NC Standard Course of Study · Grade 3

3rd-grade NC EOG standards

All 30 standards across Reading, Math. Each one is a click away from a kid-friendly explanation and a worked example. Use this page to understand what your child is expected to know.

Reading

Passage-based reading comprehension and language standards. 10 standards.

RL.3.1Ask and answer questions — literatureShow example
Ask and answer questions to demonstrate understanding of a literary text, referring explicitly to the text as the basis for the answers.
What this standard is about
When you read a story, you can ask and answer questions about what happens, how a character feels, and why events happen. To get the best answer, you should use clues from the story and pick the choice that matches the text most clearly.
Try a question
Mia planted a tomato seed in a cup by the window. Every morning, she checked the soil and gave it a little water. After many days, a green sprout popped up, and Mia smiled and called for her dad to look. What does the story most clearly show about Mia?
A. She was taking care of the seed.
B. She wanted to eat tomatoes that day.
C. She forgot about the seed.
D. She was upset with her dad.
Reveal answer + explanation
Answer: A
The story says Mia checked the soil and watered the seed every morning. Those details show that she was taking care of it.
Why each option
A. This is right because the story directly says Mia checked the soil and gave the seed water each morning.
B. If you picked B, you probably used your own idea instead of the text. The story does not say Mia wanted to eat tomatoes that day.
C. If you picked C, you probably missed the details that she checked on it every morning. That shows she did not forget it.
D. If you picked D, you probably mixed up Mia calling for her dad with being upset. The story says she smiled, which is a clue that she felt happy, not upset.
Watch a video
Looking back at the text for evidence | Reading | Khan Academy
RL.3.3Characters' traits, motivations, and actions — literatureShow example
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
What this standard is about
In stories, characters do things for reasons. You can think about how a character feels, what kind of person the character is, and how one action leads to the next part of the story.
Try a question
Mia saw that the class plant was dry. She poured water into the pot before recess. What does Mia's action show about her?
A. careful
B. sleepy
C. angry
D. silly
Reveal answer + explanation
Answer: A
Mia noticed the plant needed water and helped it before recess. That shows she is careful and pays attention to what is needed.
Why each option
A. This is right. If you picked A, you saw that Mia noticed a problem and took care of it.
B. If you picked B, you probably mixed up being quiet or slow with being helpful. Nothing in the story says Mia is tired.
C. If you picked C, you probably focused on the problem in the story and guessed a strong feeling. But Mia helps the plant, which does not show anger.
D. If you picked D, you probably chose a funny-sounding trait instead of one that matches the action. Watering a dry plant is responsible, not silly.
Watch a video
Characters' thoughts and feelings | Reading | Khan Academy
RL.3.4Word meaning in literary textShow example
Determine the meaning of words and phrases as they are used in a literary text, distinguishing literal from nonliteral language.
What this standard is about
Sometimes words in stories mean exactly what they say, and sometimes they mean something different. You can use the other words in the sentence or paragraph to figure out what the word or phrase means.
Try a question
In the story, Maya forgot her lunch and felt a wave of worry wash over her. What does the word wave mean in this sentence?
A. a line of water in the ocean
B. a quick feeling that comes strongly
C. to move your hand back and forth
D. a long rope tied in a loop
Reveal answer + explanation
Answer: B
Here, wave does not mean ocean water or moving your hand. The words worry wash over her show that wave means a strong feeling that came over Maya quickly.
Why each option
A. If you picked A, you probably used the everyday meaning of wave and did not use the story context.
B. This is right because wave means a quick feeling that comes strongly in this sentence.
C. If you picked C, you probably thought of the verb wave, like waving hello, instead of the meaning that fits the story.
D. If you picked D, you probably guessed without using the clue words worry and wash over her.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy
RI.3.1Ask and answer questions — informationalShow example
Ask and answer questions to demonstrate understanding of an informational text, referring explicitly to the text as the basis for the answers.
What this standard is about
When you read an informational text, you should ask and answer questions about what it says. To get the best answer, you look back at the text and use details from it, not just what you already know.
Try a question
Article: Bees visit flowers to collect nectar and pollen. As they move from flower to flower, some pollen sticks to their bodies. This helps plants make seeds. According to the article, how do bees help plants?
A. They dig holes for seeds.
B. They carry pollen from flower to flower.
C. They eat the roots of plants.
D. They blow seeds through the air.
Reveal answer + explanation
Answer: B
The article says pollen sticks to bees' bodies as they move from flower to flower. That helps plants make seeds, so bees help by carrying pollen from one flower to another.
