Multiplication and division basics
Students learn what it means to multiply and divide. They work with equal groups, arrays, and times tables up to 10, and start solving word problems that ask how many in all or how many in each group.
What does a student learn in
This is the year math leans hard into multiplication and division. Students learn their times tables up to 10, and they start seeing how multiplying and dividing are two sides of the same problem. Fractions also show up as real numbers, not just slices of a pizza. By spring, students can solve a word problem like "6 packs of 8 juice boxes" without counting on their fingers.
- Multiplication
- Division
- Times tables
- Fractions
- Word problems
- Area and perimeter
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
- 2
Place value and quick math
Students add and subtract larger numbers and get faster with their facts. They round to the nearest 10 or 100 and use those rounded numbers to check if an answer makes sense.
- 3
Introducing fractions
Students meet fractions as equal parts of a whole, like halves, thirds, and fourths. They place fractions on a number line and figure out when two fractions name the same amount, such as one half and two fourths.
- 4
Measurement, time, and data
Students tell time to the minute, measure liquids and weights, and find how long something takes. They also read bar graphs and picture graphs to answer questions about real information.
- 5
Shapes, area, and perimeter
Students sort shapes by their sides and angles and find the area of rectangles by counting squares or multiplying side lengths. They also measure the distance around a shape to find its perimeter.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Standards for Mathematical Practice
Standards for Mathematical Practice
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Make Sense of Problems
Students read a math problem carefully, figure out what it is actually asking, and keep trying even when the first approach does not work.
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Reason Abstractly
Students take a word problem and turn it into numbers and symbols to solve it, then explain what the answer actually means in real life.
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Construct Arguments
Students explain why their math answer is correct and listen carefully to a classmate's reasoning to decide whether it makes sense.
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Model with Mathematics
Students use math to make sense of real situations, like figuring out how much something costs or how to split snacks evenly. They show their thinking with pictures, numbers, or equations instead of just words.
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Use Tools Strategically
Students choose the right tool for the math in front of them. That means knowing when to grab a ruler, sketch something out on paper, or use a calculator instead of solving by hand.
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Attend to Precision
Students choose words, labels, and calculations carefully so their math work says exactly what they mean. That means writing the right unit (like inches or minutes) and using math terms correctly.
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Use Structure
Students learn to spot patterns and hidden rules in math problems, like noticing that breaking a shape into smaller pieces or seeing how numbers group can make a problem easier to solve.
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Express Regularity
Students notice when the same steps keep appearing in a problem and use that pattern as a shortcut. Instead of starting from scratch each time, they recognize the repeating logic and apply it more efficiently.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems | Students read a math problem carefully, figure out what it is actually asking, and keep trying even when the first approach does not work. | IL-MATH.MP.3.1 |
| Reason Abstractly | Students take a word problem and turn it into numbers and symbols to solve it, then explain what the answer actually means in real life. | IL-MATH.MP.3.2 |
| Construct Arguments | Students explain why their math answer is correct and listen carefully to a classmate's reasoning to decide whether it makes sense. | IL-MATH.MP.3.3 |
| Model with Mathematics | Students use math to make sense of real situations, like figuring out how much something costs or how to split snacks evenly. They show their thinking with pictures, numbers, or equations instead of just words. | IL-MATH.MP.3.4 |
| Use Tools Strategically | Students choose the right tool for the math in front of them. That means knowing when to grab a ruler, sketch something out on paper, or use a calculator instead of solving by hand. | IL-MATH.MP.3.5 |
| Attend to Precision | Students choose words, labels, and calculations carefully so their math work says exactly what they mean. That means writing the right unit (like inches or minutes) and using math terms correctly. | IL-MATH.MP.3.6 |
| Use Structure | Students learn to spot patterns and hidden rules in math problems, like noticing that breaking a shape into smaller pieces or seeing how numbers group can make a problem easier to solve. | IL-MATH.MP.3.7 |
| Express Regularity | Students notice when the same steps keep appearing in a problem and use that pattern as a shortcut. Instead of starting from scratch each time, they recognize the repeating logic and apply it more efficiently. | IL-MATH.MP.3.8 |
K-8 Mathematics Content
K-8 Mathematics Content
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Counting and Number
Students read, write, compare, and round whole numbers, then take their first steps with fractions, including placing them on a number line and deciding which fraction is larger.
