words first, then write the number sentence.

  • How do I know students are ready for next year?

    By spring, students should recall most multiplication facts quickly, solve two-step word problems, compare simple fractions like one half and one third, and find the area of a rectangle by multiplying its sides. Fluency with these means fourth grade math will sit on solid ground.

  • Do students need to memorize the times tables?

    Yes, fact recall matters this year, but understanding has to come first. Students who only memorize without seeing the groups behind the facts tend to forget them by fourth grade. Mix flashcards or games with arrays and skip counting so the facts stick.