Why each option
A. If you picked A, you probably used your own idea instead of the article. The text does not say bees dig holes for seeds.
B. This is correct. The text says bees move from flower to flower with pollen on their bodies.
C. If you picked C, you probably mixed up bees with another animal or insect. The article does not say bees eat plant roots.
D. If you picked D, you probably guessed using something seeds do in nature. The text says bees help with pollen, not by blowing seeds.
Watch a video
Making inferences in informational texts | Reading | Khan Academy
RI.3.2Main idea & key details — informationalShow example
Determine the main idea of an informational text; recount the key details and explain how they support the main idea.
What this standard is about
The main idea is what the whole informational text is mostly about. You can find it by thinking about the key details, because those details work together to support the big point.
Try a question
Read this short article. "Bees help plants grow fruits and seeds. As bees move from flower to flower, they carry pollen. Many foods people eat, like apples and cucumbers, grow because bees help pollinate plants." What is the main idea?
A. Bees move from flower to flower.
B. Bees help plants make fruits and seeds.
C. People eat apples and cucumbers.
D. Pollen is yellow.
Reveal answer + explanation
Answer: B
The whole article is mostly about how bees help plants. The other details, like carrying pollen and helping foods grow, support that main idea.
Why each option
A. A is not the main idea. If you picked A, you probably chose one detail from the text instead of the bigger idea it supports.
B. B is correct because it tells the big idea of the whole article, and the other details explain how bees do this.
C. C is not the main idea. If you picked C, you probably focused on an example from the text instead of the main point.
D. D is not the main idea. If you picked D, you probably added outside information or guessed a fact that the article does not say.
Watch a video
Summarizing informational text | Reading | Khan Academy
RI.3.3Relationships between events, ideas, steps — informationalShow example
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
What this standard is about
Sometimes an informational text tells events or steps in order, or it tells how one thing causes another thing to happen. You can look for clue words like first, next, then, because, and so to explain how the ideas connect.
Try a question
A class planted bean seeds. First they put soil in cups. Next they added the seeds. Then they poured in water. What step comes after they added the seeds?
A. They picked the beans.
B. They poured in water.
C. They put soil in cups.
D. They put the cups away.
Reveal answer + explanation
Answer: B
The text says, "Next they added the seeds. Then they poured in water." That means pouring in water is the step that comes after adding the seeds.
Why each option
A. If you picked A, you probably chose something that could happen much later, not the very next step in the sequence.
B. This is right because the text says they poured in water after they added the seeds.
C. If you picked C, you probably mixed up an earlier step with a later one. Putting soil in cups happened first.
D. If you picked D, you probably guessed a possible action that was not listed in the text.
Watch a video
Relationships between scientific ideas in a text | Reading | Khan Academy
RI.3.4Word meaning — informationalShow example
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
What this standard is about
Sometimes informational texts use special words about a topic. You can figure out what a word means by looking at the other words and sentences around it for clues.
Try a question
Read the paragraph. "A cactus stores water in its thick stem. This helps it live in the dry desert, where it may not rain for a long time." What does the word stores mean in this paragraph?
A. keeps for later
B. drops on the ground
C. turns into flowers
D. moves very fast
Reveal answer + explanation
Answer: A
The paragraph says the cactus has water in its thick stem and this helps it when it does not rain. That means stores means keeps for later.
Why each option
A. This is right. In the paragraph, stores means the cactus keeps water for later when the desert is dry.
B. If you picked B, you probably focused on water but missed the context clue that the cactus needs the water later, not dropped on the ground.
C. If you picked C, you probably mixed up plant facts and chose something a plant can do, but the paragraph is about saving water, not making flowers.
D. If you picked D, you probably chose a meaning that does not fit the science topic or the sentence clues.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy
RI.3.8Connections between sentences/paragraphs — informationalShow example
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
What this standard is about
Authors connect ideas in different ways to help you understand the text. You can look for clues to tell if two paragraphs show a sequence, compare things, show cause and effect, or give a problem and a solution.
Try a question
Paragraph 1 says the class garden was dry and the plants were drooping. Paragraph 2 says the students made a watering schedule and the plants got stronger. How are the two paragraphs connected?
A. comparison
B. cause and effect
C. problem and solution
D. first, second, third in a sequence
Reveal answer + explanation
Answer: C
The first paragraph tells about a problem: the garden was dry. The second paragraph tells the solution: the students made a watering schedule, and that helped the plants.
Why each option
A. If you picked A, you probably thought both paragraphs were just talking about the same topic. Comparison means the author tells how two things are alike or different, and that is not what happens here.
