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Learning Standards Standards

What does a student learn in ?

This is the year math shifts from adding and subtracting into multiplying and dividing. Students learn their times tables and use them to solve real word problems, not just bare equations. Fractions show up as real numbers for the first time, with halves, thirds, and fourths placed on a number line. By spring, they can recall multiplication facts up to ten and explain why two fractions like 1/2 and 2/4 are the same amount.

  • Multiplication
  • Division
  • Times tables
  • Fractions
  • Word problems
  • Area and perimeter
Source: District of Columbia DC Academic 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 with small numbers, using groups of objects, arrays, and skip counting. Times tables start to feel familiar by the end of this stretch.

  2. 2

    Word problems and number patterns

    Students use multiplication and division to solve real story problems, like sharing snacks or arranging chairs. They also spot patterns in the times tables and explain why they work.

  3. 3

    Place value and bigger numbers

    Students round numbers to the nearest ten or hundred and add and subtract within 1,000. Mental math gets faster, and written work gets neater.

  4. 4

    Fractions on a number line

    Fractions start here. Students see halves, thirds, and fourths as parts of a whole and as points on a number line, and they learn when two fractions are equal.

  5. 5

    Measurement, time, and data

    Students tell time to the minute, measure length and liquid volume, and read bar graphs and picture graphs. Word problems mix in money and minutes.

  6. 6

    Shapes, area, and perimeter

    Students sort shapes by their sides and angles, then find the area of a rectangle by counting squares or multiplying side lengths. Perimeter shows up in problems about fences and frames.

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

  • Make Sense of Problems

    DC-MATH.MP.3.1

    Students read a math problem carefully, figure out what it's asking, and keep trying even when it gets hard. If one approach isn't working, they try a different one.

  • Reason Abstractly

    DC-MATH.MP.3.2

    Students take a word problem and turn it into numbers and symbols to solve it, then translate the answer back into plain language. The math connects to something real.

  • Construct Arguments

    DC-MATH.MP.3.3

    Students explain why their math answer is correct and listen to how classmates solved the same problem. They practice agreeing or respectfully disagreeing with another student's reasoning.

  • Model with Mathematics

    DC-MATH.MP.3.4

    Students use math to make sense of real situations, like figuring out if there is enough money to buy lunch or how many chairs fit in a row. They draw pictures, write numbers, or build equations to solve problems that show up outside of class.

  • Use Tools Strategically

    DC-MATH.MP.3.5

    Students choose the right tool for the job, whether that means a ruler, a calculator, pencil and paper, or a quick mental estimate. The point is picking what actually helps, not just grabbing the nearest thing.

  • Attend to Precision

    DC-MATH.MP.3.6

    Students choose words, labels, and numbers carefully when explaining their math work. That means using the right unit (inches, not just "a number") and checking that calculations are exact before sharing an answer.

  • Use Structure

    DC-MATH.MP.3.7

    Students learn to spot patterns and relationships in math, like noticing that shapes, equations, or number sequences follow a rule. Recognizing that structure helps students solve new problems faster.

  • Express Regularity

    DC-MATH.MP.3.8

    Students notice when the same steps keep showing up in a problem and use that pattern as a shortcut. Instead of starting from scratch each time, they ask why the pattern works and use it to solve new problems faster.

K-8 Mathematics Content

  • Counting and Number

    DC-MATH.K8.3.1

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

  • Operations and Algebraic Thinking

    DC-MATH.K8.3.2

    Third graders solve word problems using addition, subtraction, multiplication, and division. They learn when to use each operation and write number sentences that show their work.

  • Measurement and Data

    DC-MATH.K8.3.3

    Students read and build bar graphs, picture graphs, and simple tables to answer questions about real data. They pull a specific number from a chart or figure out how much more one group has than another.

  • Geometry

    DC-MATH.K8.3.4

    Students sort and describe flat and solid shapes by their sides, angles, and faces. They measure shapes and group them by what those features have in common.

  • Ratios and Proportional Relationships

    DC-MATH.K8.3.5

    Ratio reasoning shows up in grade 3 as comparing groups, like "3 apples for every 2 oranges." Students use that kind of thinking to solve everyday problems involving equal groups and simple comparisons.

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

DC CAPE: Mathematics (Grades 3-8)

DC's spring summative math test for grades 3 through 8, aligned to DC's Common Core-based math standards.

When given:
spring
Frequency:
annual
Official source
Alternate assessment

MSAA (Multi-State Alternate Assessment)

Alternate assessment for students with the most significant cognitive disabilities, given in grades 3-8 and high school in ELA, math, and science.

When given:
spring
Frequency:
annual
Official source