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Skills available for Louisiana third-grade math standards

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Louisiana Student Standards (adopted in 2025): Grade 3 Louisiana Student Standards (adopted in 2025): Grade 3
Louisiana Student Standards: Grade 3 Louisiana Student Standards: Grade 3
Louisiana Student Standards: Mathematical Practices Louisiana Student Standards: Mathematical Practices

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3.DM Data Analysis & Measurement

3.DM.A Solve problems involving measurement and estimation liquid volumes and masses of objects.
- 3.DM.A.1 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).
  - Read a scale - metric units (3-XX.2)
  - Which metric unit of mass is appropriate? (3-XX.6)
  - Measure liquid volumes in liters (3)
  - 3.DM.A.1a Add, subtract, multiply, or divide to solve one-step real-world mathematical tasks involving masses or volumes that are given in the same units.
    - Measurement word problems (3-XX.9)
3.DM.B Represent and interpret data.
- 3.DM.B.2 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
  - Create scaled bar graphs (3-YY.2)
  - Create scaled picture graphs (3-YY.6)
  - 3.DM.B.2a Solve one- and two-step "how many more" and "how many less" real-world mathematical tasks using information presented in scaled bar graphs.
    - Use bar graphs to solve problems (3-YY.4)
- 3.DM.B.3 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
  - Measure using an inch ruler: nearest ¼ inch (3-WW.2)
  - 3.DM.B.3a Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
    - Create line plots with fractions (3-YY.10)
3.DM.C Understand concepts of area and relate area to multiplication and to addition.
- 3.DM.C.4 Recognize area as an attribute of plane figures and understand concepts of area measurement.
  - 3.DM.C.4a 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.DM.C.4b A plane figure has an area of n square units if it can be covered entirely, without any gaps or overlaps, by n unit squares.
    - Create figures with a given area (3-OO.7)
    - Create rectangles with a given area (3-OO.8)
- 3.DM.C.5 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
- 3.DM.C.6 Relate area to the operations of multiplication and equal groups of addition.
  - 3.DM.C.6a Find the area of a rectangle with whole-number side lengths by tiling it, and connect that the area is the same as multiplying the side lengths.
  - 3.DM.C.6b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world mathematical tasks, and represent whole-number products as rectangular areas in mathematical reasoning.
  - 3.DM.C.6c 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. Use area models to represent the distributive property in mathematical reasoning.
    - Multiply one-digit numbers using grids (3-S.7)
    - Find the area of a tiled rectangle using the distributive property (3-OO.9)
3.DM.D Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
- 3.DM.D.7 Solve real-world mathematical tasks 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.DM.E Work with time and money.
- 3.DM.E.8 Understand time to the nearest minute.
  - 3.DM.E.8a Tell, write, and represent time to the nearest minute and measure time intervals in minutes, within 60 minutes, on an analog and digital clock.
  - 3.DM.E.8b Calculate elapsed time greater than 60 minutes to the nearest quarter and half hour on a number line diagram.
    - Find the end time (3-VV.1)
    - Find the elapsed time (3-VV.2)
  - 3.DM.E.8c Solve real-world mathematical tasks involving addition and subtraction of time intervals in minutes.
- 3.DM.E.9 Solve real-world mathematical tasks involving at least two steps and using the four operations with pennies, nickels, dimes, quarters, and bills greater than one dollar, using the $ and ¢ symbols appropriately.

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3.NOF Numeracy & Operational Fluency

3.NOF.A Develop an understanding of fractions as numbers.

3.NOF.A.1 Understand and interpret a fraction with denominators 2, 3, 4, 6, and 8.

3.NOF.A.1a Understand a unit fraction 1/b as the quantity formed by 1 part when a whole or a set is partitioned into b equal parts where b is a non-zero whole number.

3.NOF.A.1b Understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.NOF.A.1c Represent fractions greater than zero and less than or equal to one using concrete objects, number lines, or pictorial models.

3.NOF.A.1d Read and write fractions in standard form and written unit form.

3.NOF.A.1e Solve real-world mathematical tasks involving partitioning an object or set of objects, identifying a fraction as parts of a whole.

3.NOF.A.2 Understand a fraction with denominators 2, 3, 4, 6, and 8 as a number on a number line diagram.

3.NOF.A.2a 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. 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.NOF.A.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

3.NOF.A.3 Explain equivalence of fractions with denominators 2, 3, 4, 6, and 8 as fractions that have different numerators and denominators but are equal to the same value, and compare fractions by reasoning about their size.

3.NOF.A.3a Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line.

3.NOF.A.3b Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.

3.NOF.A.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

3.NOF.A.3d 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.

3.NOF.B Multiply and divide within 100.

3.NOF.B.4 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of Grade 3, know all products of two one-digit numbers from memory.