B. If you picked B, you probably noticed that watering helped the plants. That idea is in the text, but the bigger connection between the paragraphs is that one gives the problem and the other gives the solution.
C. C is correct because paragraph 1 gives the problem, and paragraph 2 tells how the students solved it.
D. If you picked D, you probably thought any two paragraphs go in order. Sequence is when the author shows steps or events in time, like first, next, and last, but here the main connection is problem and solution.
Watch a video
Finding connections between ideas within a passage | Reading | Khan Academy
L.3.4Word meaning from context, affixes, rootsShow example
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies (context clues, affixes, root words, glossaries/dictionaries).
What this standard is about
Sometimes a word can have more than one meaning. You can use the words and sentences around it to figure out what the word means in that paragraph.
Try a question
Mia looked at the dark clouds and said, "We should head back fast." A minute later, rain began to fall. What does head mean in this paragraph?
A. to move toward a place
B. the part of the body with eyes and ears
C. to count something
D. to sleep
Reveal answer + explanation
Answer: A
The clue is that Mia sees dark clouds, and then it starts to rain. She is saying they should go back quickly, so head means to move toward a place.
Why each option
A. This is right. In this paragraph, head means to go or move toward a place.
B. If you picked B, you probably used the more common body-part meaning of head instead of using the context clues in the paragraph.
C. If you picked C, you probably guessed without matching the sentence clue that they needed to go back before the rain.
D. If you picked D, you probably chose a meaning that does not fit what someone would do when dark clouds and rain are coming.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy
L.3.5.aLiteral vs. nonliteral meaningShow example
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
What this standard is about
Sometimes words mean exactly what they say, and sometimes they mean something different. You can use the rest of the sentence to help you figure out if a phrase is literal or if it has a special meaning.
Try a question
Mia did not want to face the fact that her plant needed more water. What does the phrase "face the fact" mean here?
A. look closely at the plant
B. accept the truth
C. turn her face toward the window
D. water the plant right away
Reveal answer + explanation
Answer: B
"Face the fact" is a nonliteral phrase. In this sentence, it means Mia needs to accept the truth that her plant needs more water.
Why each option
A. If you picked A, you probably focused on the word "face" as meaning "look at," but this phrase means more than just looking.
B. This is correct. "Face the fact" means to accept the truth about something.
C. If you picked C, you probably used the literal meaning of "face," but the sentence is using a nonliteral phrase.
D. If you picked D, you probably chose what Mia should do next, but the phrase asks what she needs to understand or accept.

Math

Number sense, fractions, geometry, measurement, and data. 20 standards.

3.OA.1Interpret products of whole numbers (factors up to 10)Show example
For products of whole numbers with two factors up to and including 10: interpret the factors as representing the number of equal groups and the number of objects in each group; illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.
What this standard is about
Multiplication helps you find how many things there are in all when you have equal groups. In 4 × 3, you can think of it as 4 groups of 3, and you can solve it with repeated addition, an array, or by breaking apart a factor.
Try a question
Mia puts 5 stickers on each page. She has 4 pages. How many stickers does she have in all?
A. 9
B. 20
C. 15
D. 54
Reveal answer + explanation
Answer: B
4 pages with 5 stickers on each page means 4 groups of 5. You can add 5 + 5 + 5 + 5 = 20, so the total is 20.
Why each option
A. If you picked A, you probably added the two numbers, 4 + 5, instead of finding 4 groups of 5.
B. This is right because 4 groups of 5 equals 20.
C. If you picked C, you probably counted only 3 groups of 5 instead of all 4 pages.
D. If you picked D, you probably wrote the numbers together as 5 and 4 instead of multiplying.
Watch a video
Skip counting equal groups
3.OA.2Interpret whole-number quotients (one-digit divisor and quotient)Show example
For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient: interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group; illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.
What this standard is about
Division helps you think about equal groups. You can use it to find how many are in each group or how many groups you can make, and you can solve it with pictures, arrays, skip counting, or what you know about multiplication.
Try a question
Mia has 24 apples. She puts 4 apples in each bag. How many bags can she fill?
A. 5
B. 6
C. 8
D. 20
Reveal answer + explanation
Answer: B
Mia makes groups of 4 apples, so this is 24 ÷ 4. Since 4 × 6 = 24, she can fill 6 bags.
Why each option
A. If you picked A, you probably made a counting mistake when skip counting by 4s to 24.
B. This is right because 24 ÷ 4 = 6, so 6 equal groups of 4 make 24.
C. If you picked C, you probably mixed up the total number of apples with the number of bags, or used the wrong multiplication fact.
