Skills available for
West Virginia third-grade math standards
IXL's third-grade skills will
be aligned to the West Virginia Next Generation Content Standards and Objectives (Common Core) soon!
Until then, you can view a complete list of
are in black
and IXL math skills are in dark green. Hold your
mouse over the name of a skill to view a sample problem.
Click on the name of a skill to practice that skill.
3.M.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
3.M.3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.M.3.OA.7 fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations and by the end of Grade 3, know from memory all products of two one-digit numbers.
3 Solve problems involving the four operations, and identify and explain patterns in arithmetic.
3.M.3.OA.8 solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity and assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.M.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
3.M.3.NF.1 understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts and understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.M.3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.M.3.NF.2.a represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts and recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
3.M.3.NF.2.b represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0 and recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
3.M.3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.M.3.NF.3.a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.M.3.NF.3.d compare two fractions with the same numerator or the same denominator by reasoning about their size, recognize that comparisons are valid only when the two fractions refer to the same whole, record the results of comparisons with the symbols >, = or < and justify the conclusions, e.g., by using a visual fraction model.
3.M.3.MD Measurement and Data
3 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
3.M.3.MD.1 tell and write time to the nearest minute, measure time intervals in minutes and solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
3.M.3.MD.2 measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg) and liters (l) and subtract, multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
3 Represent and interpret data.
3.M.3.MD.3 draw a scaled picture graph and a scaled bar graph to represent a data set with several categories and solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
3.M.3.MD.4 generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch and show the data by making a line plot, where the horizontal scale is marked off in appropriate unitswhole numbers, halves or quarters.
3 Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
3.M.3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.M.3.MD.5.a A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
3.M.3.MD.7.b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.M.3.MD.7.c use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c and use area models to represent the distributive property in mathematical reasoning,
3.M.3.MD.7.d recognize area as additive and find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
3 Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
3.M.3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.M.3.G.1 understand that shapes in different categories (e.g., rhombuses, rectangles and others) may share attributes (e.g., having four sides), that the shared attributes can define a larger category (e.g. quadrilaterals), recognize rhombuses, rectangles and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.M.3.G.2 partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole.