Manchester Public Schools
Office of Equity and Partnerships
Grade 3 Math Curriculum Information
Here are the things your child will be expected to accomplish during the school year…

  • Understand and meet expectations of math workshop.
  • Discuss math strategies.
  • Model math thinking in more than one way with drawings, models (such as using a number line or a bar diagram), equations and using math vocabulary when t writing and when speaking.
  • Engage in the mini-lesson, small group instruction, math centers and independent practice.
  • Share math learning at the share/close at the end of the math block. This helps students reflect on and retain their learning.
  • Use mathematical tools to solve math problems - such as drawings, place value blocks, numbers lines, fraction strips, etc...
  • Demonstrate behaviors/habits of mind around the eight mathematical practices.
  • Add and subtract within 1,000
  • Round numbers to the nearest 10 or 100, in order to estimate solving addition and subtraction problems.
  • Use place-value concepts to determine which ten or hundred is closer to a given number.
  • Understand that rounding involves understanding place value. For example, if the digit in the ones place is 4 or less the tens place digit stays the same. If the digit in the ones place is 5 or higher the digit in the tens place rounds up to the next ten. An estimate is not the exact value of a number but a value close to it.
  • Understand that addition and subtraction have an inverse relationship.
  • Use multiple strategies to solve addition and subtraction problems. Commutative (Order) Property of Addition - numbers can be added in any order. Ex. 9 + 4 = 4 + 9. Associative (Grouping) Property of Addition - you can group addends in any way and the sum will be the same. Ex. (4 + 9) + 2 = 4 + (9 + 2). Identity Property of Addition - the sum of zero and any number is that same number. Ex. 4 + 0 = 4. Solve addition and subtraction problems using mental math.They can round or use compatible numbers: Example 2: 372 - 14 = ? 372 + 6 → 378 - 14 + 6→ - 20 358 (in this example, students learn that adding the same amount to each number does not change the difference. This strategy allows students to work with easier or “friendly” numbers.)
  • ​​Like place values are added or subtracted. Use partial sums strategy to add like parts: Ex. 362 + 271 = ? The hundreds are added together 300 + 200 =500 The tens are added together 60 + 70 = 130 The ones are added together 2 + 1 = 3 Therefore, 500 + 130 + 3 = 633
  • Use partial differences strategy to subtract like parts: Ex. 472 - 361 = ? The hundreds are subtracted 400 - 300 = 100. The tens are subtracted 70 - 60 = 10. The ones are subtracted 2 - 1 = 1. Therefore, 472 - 361 = 111. Use the standard addition and subtraction algorithm. Use bar diagrams for part-part-whole problem solving. Ex. Jaden had 17 baseball cards. He received 16 more baseball cards for his birthday. How many baseball cards does he have altogether?
  • Solve real world problems using addition and subtraction. Understand concepts of multiplication and division of whole numbers. Multiplication as repeated addition.
  • ​Use arrays as one way to think about and understand multiplication.  
  • Inverse (opposite operation) relationship between multiplication and division
         Ex1:  3 x 4 = 12
                  4x 3 = 12
                  12 ÷ 3 = 4
                  12÷ 4 = 3
         Ex2:  2 x 8 = 16
                  8 x 2 = 16
                 16 ÷ 2 = 8
                 16 ÷ 8 = 2
( In this example, students learn that they can use fact families to show how multiplication and   division are related.)

  •  Multiply and divide within 100
          Students can create a model to represent (array, groups of, repeated       addition/subtraction) to use as strategies to multiply or divide within 100.
          Ex: Array - an arrangement of objects in equal rows.
                        3 x 4 = 12
          Ex: Groups of:
                 There are 5 groups of 9 in 45. 
                  5 x 9 = 45            
                  There are 3 groups of 6 in 18
   Students will use base ten blocks, diagrams, or 100s chart to multiply 1 digit by multiples of     10 from 10-90
          Ex: 3 x 40   Multiply by multiples of Ten with Base Ten

  • Connect area to multiplication and addition
Students can find the area of squares and rectangles by counting unit squares  or multiplying side lengths
Multiplying: Understanding by using area models
Use operations with whole numbers to solve problems
 Fractions as numbers
          Students can identify the whole by
          seeing a part
          Ex: ⅙  ⅙ ⅙  ⅙ ⅙ ⅙ = 1                  
Equivalent fraction and comparing fractions
Equivalent Fractions
         Find equivalent fractions that name   
         the same part of whole
Recognize equivalent fractions using number lines 
Comparing Fractions
Students can compare fractions that refer to same-sized whole and have the same denominator by comparing their numerators Use models to compare fractions: Same denominator (The quantity below the line in a fraction. It tells how many equal parts are in the whole). Students can compare fractions that refer to the same whole and have the same numerator by comparing their denominators. Use models to compare fractions same numerator (The number written above the line in a fraction. It tells how many equal parts are described in the fraction).

  • Equivalent fractions and comparing fractions continued
         (see winter parent guide)

  • Time, capacity, mass problem solving 

  • Time 
    • Students can show and tell time to the minute using  clocks

  • Represent and interpret data

  • 2-Dimensional shapes

  • Perimeter problems 
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Manchester, CT 06040

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