D. If you picked D, you probably added or counted apples instead of finding how many equal groups of 4 fit into 24.
Watch a video
Introduction to multiplication
3.OA.3Solve one-step word problems with multiplication and divisionShow example
Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10, representing the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10, representing the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.
What this standard is about
Multiplication helps you find the total when there are equal groups. Division helps you split a total into equal groups or find how many are in each group, and you can show your thinking with a picture or an equation with a letter for the unknown.
Try a question
There are 4 bags of apples. Each bag has 6 apples. How many apples are there in all?
A. 10
B. 20
C. 24
D. 46
Reveal answer + explanation
Answer: C
There are 4 equal groups of 6 apples, so you multiply 4 × 6 = 24. That means there are 24 apples in all.
Why each option
A. If you picked A, you probably added 4 + 6 instead of multiplying equal groups.
B. If you picked B, you probably skip-counted by 5s or used the wrong multiplication fact.
C. This is right because 4 groups of 6 is 24, so 4 × 6 = 24.
D. If you picked D, you probably put the two numbers together as 46 instead of solving the word problem.
Watch a video
How many cars can fit in the parking lot | Multiplication and division | 3rd grade | Khan Academy
3.OA.6Solve unknown-factor problemsShow example
Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem.
What this standard is about
Sometimes you know the total and one factor, but one number is missing. You can solve it by thinking, “What number times this factor makes the total?” or by using division to find the missing factor.
Try a question
Mia puts 24 stickers into 6 equal rows. How many stickers are in each row?
A. 4
B. 5
C. 6
D. 18
Reveal answer + explanation
Answer: A
There are 24 stickers split into 6 equal rows, so you can think 24 ÷ 6 = 4. You can also check with multiplication: 6 × 4 = 24.
Why each option
A. A is correct because 6 × 4 = 24, so there are 4 stickers in each row.
B. If you picked B, you probably made a counting mistake and chose a number that does not multiply by 6 to make 24.
C. If you picked C, you probably mixed up the number of rows with the number in each row.
D. If you picked D, you probably forgot to divide and picked a number close to the total instead.
Watch a video
Examples relating multiplication to division | 3rd grade | Khan Academy
3.OA.7Multiply and divide within 100Show example
Demonstrate fluency with multiplication and division with factors, quotients, and divisors up to and including 10. Know from memory all products with factors up to and including 10. Illustrate and explain using the relationship between multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
What this standard is about
You can use what you know about multiplication to help with division, because they are related. If you know 8 × 6 = 48, then you also know 48 ÷ 8 = 6 and 48 ÷ 6 = 8.
Try a question
There are 54 stickers shared equally into 6 boxes. How many stickers go in each box?
A. 8
B. 9
C. 10
D. 48
Reveal answer + explanation
Answer: B
To find the number in each box, divide 54 by 6. Since 6 × 9 = 54, each box gets 9 stickers.
Why each option
A. If you picked A, you probably used a nearby fact, like 6 × 8 = 48, and stopped before getting to 54.
B. This is right because 54 ÷ 6 = 9, and 6 × 9 = 54.
C. If you picked C, you probably counted one group too many and thought 6 × 10 = 54, but 6 × 10 = 60.
D. If you picked D, you probably mixed up the total number of stickers with the number in each box.
Watch a video
Skip counting equal groups
3.OA.8Solve two-step word problemsShow example
Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number.
What this standard is about
A two-step word problem has two things you need to do to find the answer. You can use +, −, or ×, and you can write an equation with a letter to stand for the number you do not know.
Try a question
Lena has 4 boxes of crayons. Each box has 8 crayons. She gives 5 crayons to a friend. How many crayons does Lena have now?
A. 27
B. 32
C. 13
D. 37
Reveal answer + explanation
Answer: A
First find how many crayons Lena has: 4 × 8 = 32. Then subtract the 5 crayons she gave away: 32 − 5 = 27, so the answer is 27.
Why each option
A. This is right. Lena starts with 4 × 8 = 32 crayons, and 32 − 5 = 27.
B. If you picked B, you probably did only the first step and forgot to subtract the 5 crayons Lena gave away.
C. If you picked C, you probably added 8 + 5 and forgot that 4 boxes means you need to multiply first.
D. If you picked D, you probably added 32 + 5 instead of subtracting when Lena gave crayons away.
Watch a video
2 step estimation word problems
3.OA.9Interpret patterns of multiplication on a hundreds board and multiplication tableShow example
Interpret patterns of multiplication on a hundreds board and/or multiplication table.
What this standard is about
A multiplication table has patterns that can help you solve facts faster. You can look for numbers that repeat, numbers that go up by the same amount, and clues like multiples of 5 ending in 0 or 5.
