Note: Weblinks appear only once although they may address more than one benchmark.
3rd Grade Math Benchmark Targets by Strand
By year's end, all students will:
Strand | # | Benchmark Target |
Link to TEKS | Curriculum Connection |
Numbers, Operations, and Quantitative Reasoning | 1. | Read, write and identify place value for numbers through 999,999. | 3.1 A, B | Number, Operations, and Quantitative Reasoning |
Expanded notation practice interactive |
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2. | Compare and order numbers through 9,999. | 3.1 B | Number, Operations, and Quantitative Reasoning | |
Magic Lamp game Toon University demo with 3 levels of play |
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3. | Identify and determine the value of a collection of coins and bills (front and back). | 3.1 C | Number, Operations, and Quantitative Reasoning | |
4. | Use and construct concrete and pictorial models to name and compare fractional parts of a whole or a set using denominators of 12 or less. | 3.2 A, B, C, D | Number, Operations, and Quantitative Reasoning | |
Playing Fraction Track |
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5. | Recall and apply multiplication facts through 10s and use in problem solving situations. | 3.4 A, B | Number, Operations, and Quantitative Reasoning | |
Story problems written by kids! great resource Enchanted Learning Skip Counting interactive multiplication practice shows array |
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6. | Solve and write multiplication problems with one-digit multipliers. (Ex. 33 x 5 or 24 x 7) | 3.4 B | Number, Operations, and Quantitative Reasoning | |
7. | Use concrete and pictorial models to solve addition, subtraction multiplication and division problems. | 3.3A 3.4 C |
Number, Operations, and Quantitative Reasoning | |
Online Abacus | ||||
8. | Solve problems using addition and subtraction using whole numbers through 999. | 3.3 A, B | Number, Operations, and Quantitative Reasoning | |
Ice Cream game hurry before it all melts! Coin values game Great game! |
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9. | Estimate reasonable sums and differences by rounding to the nearest 10 or 100. | 3.4 A, B | Number, Operations, and Quantitative Reasoning | |
Estimation Topics | ||||
Patterns, Relationships, and Algebraic Thinking |
10. | Identify how multiplication and division are related by fact families. | 3.6 C | Patterns, Relationships, and Algebraic Thinking |
Fact family flashcards | ||||
11. | Identify and extend patterns with whole numbers or geometric shapes presented in lists, tables or pictorial models to solve problems and make predictions. | 3.6 A 3.7 A, B |
Patterns, Relationships, and Algebraic Thinking | |
Creating Patterns good for checking understanding (interactive test) |
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Geometry and Spacial Reasoning |
12. | Name, describe and compare shapes and solids using formal models to solve problems and make predictions. | 3.8 A 3.9 A, C |
Geometry and Spatial Reasoning |
Bubble Troubles similar to Tetris Simple tesselations directions |
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13. | Locate and name points on a number line using whole numbers and fractions with denominators of 12 or less. | 3.10 A | Geometry and Spatial Reasoning | |
Pizza Party | ||||
14. | Using concrete models, identify and construct congruent shapes and lines of symmetry. | 3.9 A, B, C | Geometry and Spatial Reasoning | |
Shape Walk use a digital camera to find actual examples around school Exploring geometric solids and their properties |
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Measurement | 15. | Tell and write time to the minute on traditional, analog, and digital clocks including elapsed time to solve problems. | 3.12 A 3.13 A |
Measurement |
16. | Estimate and measure lengths to solve problems using metric and standard units including perimeter and area. | 3.11A,B,C 3.13 A |
Measurement | |
Developing the concept of an inch Inch Square Observations A 1 inch window helps us focus on a small area |
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17. | Use a thermometer to measure temperature in F and C to solve problems. | 3.12 A, B 3.13 A |
Measurement | |
Measurement Resources many types |
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18. | Convert length units among other units in the same system. (ex. ft. to in. or cm. To m) | 3.11 3.12 |
Measurement | |
Probability and Statistics |
19. | Collect, organize, record, display, and analyze relevant data in picture and bar graphs to draw conclusions and make predictions. | 3.14 A, B | Probability and Statistics |
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20. | Predict and explain why events are more likely, less likely or equally likely to occur. | 3.14 C | Probability and Statistics | |
Math Keys - Probability | ||||
Underlying Processes and Mathematical Tools | 21. | Choose operations of whole numbers to solve problems, justify choice, and determine reasonableness of solutions. | 3.15 A 3.16 A 3.17 A |
Underlying Processes and Mathematical Tools |
22. | Solve multi-step problems by using a plan and selecting an appropriate strategy. | 3.15 | Underlying Processes and Mathematical Tools | |
23. | Use grade level appropriate math terms and vocabulary. | 3.15 | All Concepts | |
Visual Glossary | ||||
TEKS SEARCH | Marco Polo Search by TEXAS TEKS Alignment | |||
Third Grade AAA math site |
*"Including" references non-negotiable components; "such as" references examples.