Skills available for
Texas third-grade math standards
Standards
are in bold, followed by a list of the IXL math
skills that are aligned to that
standard.
Students can practice
these skills
online at www.ixl.com.
Standards: Texas Essential Knowledge and Skills (TEKS)
3.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.
3.1.A apply mathematics to problems arising in everyday life, society, and the workplace;
Place value word problems (Third grade - B.9)
Add two numbers up to three digits - word problems (Third grade - C.3)
Add three or more numbers up to three digits - word problems (Third grade - C.7)
Add two numbers with four or more digits - word problems (Third grade - C.11)
Add three or more numbers with four or more digits - word problems (Third grade - C.15)
Subtract numbers up to three digits - word problems (Third grade - D.3)
Multiplication word problems - facts to 12 (Third grade - E.3)
Missing factors - facts to 12 - word problems (Third grade - E.5)
Multiply a one-digit number by a larger number - word problems (Third grade - E.11)
Multiply three or more numbers - word problems (Third grade - E.13)
Divide three-digit numbers - word problems (Third grade - G.9)
Divide larger numbers - word problems (Third grade - G.11)
Addition, subtraction, multiplication, and division word problems (Third grade - I.4)
Multi-step word problems (Third grade - I.6)
Write variable equations to represent word problems (Third grade - K.4)
Round money amounts (Third grade - L.2)
Age puzzles (Third grade - M.4)
Count coins and bills - up to $5 bill (Third grade - N.1)
Purchases - do you have enough money - up to $10 (Third grade - N.3)
Making change (Third grade - N.4)
Add money amounts - word problems (Third grade - N.8)
Price lists (Third grade - N.9)
Read clocks and write times (Third grade - O.1)
Elapsed time I (Third grade - O.2)
Elapsed time II (Third grade - O.3)
Read a calendar (Third grade - O.4)
Reading schedules (Third grade - O.8)
Read a thermometer (Third grade - Q.1)
Reasonable temperature (Third grade - Q.2)
Which customary unit is appropriate? (Third grade - Q.4)
Compare and convert customary units of length (Third grade - Q.5)
Compare and convert customary units of weight (Third grade - Q.6)
Compare and convert customary units of volume (Third grade - Q.7)
Conversion tables - customary units (Third grade - Q.8)
Compare customary units by multiplying (Third grade - Q.9)
Which metric unit is appropriate? (Third grade - Q.10)
Compare and convert metric units of length (Third grade - Q.11)
Compare and convert metric units of weight (Third grade - Q.12)
Compare and convert metric units of volume (Third grade - Q.13)
Conversion tables - metric units (Third grade - Q.14)
Area of squares and rectangles: word problems (Third grade - R.11)
Use area and perimeter to determine cost (Third grade - R.15)
Fraction review - word problems (Third grade - S.15)
Fractions of a number - word problems (Third grade - V.2)
Add and subtract decimals - word problems (Third grade - W.8)
3.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Skip-counting puzzles (Third grade - A.6)
Number sequences (Third grade - A.7)
Multi-step inequalities (Third grade - A.12)
Place value models (Third grade - B.1)
Multiplication input/output tables: find the rule (Third grade - E.15)
Division input/output tables: find the rule (Third grade - G.15)
Multi-step word problems (Third grade - I.6)
Guess the number (Third grade - M.1)
Largest/smallest number possible (Third grade - M.2)
Age puzzles (Third grade - M.4)
Time patterns (Third grade - O.6)
Venn diagrams (Third grade - P.12)
Certain, probable, unlikely, and impossible (Third grade - X.1)
3.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Add two numbers with four or more digits (Third grade - C.9)
Add three or more numbers with four or more digits (Third grade - C.14)
Subtract numbers with four or more digits (Third grade - D.7)
Multiply three or more numbers (Third grade - E.12)
Divide three-digit numbers (Third grade - G.8)
Divide larger numbers (Third grade - G.10)
Rounding (Third grade - L.1)
Round money amounts (Third grade - L.2)
Rounding puzzles (Third grade - L.3)
Solve inequalities using estimation (Third grade - L.4)
Estimate sums (Third grade - L.5)
Estimate products (Third grade - L.6)
Estimate quotients (Third grade - L.7)
Which picture shows more? (Third grade - N.2)
Add and subtract money amounts (Third grade - N.7)
Multiply money amounts (Third grade - N.10)
Read clocks and write times (Third grade - O.1)
Read a calendar (Third grade - O.4)
Time lines (Third grade - O.9)
Add three or more decimal numbers (Third grade - W.9)
3.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Place value names (Third grade - B.2)
Identify the digit with a particular place value (Third grade - B.4)
Addition, subtraction, multiplication, and division terms (Third grade - J.1)
Understanding parentheses (Third grade - J.2)