Try a question
Mia looks at the 5s facts on a multiplication table. Which number is a multiple of 5 but not a multiple of 10?
A. 20
B. 35
C. 40
D. 50
Reveal answer + explanation
Answer: B
A multiple of 5 ends in 0 or 5. A multiple of 10 always ends in 0, so 35 is the one that is a multiple of 5 but not 10.
Why each option
A. A is not correct. 20 ends in 0, so it is a multiple of 10 too. If you picked A, you probably noticed it is a multiple of 5 but forgot that numbers ending in 0 are also multiples of 10.
B. B is correct. 35 ends in 5, so it is a multiple of 5, and it does not end in 0, so it is not a multiple of 10.
C. C is not correct. 40 ends in 0, so it is a multiple of 10 too. If you picked C, you probably used the rule for multiples of 5 but forgot to check the rule for multiples of 10.
D. D is not correct. 50 ends in 0, so it is a multiple of 10 too. If you picked D, you probably saw a 5 in the number and did not check the last digit carefully.
Watch a video
Patterns in multiplication tables practice | Multiplication and division | 3rd grade | Khan Academy
3.NBT.2Add and subtract whole numbers within 1,000Show example
Add and subtract whole numbers up to and including 1,000. Use estimation strategies to assess reasonableness of answers. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences.
What this standard is about
You can add and subtract numbers up to 1,000 by breaking them into hundreds, tens, and ones. You can also check if your answer makes sense by estimating, like using friendly numbers close to the real numbers.
Try a question
Lena has 347 stickers. She gets 285 more stickers. How many stickers does she have now?
A. 522
B. 612
C. 632
D. 642
Reveal answer + explanation
Answer: C
Break the numbers apart: 347 = 300 + 40 + 7 and 285 = 200 + 80 + 5. Add each place: 300 + 200 = 500, 40 + 80 = 120, and 7 + 5 = 12, so 500 + 120 + 12 = 632.
Why each option
A. If you picked A, you probably forgot to carry. You wrote down the 2 from 7 + 5 = 12 without carrying the 1, and you wrote down the 2 from 40 + 80 = 120 without carrying. That gives 500 + 20 + 2 = 522.
B. If you picked B, you probably did 40 + 80 = 100 instead of 120, then added 500 + 100 + 12 to get 612. Watch out — 4 tens plus 8 tens is 12 tens, which is 120.
C. This is right. Adding 347 + 285: hundreds 300 + 200 = 500, tens 40 + 80 = 120, ones 7 + 5 = 12. Combine: 500 + 120 + 12 = 632.
D. If you picked D, you probably did 40 + 80 = 130 by mistake (off by one ten), then added 500 + 130 + 12 = 642.
Watch a video
2 step estimation word problems
3.NBT.3Multiply one-digit numbers by multiples of 10Show example
Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10-90.
What this standard is about
When you multiply a 1-digit number by a multiple of 10, you can think about tens. For example, 4 × 30 means 4 groups of 3 tens, which is 12 tens, or 120. Using tens helps you see why the answer makes sense.
Try a question
There are 6 boxes. Each box has 20 crayons. How many crayons are there in all?
A. 80
B. 120
C. 26
D. 100
Reveal answer + explanation
Answer: B
20 is 2 tens. So 6 × 20 means 6 groups of 2 tens, which is 12 tens. 12 tens equals 120, so the answer is 120.
Why each option
A. If you picked A, you probably multiplied 6 × 20 wrong and got 8 tens instead of 12 tens.
B. This is right. 6 groups of 20 is 6 groups of 2 tens, and that makes 12 tens, or 120.
C. If you picked C, you probably added 6 + 20 instead of multiplying the number of boxes by the crayons in each box.
D. If you picked D, you probably counted only 5 boxes of 20 instead of all 6 boxes.
Watch a video
Multiplying by multiples of 10 | Multiplication and division | Arithmetic | Khan Academy
3.NF.1Interpret unit fractions (denominators 2, 3, 4, 6, 8)Show example
Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts. Explain that a unit fraction is one of those parts. Represent and identify unit fractions using area and length models.
What this standard is about
A unit fraction means 1 part of a whole that has been split into equal parts. If a whole is cut into 4 equal parts, then 1 of those parts is 1/4, and you can show it with shapes or on a number line.
Try a question
A ribbon is 1 whole length long. It is divided into 8 equal parts. What fraction names 1 part of the ribbon?
A. 1/2
B. 1/4
C. 1/8
D. 1/6
Reveal answer + explanation
Answer: C
The ribbon is split into 8 equal parts, so 1 part is 1/8. A unit fraction always tells about 1 equal part of the whole.
