What does a student learn in StateMinnesota,GradeGrade 3,SubjectMathematics?

Students look at a chart or set of numbers, spot patterns in what they see, and come up with questions that data can actually answer.

Students learn that data can come from different places: asking people questions, sorting objects into groups, or measuring things like height or temperature. They practice choosing the right method to answer a real question.

Students gather information to answer a question, then organize and display it as a chart, graph, or table. They also figure out what to do when some data is missing.

Students make predictions from data they've collected, then see how those predictions change when they gather more data or get it from a different source. More data usually means a better guess.

Students look at charts and graphs with different scales, then use what they see to back up a claim or solve a problem.

Students sort outcomes by how likely they are to happen. Flipping heads might be "equally likely" with tails, while rolling a 7 on a standard die is impossible.

Students measure objects using a ruler, marking how long something is to the nearest quarter inch. They practice reading the small marks between whole numbers to get a more precise measurement.

Students learn that some units are better for measuring big things and others for small things. They compare pairs like inches and feet, or grams and kilograms, and explain why one unit fits the job better than the other.

Students add up the lengths of all the sides of a shape to find its total distance around the outside. They work with whole numbers only.

Students figure out how much change to give or receive when buying something, and practice writing those amounts using $ and ¢ signs correctly.

Students draw and build polygons by counting sides: a triangle has 3, a square or rectangle has 4, a pentagon has 5, a hexagon has 6, and an octagon has 8. The shapes can look neat and even or lopsided and irregular.

Students practice jumping forward or backward by 100, 1,000, or 10,000 from any number, without pencil or paper. They explain how they know the answer is right.

Students learn that any number between 10 and 10,000 is built from groups of thousands, hundreds, tens, and ones. For example, 1,000 is the same as 10 hundreds, and 10,000 is the same as 100 hundreds.

Students line up whole numbers into the hundred thousands from smallest to largest, explaining why one number is bigger or smaller using place value, a number line, and the greater than, less than, and equal signs.

Students practice making quick, close guesses when adding or subtracting numbers up to 1,000. They use round numbers like 500 or 700 as anchors to check whether an answer makes sense.

Students practice different ways to add and subtract numbers up to 1,000, such as breaking numbers apart by hundreds, tens, and ones. They also explain why each method works.

Students use pictures and drawings to solve multiplication and division word problems, with single-digit numbers. They show their thinking visually before writing an answer.

Students practice multiplication and division with numbers up to 144, building speed with the 2s, 5s, and 10s times tables. They learn how multiplication and division work together, using grouping and patterns to find answers.

Students figure out problems like 6 x 40 or 7 x 300 by thinking about place value and what they already know about single-digit multiplication. The focus is on building a reliable strategy, not just memorizing the answer.

Students cut shapes like circles and rectangles into equal parts, splitting them into 2, 3, 4, or 8 pieces. They do the same on a number line, dividing the space between 0 and 1 into equal sections.

Students break a fraction like 3/4 into smaller same-named pieces, such as 1/4 plus 1/4 plus 1/4, then draw or write symbols to show how those pieces add up.

Students show different ways to write one-half or a whole using fractions like 2/4 or 4/8, then use a drawing or diagram to explain why those fractions are equal.

Students compare fractions like 1/2, 1/3, and 1/4 using pictures or diagrams, then explain why a bigger bottom number actually means a smaller piece of the whole.

Students practice budgeting by adding and subtracting rounded numbers to plan short-term and long-term saving and spending goals, including surprises like unexpected expenses.

Students figure out the missing number that makes an addition or subtraction equation balance, then explain whether the equation is true or false. Numbers go up to three digits, like 347 + ? = 500.

Students figure out why multiplying by 0 always gives 0 and multiplying by 1 leaves a number unchanged, then explain how they know. They test number equations to decide if they are true or false.

Students test whether switching the order of numbers (like 4 + 3 versus 3 + 4) or regrouping them changes the answer. They explain why an equation is true or false, using what they notice about how addition and multiplication work.

Students follow a rule (like "add 5" or "multiply by 3") to fill in a table showing what goes in and what comes out. They use that pattern to solve problems and figure out what happens when the starting number is 0.

Looking at a pattern that grows or shrinks, students figure out the next two shapes or steps coming up and the one that came before, then explain how they know.