Place value, whole numbers, fractions, decimals and integers, and computing with them accurately and efficiently.
3.2 Number and operations: build and compare whole numbers, with a focus on place-value relationships
3.2A Break numbers up to 100,000 into ten thousands, thousands, hundreds, tens and ones, and build them back, with objects, pictures and numerals, including expanded form
3.2B Describe how base-10 place value works for numbers through the hundred thousands
3.2C Round whole numbers: place the number on a number line between the nearest lower and higher multiples (tens, hundreds, thousands or ten thousands) and describe its size in words
3.2D Order and compare whole numbers to 100,000, using >, < or = to record each comparison
3.3 Number and operations: represent and explain fractional units
3.3A Show fractions above 0 and up to 1 using concrete objects and pictures, with denominators 2, 3, 4, 6 or 8, and include strip diagrams and number lines
3.3B Name the fraction (above 0, up to 1; denominators 2, 3, 4, 6, 8) that matches a marked point on a number line
3.3C Explain that a unit fraction 1/b is one piece when a whole is cut into b equal parts, with b a nonzero whole number
3.3D Break a fraction a/b (numerator from 1 up to b) into a sum of 1/b pieces, and build it back
3.3E Solve problems about sharing a single item or a group of items fairly among two or more recipients, drawing fraction pictures with denominators 2, 3, 4, 6 or 8
3.3F Show equivalent fractions with denominators 2, 3, 4, 6 or 8 using assorted objects and pictures, number lines included
3.3G Explain that fractions are equivalent exactly when they land on the same number-line point or cover the same share of an equal-sized whole in an area model
3.3H Compare fractions that share a numerator or a denominator by reasoning about size, and justify with symbols, words, objects and pictures
3.4 Number and operations: choose efficient, accurate strategies and methods to compute with whole numbers
3.4A Fluently solve one- and two-step addition and subtraction problems within 1,000 using place value, operation properties and the inverse relationship of adding and subtracting
3.4B Estimate sums and differences by rounding to the closest 10 or 100, or by using compatible numbers
3.4C Determine how much a set of coins and bills is worth
3.4D Find the total count when equal-sized groups are combined, or when objects are laid out in arrays no larger than 10 by 10
3.4E Show multiplication facts through skip counting, repeated addition, number-line jumps of equal size, area models, arrays or equal groups
3.4F Recall multiplication facts through 10 by 10 automatically, along with the matching division facts
3.4G Multiply a 2-digit number by a 1-digit number with the standard algorithm or other methods: distributive, associative and commutative properties, partial products, mental math
3.4H Find how many items belong in each group when a collection is split into equal shares or shared equally
3.4I Use divisibility rules to tell whether a number is odd or even
3.4J Find a quotient by using how multiplication and division are related
3.4K Solve one- and two-step multiplication and division problems within 100 using objects, pictures (arrays, area models, equal groups), operation properties or recalled facts
Algebraic Reasoning
Patterns, relationships between quantities, and representing problems with equations and expressions.
3.5 Algebraic reasoning: study and build patterns and the relationships within them
3.5A Represent one- and two-step whole-number addition and subtraction problems to 1,000 with pictures, number lines and equations
3.5B Model and solve one- or two-step problems within 100 that use multiplication or division, with arrays, strip diagrams and equations
3.5C Describe a product such as 3 x 24 as a comparison: 24 taken 3 times over, or three times the amount of 24
3.5D Find the unknown whole number (a missing factor or product) in an equation that links three whole numbers by multiplication or division
3.5E Use a table of number pairs together with verbal descriptions to represent real-world relationships
Geometry and Measurement
Classifying shapes and solids, measuring length, area, volume, time and money, and using measurement tools.
3.6 Geometry and measurement: analyze attributes of 2D figures and generalize about their properties
3.6A Classify and sort 2D and 3D figures, namely cones, cylinders, spheres, cubes, and triangular and rectangular prisms, by attributes, using formal geometric language
3.6B Spot squares, rectangles, trapezoids, parallelograms and rhombuses as quadrilaterals using their attributes, and draw quadrilaterals that fit none of those types
3.6C Find the area of a rectangle with whole-number sides by multiplying rows by the unit squares in each row
3.6D Split composite figures made of rectangles into non-overlapping rectangles and add their areas to find the total area
3.6E Split two congruent 2D figures into parts of equal area, give every piece a unit-fraction name for its share of the full area, and see that equal shares of matching wholes may differ in shape
3.7 Geometry and measurement: pick units, tools and strategies for customary and metric measurement problems
3.7A Place eighths, fourths and halves on a number line as distances from zero
3.7B Calculate perimeter for any polygon, or find a missing side when the total perimeter and other sides are known
3.7C Solve problems adding and subtracting time intervals in minutes, using pictures or tools, such as 15 minutes plus 30 minutes making 45 minutes
3.7D Decide when measuring liquid volume (capacity) or weight is the right choice
3.7E Measure liquid volume (capacity) or weight with appropriate units and tools
Data Analysis
Collecting, organizing and displaying data, and answering questions from graphs and tables.
3.8 Data analysis: collect, organize, display and interpret data to solve problems
3.8A Summarize a data set with several categories using a bar graph with scaled intervals, pictograph, dot plot or frequency table
3.8B Use categorical data from a bar graph with scaled intervals, pictograph, dot plot or frequency table to solve problems of one or two steps
Personal Financial Literacy
Earning, saving, spending, borrowing and planning with money.
3.9 Personal financial literacy: manage financial resources for lifetime financial security
3.9A Explain how people's work and skills (human capital, labor) relate to the income they earn
3.9B Describe how plentiful or scarce resources affect what things cost
3.9C Weigh the benefits and costs of spending decisions that were planned versus unplanned
3.9D Explain that credit covers wants or needs beyond what one can pay for now, and the borrower must repay the lender, typically adding interest
3.9E Give reasons people save, and explain how having a savings plan pays off, college savings included
3.9F Identify decisions about charitable giving, credit, saving, spending and income
Mathematical Process Standards
The ways students do math at every grade: problem solving, choosing tools, communicating and justifying reasoning.
3.1 Mathematical process standards: apply math processes to learn and show understanding
3.1A Use math to solve problems from daily life, community and work
3.1B Solve problems with a model: analyze the givens, plan, find an answer, justify it, and check the process and whether the answer is reasonable
3.1C Choose tools (real objects, manipulatives, pencil and paper, technology) and techniques (mental math, estimation, number sense) suited to the problem
3.1D Share math ideas, reasoning and consequences through symbols, diagrams, graphs and words, choosing the representation that fits
3.1E Make representations, and use them to organize, record and share math ideas
3.1F Analyze relationships in math to link ideas together and explain them
3.1G Show, explain and defend math ideas and arguments with precise vocabulary, in writing or aloud
There are 53 3rd Grade TEKS Math Standards on this page, in 6 strands: Number and Operations, Algebraic Reasoning, Geometry and Measurement, Data Analysis, Personal Financial Literacy, and Mathematical Process Standards.
How do I write an assessment for a 3rd Grade TEKS Math standard?
Pick a standard on this page and choose Make a quiz or Make an exit ticket. AssessmentWiz opens the generator with the standard's code and text filled in, so every question targets that standard.
What does a code like 3.2A mean?
TEKS math codes read grade, knowledge and skills statement, student expectation. In 3.2A, the first number is the grade (K for kindergarten), the next number is the knowledge and skills statement, and the letter is the student expectation under it.