Why each option
A. If you picked A, you probably looked at the 1 and forgot that the denominator tells how many equal parts the whole is split into. 1/2 means 1 out of 2 equal parts, not 8.
B. If you picked B, you probably mixed up 8 equal parts with 4 equal parts. 1/4 means the whole is divided into 4 equal parts.
C. This is right because the whole ribbon is divided into 8 equal parts, and 1 of those parts is 1/8.
D. If you picked D, you probably confused eighths with sixths. 1/6 means 1 out of 6 equal parts, but this ribbon has 8 equal parts.
Watch a video
Comparing fractions of different wholes | Fractions | 3rd grade | Khan Academy
3.NF.2Interpret non-unit fractions using area and length modelsShow example
Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction. Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.
What this standard is about
A fraction is made from equal parts of one whole. On a shape, the bottom number tells how many equal parts the whole is split into, and the top number tells how many of those parts you have. On a number line, the top number tells how many jumps of the unit fraction you move from 0.
Try a question
A ribbon is 1 whole length long. It is marked into 4 equal parts. Mia colors 3 parts. Which fraction shows the colored part of the ribbon?
A. 1/4
B. 2/4
C. 3/4
D. 4/4
Reveal answer + explanation
Answer: C
The ribbon is split into 4 equal parts, so each part is 1/4. Mia colors 3 of those 1/4 parts, so the fraction is 3/4.
Why each option
A. A is not correct. If you picked A, you probably counted only one colored part instead of all 3 colored parts.
B. B is not correct. If you picked B, you probably made the common mistake of undercounting the shaded parts and stopped at 2 instead of 3.
C. C is correct. The whole is split into 4 equal parts, and 3 of them are colored, so the fraction is 3/4.
D. D is not correct. If you picked D, you probably used the denominator for both numbers or thought all 4 parts were colored.
Watch a video
Comparing fractions of different wholes | Fractions | 3rd grade | Khan Academy
3.NF.3Equivalent fractions with related denominators; whole numbers as fractionsShow example
Represent equivalent fractions with area and length models by composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths, and eighths; thirds and sixths. Explain that a fraction with the same numerator and denominator equals one whole. Express whole numbers as fractions and recognize fractions equivalent to whole numbers.
What this standard is about
Equivalent fractions are different names for the same amount. You can show this with shapes or number lines, like 1/2 being the same as 2/4, and you can also see that when the top number and bottom number are the same, the fraction equals 1 whole.
Try a question
Lena ate 2 pieces of a granola bar. The bar was cut into 4 equal pieces. Which fraction shows the same amount as 2/4?
A. 1/2
B. 1/3
C. 3/4
D. 4/4
Reveal answer + explanation
Answer: A
2/4 means 2 out of 4 equal pieces. If you put the 4 pieces into 2 bigger equal groups, 2/4 is the same amount as 1/2.
Why each option
A. A is correct because 2/4 and 1/2 name the same amount.
B. If you picked B, you probably mixed up halves, thirds, and fourths and chose a fraction with a different-sized piece.
C. If you picked C, you probably counted the pieces eaten wrong and thought 2 pieces out of 4 was the same as 3 pieces out of 4.
D. If you picked D, you probably thought any fraction with 4 on the bottom matches 2/4, but 4/4 means one whole bar.
Watch a video
Comparing fractions of different wholes | Fractions | 3rd grade | Khan Academy
3.NF.4Compare fractions with the same numerator or same denominatorShow example
Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths, and eighths; thirds and sixths.
What this standard is about
When two fractions have the same denominator, you can compare how many equal parts they have. When two fractions have the same numerator, the fraction with bigger pieces is greater, so the one with the smaller denominator is larger. You can only compare fractions fairly when they are parts of the same whole.
Try a question
Mia cuts two same-size sandwiches. She eats 2/4 of one sandwich and 2/8 of the other. Which comparison is true?
A. 2/4 < 2/8
B. 2/4 > 2/8
C. 2/4 = 2/8
D. 4/2 > 8/2
Reveal answer + explanation
Answer: B
Both fractions have the same numerator, 2. Fourths are bigger pieces than eighths, so 2/4 is more than 2/8.
Why each option
A. If you picked A, you probably used the common mistake of thinking the bigger denominator means the bigger fraction. With the same numerator, eighths are smaller pieces than fourths.
B. This is right. Both fractions have 2 parts, and 2 fourths is greater than 2 eighths because fourths are bigger pieces.
C. If you picked C, you probably used the common mistake of thinking fractions with the same numerator must be equal. They are not equal because the pieces are different sizes.