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Operations and Algebraic Thinking
Students add, subtract, multiply, and divide to solve word problems, then write number sentences that show how they found the answer.
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Measurement and Data
Students read and make bar graphs, picture graphs, and simple tables to answer questions about data. They look at what the numbers show and explain what the information means.
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Geometry
Students sort and describe flat and solid shapes by their sides, angles, and faces. They measure the distance around and across shapes using standard units.
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Ratios and Proportional Relationships
Students use ratio reasoning to solve everyday problems at the grade 3 level, such as comparing quantities or figuring out how many of one thing go with another. The focus is on seeing how two amounts relate.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Students read, write, compare, and round whole numbers, then take their first steps with fractions, including placing them on a number line and deciding which fraction is larger. | IL-MATH.K8.3.1 |
| Operations and Algebraic Thinking | Students add, subtract, multiply, and divide to solve word problems, then write number sentences that show how they found the answer. | IL-MATH.K8.3.2 |
| Measurement and Data | Students read and make bar graphs, picture graphs, and simple tables to answer questions about data. They look at what the numbers show and explain what the information means. | IL-MATH.K8.3.3 |
| Geometry | Students sort and describe flat and solid shapes by their sides, angles, and faces. They measure the distance around and across shapes using standard units. | IL-MATH.K8.3.4 |
| Ratios and Proportional Relationships | Students use ratio reasoning to solve everyday problems at the grade 3 level, such as comparing quantities or figuring out how many of one thing go with another. The focus is on seeing how two amounts relate. | IL-MATH.K8.3.5 |
Assessments
The state tests students at this grade and subject take.
Illinois Assessment of Readiness Mathematics (Grades 3-8)
IAR Mathematics is the spring summative math test for grades 3 through 8, aligned to the Illinois Learning Standards for Mathematics.
- When given:
- spring
- Frequency:
- annual
Common Questions
What does third grade math look like overall?
Third grade is the year multiplication and division become the main event. Students learn their times tables up to 10 by 10, start working with fractions as real numbers on a number line, and solve word problems with more than one step.
How can I help with multiplication at home?
Practice a few facts a day out loud while driving or making dinner. Skip-count by 3s, 4s, and 6s, and ask questions like how many wheels are on 7 bikes. Five quick minutes most days beats one long session on the weekend.
Do students need to memorize the times tables?
Yes. By the end of the year students are expected to know products up to 10 by 10 from memory. Quick recall frees up their thinking for harder problems like long word problems and fractions.
What should I do if my child gets stuck on a word problem?
Ask them to draw a picture or act it out with coins, blocks, or scraps of paper. Have them say what the question is actually asking before doing any math. Most third grade word problems become easier once a student can see them.
How do I sequence the year so fractions land well?
Build multiplication and division fluency in the fall so students can think about equal groups before fractions arrive. Then introduce fractions as equal parts of a whole and on a number line. Saving fractions for the second half of the year usually pays off.
Which third grade skills usually need the most reteaching?
Multi-step word problems, fractions on a number line, and telling time to the minute tend to need a second pass. Area and perimeter also get mixed up. Plan a short review block in spring before state testing.
How will my child use fractions in third grade?
Students learn that a fraction is a number, not just a piece of pizza. They place fractions like 1/2 and 3/4 on a number line and figure out when two fractions are equal. Cooking and measuring cups at home give great practice.
How do I know a student is ready for fourth grade math?
By June students should know their multiplication facts through 10 by 10, solve two-step word problems with all four operations, compare simple fractions, and tell time to the minute. They should also measure area by counting squares and find the perimeter of a shape.
What is the best 10 minutes of math practice at home?
Pick one skill and keep it short. Flash a few multiplication facts, ask a quick word problem about money or time, or have students read a clock with hands. Daily and small works better than weekly and long.