g3 Mathematics Florida Standards
g3 Mathematics Florida Standards
g3 Mathematics Florida Standards
Grade 3
Domain: OPERATIONS AND ALGEBRAIC THINKING
Cluster 1: Represent and solve problems involving multiplication and division. (Major Cluster)
Dont sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.3.OA.1.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total number
of objects in 5 groups of 7 objects each. For example, describe a context in
which a total number of objects can be expressed as 5 7.
MAFS.3.OA.1.2
MAFS.3.OA.1.3
MAFS.3.OA.1.4
www.FLStandards.org | #FLStandards
2014, Florida Department of Education. All Rights Reserved.
Cluster 2: Understand properties of multiplication and the relationship between multiplication and
division. (Major Cluster)
Dont sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.3.OA.2.5
Apply properties of operations as strategies to multiply and divide. Examples:
If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of
multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5
2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that
8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40
+ 16 = 56. (Distributive property.)
MAFS.3.OA.2.6
MAFS.3.OA.4.9
Cluster 1: Use place value understanding and properties of operations to perform multi-digit
arithmetic. (Additional Cluster)
Dont sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.3.NBT.1.1
Use place value understanding to round whole numbers to the nearest 10 or
100.
MAFS.3.NBT.1.2
MAFS.3.NBT.1.3
MAFS.3.NF.1.2
MAFS.3.NF.1.3
Cluster 1: Solve problems involving measurement and estimation of intervals of time, liquid volumes,
and masses of objects. (Major Cluster)
Dont sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.3.MD.1.1
Tell and write time to the nearest minute and measure time intervals in
minutes. Solve word problems involving addition and subtraction of time
intervals in minutes, e.g., by representing the problem on a number line
diagram.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
MAFS.3.MD.1.2
Measure and estimate liquid volumes and masses of objects using standard
units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or
divide to solve one-step word problems involving masses or volumes that are
given in the same units.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
www.FLStandards.org | #FLStandards
2014, Florida Department of Education. All Rights Reserved.
MAFS.3.MD.2.4
Cluster 3: Geometric measurement: understand concepts of area and relate area to multiplication
and to addition. (Major Cluster)
Dont sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.3.MD.3.5
Recognize area as an attribute of plane figures and understand concepts of
area measurement.
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.
b. A plane figure which can be covered without gaps or overlaps by n unit
squares is said to have an area of n square units.
MAFS.3.MD.3.6
MAFS.3.MD.3.7
a. Find the area of a rectangle with whole-number side lengths by tiling it,
and show that the area is the same as would be found by multiplying the
side lengths.
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.
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. Use
area models to represent the distributive property in mathematical
reasoning.
d. Recognize area as additive. 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.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Cluster 4: Geometric measurement: recognize perimeter as an attribute of plane figures and
distinguish between linear and area measures. (Additional Cluster)
Dont sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.3.MD.4.8
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.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Domain: GEOMETRY
Cluster 1: Reason with shapes and their attributes. (Supporting Cluster)
Dont sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.3.G.1.1
Understand that shapes in different categories (e.g., rhombuses, rectangles,
and others) may share attributes (e.g., having four sides), and 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.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
www.FLStandards.org | #FLStandards
2014, Florida Department of Education. All Rights Reserved.
MAFS.3.G.1.2
Partition shapes into parts with equal areas. Express the area of each part as a
unit fraction of the whole. For example, partition a shape into 4 parts with
equal area, and describe the area of each part as 1/4 of the area of the shape.
Cognitive Complexity: Level 1: Recall
www.FLStandards.org | #FLStandards
2014, Florida Department of Education. All Rights Reserved.