Properties of addition (Third grade - J.3)
Properties of multiplication (Third grade - J.5)
Identify equations (Third grade - K.1)
Coordinate graphs I (Third grade - P.1)
Coordinate graphs II (Third grade - P.2)
Graph points on a coordinate plane (Third grade - P.3)
Identify planar and solid shapes (Third grade - R.1)
Symmetry (Third grade - R.4)
Similar and congruent (Third grade - R.5)
Reflection, rotation, and translation (Third grade - R.6)
Angles: greater than, less than, or equal to a right angle (Third grade - R.18)
Lines, line segments, and rays (Third grade - R.19)
Triangles: equilateral, isosceles, and scalene (Third grade - R.21)
Triangles: acute, right, and obtuse (Third grade - R.22)
Classify quadrilaterals (Third grade - R.23)
Match mixed numbers to models (Third grade - S.16)
Write the mixed number in words (Third grade - S.17)
Understanding decimals expressed in words (Third grade - W.3)
Interpret charts to find mean, median, mode, and range (Third grade - X.3)
3.1.E create and use representations to organize, record, and communicate mathematical ideas;
Write numbers in words (Third grade - A.1)
Ordinal numbers to 100th (Third grade - A.2)
Roman numerals I, V, X, L, C, D, M (Third grade - A.3)
Which number is greatest/least? (Third grade - A.9)
Place value models (Third grade - B.1)
Place value names (Third grade - B.2)
Addition input/output tables - up to three digits (Third grade - C.2)
Addition input/output tables - four or more digits (Third grade - C.10)
Subtraction input/output tables - four or more digits (Third grade - D.8)
Multiplication input/output tables: find the rule (Third grade - E.15)
Complete the division table (Third grade - G.13)
Division input/output tables (Third grade - G.14)
Division input/output tables: find the rule (Third grade - G.15)
Interpret data in tables (Third grade - I.5)
Write variable equations to represent word problems (Third grade - K.4)
Which picture shows more? (Third grade - N.2)
Read clocks and write times (Third grade - O.1)
Interpret bar graphs (Third grade - P.4)
Create bar graphs (Third grade - P.5)
Interpret line plots (Third grade - P.6)
Create line plots (Third grade - P.7)
Interpret pictographs (Third grade - P.8)
Create pictographs (Third grade - P.9)
Interpret line graphs (Third grade - P.10)
Create line graphs (Third grade - P.11)
Conversion tables - customary units (Third grade - Q.8)
Conversion tables - metric units (Third grade - Q.14)
Identify fractions on number lines (Third grade - S.12)
Match mixed numbers to models (Third grade - S.16)
What decimal number is illustrated? (Third grade - W.1)
Interpret charts to find mean, median, mode, and range (Third grade - X.3)
Write variable expressions (Fourth grade - G.1)
Write variable expressions: word problems (Fourth grade - G.2)
Write variable equations to represent word problems (Fourth grade - G.5)
Input/output tables with addition, subtraction, multiplication, and division (Fourth grade - H.1)
3.1.F analyze mathematical relationships to connect and communicate mathematical ideas; and
Value of a digit (Third grade - B.3)
Multiplication input/output tables: find the rule (Third grade - E.15)
Division input/output tables: find the rule (Third grade - G.15)
Identify equations (Third grade - K.1)
Write variable equations to represent word problems (Third grade - K.4)
Relate time units (Third grade - O.5)
Count and compare sides, edges, faces, and vertices (Third grade - R.3)
Relationship between area and perimeter (Third grade - R.16)
Convert between decimals and fractions (Third grade - W.2)
Certain, probable, unlikely, and impossible (Third grade - X.1)
3.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Place value names (Third grade - B.2)
Divisibility rules for 2, 5, and 10 (Third grade - G.12)
Addition, subtraction, multiplication, and division terms (Third grade - J.1)
Properties of addition (Third grade - J.3)
Solve using properties of addition (Third grade - J.4)
Properties of multiplication (Third grade - J.5)
Solve using properties of multiplication (Third grade - J.6)
Reducing fractions to lowest terms (Third grade - T.11)
3.2 The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
3.2.A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
Place value models (Third grade - B.1)
Convert from expanded form (Third grade - B.7)
Convert between standard and expanded form (Third grade - B.8)
3.2.B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;
Value of a digit (Third grade - B.3)
3.2.C represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
Number lines - up to 100 (Second grade - A.4)
Number lines - up to 1,000 (Second grade - A.13)
Which number is greatest/least? (Third grade - A.9)
3.2.D compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
Put numbers in order (Third grade - A.8)
Comparing numbers (Third grade - A.10)
Inequalities with money (Third grade - N.5)
Put money amounts in order (Third grade - N.6)