D. If you picked D, you probably looked at the numbers out of order and made a different fraction comparison. The question compares 2/4 and 2/8, not 4/2 and 8/2.
Watch a video
Comparing fractions of different wholes | Fractions | 3rd grade | Khan Academy
3.MD.1Tell time and solve elapsed-time problems within the hourShow example
Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour.
What this standard is about
You can read a clock by looking carefully at where the minute hand and hour hand point. You can also solve time stories when the minutes added or subtracted stay in the same hour.
Try a question
Lena starts reading at 4:12. She reads for 15 minutes. What time does she stop reading?
A. 4:17
B. 4:27
C. 4:37
D. 5:27
Reveal answer + explanation
Answer: B
Start at 4:12 and add 15 minutes. 12 + 15 = 27, so the time is 4:27, and it stays in the 4 o’clock hour.
Why each option
A. A is not correct. If you picked A, you probably added only 5 minutes instead of 15 minutes.
B. B is correct. 4:12 + 15 minutes = 4:27.
C. C is not correct. If you picked C, you probably added 25 minutes instead of 15 minutes.
D. D is not correct. If you picked D, you probably changed the hour even though the time stayed within the same hour.
Watch a video
Telling time problems with number line | Fractions | 3rd grade | Khan Academy
3.MD.2Customary measurement: length, capacity, weightShow example
Solve problems involving customary measurement. Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit. Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. Add, subtract, multiply, or divide to solve one-step word problems involving whole-number measurements of length, weight, and capacity in the same customary units.
What this standard is about
You can measure things using customary units like inches, feet, yards, cups, ounces, and pounds. You also solve one-step word problems when all the measurements use the same unit, like adding or subtracting cups or pounds.
Try a question
A pitcher has 4 cups of juice. Sam pours 2 more cups into it. How many cups of juice are in the pitcher now?
A. 2 cups
B. 6 cups
C. 7 cups
D. 8 cups
Reveal answer + explanation
Answer: B
Start with 4 cups and add 2 cups more. 4 + 2 = 6, so the pitcher has 6 cups of juice now.
Why each option
A. If you picked A, you probably subtracted instead of added. The juice amount got bigger, not smaller.
B. This is right. You add 4 cups + 2 cups to get 6 cups.
C. If you picked C, you probably made an addition mistake and counted one extra cup.
D. If you picked D, you probably doubled 4 cups instead of adding 2 more cups.
Watch a video
Arithmetic word problems with volume | 3rd grade | Khan Academy
3.MD.3Scaled picture and bar graphsShow example
Represent and interpret scaled picture and bar graphs: collect data by asking a question that yields data in up to four categories; make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided; solve one and two-step 'how many more' and 'how many less' problems using information from these graphs.
What this standard is about
A scaled graph uses one picture or one space on the bar to stand for more than 1 thing. You can read the scale, count carefully, and compare categories to find how many more or how many less.
Try a question
A class made a scaled picture graph about favorite snacks. Key: 1 picture = 2 students Apples: 4 pictures Crackers: 3 pictures Yogurt: 5 pictures Pretzels: 2 pictures How many more students chose Yogurt than Pretzels?
A. 3
B. 4
C. 6
D. 10
Reveal answer + explanation
Answer: C
Yogurt has 5 pictures, so 5 × 2 = 10 students. Pretzels has 2 pictures, so 2 × 2 = 4 students. Then 10 − 4 = 6 more students chose Yogurt.
Why each option
A. If you picked A, you probably counted the difference in pictures, but 5 pictures and 2 pictures are 3 pictures, and each picture stands for 2 students.
B. If you picked B, you probably found the number of students who chose Pretzels instead of finding how many more than Pretzels chose Yogurt.
C. This is correct. Yogurt is 10 students and Pretzels is 4 students, so the difference is 6.
D. If you picked D, you probably found the total number of students who chose Yogurt instead of comparing Yogurt to Pretzels.
Watch a video
Creating picture and bar graphs 2 exercise examples | 3rd grade | Khan Academy
3.MD.5Concept of area: tile and count unit squaresShow example
Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.
What this standard is about
Area tells how much space covers a flat shape. You can find the area of a rectangle by filling it with 1-unit squares, with no gaps or overlaps, and then counting all the squares.
Try a question
A rectangle is covered with square tiles. It has 4 rows with 6 tiles in each row. How many square units is the area?
A. 10 square units
B. 20 square units
C. 24 square units
D. 46 square units
Reveal answer + explanation
Answer: C
There are 4 rows of 6 tiles, so you count 6 + 6 + 6 + 6 = 24 tiles. That means the rectangle has an area of 24 square units.