3.NOF.C Use place value understanding and properties of operations to perform multi-digit arithmetic.

3.NOF.C.5 Use place value understanding to:

3.NOF.C.5a Round whole numbers to the nearest 10 or 100.

3.NOF.C.5b Use compatible numbers to estimate solutions to real-world mathematical tasks.

3.NOF.C.6 Fluently add and subtract up to 1000 using strategies and algorithms based on place value understanding, properties of operations, and/or the part-whole relationship between addition and subtraction.

3.NOF.C.7 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value understanding and properties of operations.

3.AR Algebraic Reasoning

3.AR.A Represent and solve problems involving multiplication and division.

3.AR.A.1 Interpret products of whole numbers/factors.

3.AR.A.2 Interpret whole-number quotients of whole numbers.

3.AR.A.3 Use multiplication and division within 100 to solve real-world mathematical tasks in situations involving equal groups, arrays, and measurement quantities.

3.AR.A.3a Represent these situations by using models, drawings, and equations with a symbol for the unknown number to represent the problem.

3.AR.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers by representing the situation with a model or drawing and solving for the unknown.

3.AR.B Understand properties of multiplication and the relationship between multiplication and division.

3.AR.B.5 Apply properties of operations as strategies to multiply and divide.

3.AR.B.6 Understand division as an unknown-factor problem, providing an explanation that leverages the relationship between and the properties of multiplication and division.

3.AR.C Understand properties of multiplication and the relationship between multiplication and division.

3.AR.C.7 Solve real-world mathematical tasks involving at least two steps and using at least two of the four operations.

3.AR.C.7a Represent these problems using equations with a letter standing for the unknown quantity.

3.AR.C.7b Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.

3.AR.C.8 Identify, create, and extend arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations without the formal language of the properties.

3.AR.D Compare whole numbers.

3.AR.D.9 Using understanding of the base-ten system.

3.AR.D.9a Compare whole numbers up to 100,000, using >, =, and < symbols to record the results of comparisons.

3.AR.D.9b Order a set of whole numbers up to 100,000.

3.GL Geometric Reasoning & Logic

3.GL.A Reason with shapes and their attributes.

3.GL.A.1 Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category.

3.GL.A.1a Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

3.GL.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

3.DM Data Analysis & Measurement

3.DM.A Solve problems involving measurement and estimation liquid volumes and masses of objects.

3.DM.A.1 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).

3.DM.A.1a Add, subtract, multiply, or divide to solve one-step real-world mathematical tasks involving masses or volumes that are given in the same units.

3.DM.B Represent and interpret data.

3.DM.B.2 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

3.DM.B.2a Solve one- and two-step "how many more" and "how many less" real-world mathematical tasks using information presented in scaled bar graphs.

3.DM.B.3 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

3.DM.B.3a Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

3.DM.C Understand concepts of area and relate area to multiplication and to addition.

3.DM.C.4 Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.DM.C.4a 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.DM.C.4b A plane figure has an area of n square units if it can be covered entirely, without any gaps or overlaps, by n unit squares.

3.DM.C.5 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

3.DM.C.6 Relate area to the operations of multiplication and equal groups of addition.

3.DM.C.6a Find the area of a rectangle with whole-number side lengths by tiling it, and connect that the area is the same as multiplying the side lengths.

3.DM.C.6b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world mathematical tasks, and represent whole-number products as rectangular areas in mathematical reasoning.

3.DM.C.6c 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. Use area models to represent the distributive property in mathematical reasoning.

3.DM.D Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

3.DM.D.7 Solve real-world mathematical tasks 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.DM.E Work with time and money.

3.DM.E.8 Understand time to the nearest minute.

3.DM.E.8a Tell, write, and represent time to the nearest minute and measure time intervals in minutes, within 60 minutes, on an analog and digital clock.

3.DM.E.8b Calculate elapsed time greater than 60 minutes to the nearest quarter and half hour on a number line diagram.

3.DM.E.8c Solve real-world mathematical tasks involving addition and subtraction of time intervals in minutes.

3.DM.E.9 Solve real-world mathematical tasks involving at least two steps and using the four operations with pennies, nickels, dimes, quarters, and bills greater than one dollar, using the $ and ¢ symbols appropriately.

3.NOF.A.1a Understand a unit fraction ¹/_b as the quantity formed by 1 part when a whole or a set is partitioned into b equal parts where b is a non-zero whole number.

3.NOF.A.1b Understand a fraction ^a/_b as the quantity formed by a parts of size ¹/_b.

3.NOF.A.2a 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. 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.NOF.A.2b Represent a fraction ^a/_b on a number line diagram by marking off a lengths ¹/_b from 0. Recognize that the resulting interval has size ^a/_b and that its endpoint locates the number ^a/_b on the number line.