3.3 The student applies mathematical process standards to represent and explain fractional units.
3.3.A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
Match unit fractions to models (Third grade - S.5)
Match fractions to models (Third grade - S.6)
Identify fractions on number lines (Third grade - S.12)
Fraction review - word problems (Third grade - S.15)
3.3.B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
Identify fractions on number lines (Third grade - S.12)
3.3.C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
Fraction models equivalent to whole numbers (Third grade - T.4)
Fractions equivalent to whole numbers (Third grade - T.8)
3.3.D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
3.3.E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;
Parts of a group (Second grade - U.5)
3.3.F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Equivalent fractions: choose the equivalent fraction (Third grade - T.6)
Equivalent fractions: type the missing numerator or denominator (Third grade - T.9)
3.3.G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
Compare fractions (Third grade - U.5)
3.3.H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
Compare fractions (Third grade - U.5)
Order fractions with like numerators (Third grade - U.8)
Order fractions with like denominators (Third grade - U.9)
3.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
3.4.A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
Comparing - with addition and subtraction (Third grade - A.11)
Multi-step inequalities (Third grade - A.12)
Add two numbers up to three digits (Third grade - C.1)
Complete the addition sentence - up to three digits (Third grade - C.4)
Balance addition equations - up to three digits (Third grade - C.5)
Add three or more numbers up to three digits each (Third grade - C.6)
Addition patterns over increasing place values (Third grade - C.8)
Add two numbers with four or more digits (Third grade - C.9)
Complete the addition sentence - four or more digits (Third grade - C.12)
Balance equations - four or more digits (Third grade - C.13)
Add three or more numbers with four or more digits (Third grade - C.14)
Addition: fill in the missing digits (Third grade - C.16)
Subtract numbers up to three digits (Third grade - D.1)
Subtraction input/output tables - up to three digits (Third grade - D.2)
Complete the subtraction sentence - up to three digits (Third grade - D.4)
Balance subtraction equations - up to three digits (Third grade - D.5)
Subtraction patterns over increasing place values (Third grade - D.6)
Subtract numbers with four or more digits (Third grade - D.7)
Subtraction: fill in the missing digits (Third grade - D.9)
Properties of addition (Third grade - J.3)
Solve using properties of addition (Third grade - J.4)
Solve for the variable - addition and subtraction only (Third grade - K.2)
Guess two numbers based on sum and difference (Third grade - M.5)
Add and subtract money amounts (Third grade - N.7)
Add and subtract fractions with like denominators (Third grade - V.5)
Add and subtract decimals (Third grade - W.7)
Add three or more decimal numbers (Third grade - W.9)
3.4.B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;
Rounding (Third grade - L.1)
Round money amounts (Third grade - L.2)
Rounding puzzles (Third grade - L.3)
Solve inequalities using estimation (Third grade - L.4)
Estimate sums (Third grade - L.5)
3.4.C determine the value of a collection of coins and bills;
Count coins and bills - up to $5 bill (Third grade - N.1)
Which picture shows more? (Third grade - N.2)
Purchases - do you have enough money - up to $10 (Third grade - N.3)
Making change (Third grade - N.4)
Inequalities with money (Third grade - N.5)
Put money amounts in order (Third grade - N.6)
Add and subtract money amounts (Third grade - N.7)
Add money amounts - word problems (Third grade - N.8)
3.4.D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
Write addition sentences to describe pictures (Second grade - G.6)
3.4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
Skip-counting (Second grade - A.1)
Skip-counting puzzles (Third grade - A.6)
Multiplication sentences (Third grade - E.1)
Relate addition and multiplication (Third grade - J.9)
Area of figures made of unit squares (Third grade - R.9)
3.4.F recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
Multiplication - facts to 12 (Third grade - E.2)
Multiplication word problems - facts to 12 (Third grade - E.3)
Missing factors - facts to 12 (Third grade - E.4)
Missing factors - facts to 12 - word problems (Third grade - E.5)
Squares up to 20 (Third grade - E.6)
Multiply by 0 (Third grade - F.1)
Multiply by 1 (Third grade - F.2)
Multiply by 2 (Third grade - F.3)
Multiply by 3 (Third grade - F.4)
Multiply by 4 (Third grade - F.5)
Multiply by 5 (Third grade - F.6)
Multiply by 6 (Third grade - F.7)
Multiply by 7 (Third grade - F.8)
Multiply by 8 (Third grade - F.9)
Multiply by 9 (Third grade - F.10)
Multiply by 10 (Third grade - F.11)
Division facts to 5 (Third grade - G.1)
Division facts to 10 (Third grade - G.2)
Division word problems - facts to 10 (Third grade - G.3)
Complete the division sentence - facts to 10 (Third grade - G.4)
Division facts to 12 (Third grade - G.5)
Divide by 1 (Third grade - H.1)
Divide by 2 (Third grade - H.2)
Divide by 3 (Third grade - H.3)
Divide by 4 (Third grade - H.4)
Divide by 5 (Third grade - H.5)
Divide by 6 (Third grade - H.6)
Divide by 7 (Third grade - H.7)