Why each option
A. If you picked A, you probably added 4 + 6 instead of counting all the tiles in the rectangle.
B. If you picked B, you probably skip-counted by 5s or miscounted the rows and tiles.
C. This is right because 4 rows of 6 unit squares makes 24 square units.
D. If you picked D, you probably wrote the side lengths together as 46 instead of finding the area by counting squares.
Watch a video
Rectangle area as product of dimensions same as counting unit squares | Pre-Algebra | Khan Academy
3.MD.7Area of rectangles using multiplication and decompositionShow example
Relate area to the operations of multiplication and addition. 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. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems and represent whole-number products as rectangular areas in mathematical reasoning. Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles.
What this standard is about
Area tells how many square units cover a rectangle without gaps or overlaps. You can find area by counting square tiles, or by multiplying the side lengths because the tiles make rows and columns.
Try a question
A garden is a rectangle. It is 7 feet long and 4 feet wide. A fence inside splits it into a 3-by-4 part and a 4-by-4 part. What is the area of the whole garden?
A. 11 square feet
B. 18 square feet
C. 28 square feet
D. 32 square feet
Reveal answer + explanation
Answer: C
The whole rectangle has 7 rows of 4 square feet, so 7 × 4 = 28 square feet. You can also add the two smaller rectangles: 3 × 4 = 12 and 4 × 4 = 16, and 12 + 16 = 28.
Why each option
A. If you picked A, you probably added the side lengths, 7 + 4 = 11, instead of finding area.
B. If you picked B, you probably found one small rectangle, 3 × 4 = 12, and then added only one side length, 12 + 6 = 18, instead of adding both rectangle areas.
C. If you picked C, you are right. The area is 7 × 4 = 28 square feet, and it also matches 12 + 16 = 28.
D. If you picked D, you probably multiplied the 4-by-4 part correctly to get 16, then doubled it to make 32, as if both parts were 4-by-4.
Watch a video
Rectangle area as product of dimensions same as counting unit squares | Pre-Algebra | Khan Academy
3.MD.8Perimeter of polygonsShow example
Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length.
What this standard is about
Perimeter means the distance all the way around a shape. You can find it by adding the side lengths, or if you know the whole perimeter, you can subtract to find a missing side.
Try a question
A garden is shaped like a rectangle. Its perimeter is 24 feet. Three sides are 7 feet, 5 feet, and 7 feet. How long is the missing side?
A. 4 feet
B. 5 feet
C. 6 feet
D. 7 feet
Reveal answer + explanation
Answer: B
Add the three known sides: 7 + 5 + 7 = 19. Then subtract from the perimeter: 24 − 19 = 5, so the missing side is 5 feet.
Why each option
A. A is not correct. If you picked A, you probably made a subtraction mistake when finding 24 − 19.
B. B is correct. The known sides add to 19 feet, and 24 − 19 = 5 feet.
C. C is not correct. If you picked C, you probably added or subtracted one of the side lengths incorrectly.
D. D is not correct. If you picked D, you probably thought the missing side had to match the other long sides without using the perimeter.
Watch a video
Perimeter of a shape | Measurement | Pre-Algebra | Khan Academy
3.G.1Reason with two-dimensional shapes and their attributesShow example
Reason with two-dimensional shapes and their attributes. Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals. Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids.
What this standard is about
You can look at flat shapes and tell what makes them the same or different by noticing their sides and corners. You can also put shapes together to make new shapes and break bigger shapes into smaller ones.
Try a question
Mia draws a shape with 4 straight sides. The top and bottom sides move in the same direction, but the left and right sides do not. What shape could it be?
A. rectangle
B. square
C. trapezoid
D. rhombus
Reveal answer + explanation
Answer: C
The shape has 4 straight sides, so it is a quadrilateral. Only one pair of opposite sides moves in the same direction, so it is a trapezoid.
Why each option
A. If you picked A, you probably thought any 4-sided shape with one pair of opposite sides moving in the same direction is a rectangle. A rectangle has 2 pairs of opposite sides moving in the same direction.
B. If you picked B, you probably noticed it has 4 sides and guessed square. A square also has 2 pairs of opposite sides moving in the same direction and 4 square corners.
C. This is right. A trapezoid is a quadrilateral with exactly one pair of opposite sides moving in the same direction.
D. If you picked D, you probably thought all special 4-sided shapes fit here. A rhombus has 2 pairs of opposite sides moving in the same direction, not just 1 pair.
Watch a video
Introduction to types of quadrilaterals | 3rd grade | Khan Academy

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