Divide by 8 (Third grade - H.8)
Divide by 9 (Third grade - H.9)
Divide by 10 (Third grade - H.10)
3.4.G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
Multiply a one-digit number by a larger number (Third grade - E.10)
Multiply a one-digit number by a larger number - word problems (Third grade - E.11)
Properties of multiplication (Third grade - J.5)
Solve using properties of multiplication (Third grade - J.6)
3.4.H determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
Division word problems - facts to 10 (Third grade - G.3)
3.4.I determine if a number is even or odd using divisibility rules;
Divisibility rules for 2, 5, and 10 (Third grade - G.12)
3.4.J determine a quotient using the relationship between multiplication and division; and
Missing factors - facts to 12 - word problems (Third grade - E.5)
Relate multiplication and division (Third grade - J.10)
Divide money amounts (Third grade - N.11)
3.4.K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
Multiplication patterns over increasing place values (Third grade - E.7)
Division patterns over increasing place values (Third grade - G.6)
Solve using properties of multiplication (Third grade - J.6)
Solve for the variable - with multiplication and division (Third grade - K.3)
Area of squares and rectangles: word problems (Third grade - R.11)
3.5 The student applies mathematical process standards to analyze and create patterns and relationships.
3.5.A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
Write addition sentences to describe pictures (Second grade - G.6)
Write subtraction sentences to describe pictures - up to two digits (Second grade - H.6)
Write variable equations to represent word problems (Third grade - K.4)
3.5.B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
Multiplication sentences (Third grade - E.1)
Write variable equations to represent word problems (Third grade - K.4)
3.5.C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;
Multiply a one-digit number by a larger number - word problems (Third grade - E.11)
3.5.D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and
Missing factors - facts to 12 (Third grade - E.4)
Solve for the variable - with multiplication and division (Third grade - K.3)
3.5.E represent real-world relationships using number pairs in a table and verbal descriptions.
Read a table (Fourth grade - J.1)
3.6 The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.
3.6.A classify and sort two- and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
Identify planar and solid shapes (Third grade - R.1)
Count and compare sides, edges, faces, and vertices (Third grade - R.3)
Triangles: equilateral, isosceles, and scalene (Third grade - R.21)
Triangles: acute, right, and obtuse (Third grade - R.22)
Classify quadrilaterals (Third grade - R.23)
3.6.B use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;
Which 2-dimensional shape is being described? (Third grade - R.2)
3.6.C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;
Area of figures made of unit squares (Third grade - R.9)
Area of rectangles (Third grade - R.10)
Area of squares and rectangles: word problems (Third grade - R.11)
3.6.D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and
Area of complex figures (with all right angles) (Third grade - R.12)
3.6.E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
Match unit fractions to models (Third grade - S.5)
Match fractions to models (Third grade - S.6)
3.7 The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.
3.7.A represent fractions of halves, fourths, and eighths as distances from zero on a number line;
Identify fractions on number lines (Third grade - S.12)
3.7.B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;
Perimeter (Third grade - R.7)
Perimeter: find the missing side length (Third grade - R.8)
Compare area and perimeter of two figures (Third grade - R.14)
3.7.C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;
Elapsed time I (Third grade - O.2)
Elapsed time II (Third grade - O.3)
Time patterns (Third grade - O.6)
3.7.D determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and
3.7.E determine liquid volume (capacity) or weight using appropriate units and tools.
Which customary unit of weight is appropriate? (Second grade - S.5)
Which customary unit of volume is appropriate? (Second grade - S.6)
Which metric unit of weight is appropriate? (Second grade - S.11)
Which metric unit of volume is appropriate? (Second grade - S.12)
3.8 The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
3.8.A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and
Create bar graphs (Third grade - P.5)
Create line plots (Third grade - P.7)
Create pictographs (Third grade - P.9)
Create line graphs (Third grade - P.11)
3.8.B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
Interpret bar graphs (Third grade - P.4)
Interpret line plots (Third grade - P.6)
Interpret pictographs (Third grade - P.8)
Interpret line graphs (Third grade - P.10)
3.9 The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
3.9.A explain the connection between human capital/labor and income;
3.9.B describe the relationship between the availability or scarcity of resources and how that impacts cost;
3.9.C identify the costs and benefits of planned and unplanned spending decisions;
3.9.D explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest;
3.9.E list reasons to save and explain the benefit of a savings plan, including for college; and