Common Core State Standards (CCSS) Correlations

Interactive Learning: Math Word Problems Grade 3

Interactive Learning: Math Word Problems Grade 3

Mathematics

Domain - Operations and Algebraic Thinking, Grade 3

Represent and solve problems involving multiplication and division.

Math.3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Problem Page
Problem 2 9
Problem 7 12
Problem 34 25
Problem 33 25
Problem 35 26
Problem 39 28
Problem 40 28
Problem 41 29
Problem 46 31
Problem 48 32
Problem 47 32
Problem 49 33
Problem 51 34
Problem 54 35
Problem 55 36
Problem 56 36
Problem 58 37
Problem 57 37
Problem 60 38
Problem 61 39
Problem 62 39
Problem 63 40
Problem 64 40
Problem 65 41
Problem 67 42

Represent and solve problems involving multiplication and division.

Math.3.OA.A.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Problem Page
Problem 2 9
Problem 49 33
Problem 54 35
Problem 58 37
Problem 57 37
Problem 60 38
Problem 62 39
Problem 61 39
Problem 63 40
Problem 64 40
Problem 65 41
Problem 67 42

Represent and solve problems involving multiplication and division.

Math.3.OA.A.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.

Problem Page
Problem 33 25
Problem 34 25
Problem 35 26
Problem 37 27
Problem 38 27
Problem 39 28
Problem 40 28
Problem 41 29
Problem 44 30
Problem 46 31
Problem 47 32
Problem 48 32
Problem 50 33
Problem 49 33
Problem 51 34
Problem 54 35
Problem 56 36

Represent and solve problems involving multiplication and division.

Math.3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of  shares or a number of groups can be expressed as 56 ÷ 8.

Problem Page
Problem 55 36
Problem 57 37
Problem 58 37
Problem 60 38
Problem 62 39
Problem 61 39
Problem 63 40
Problem 64 40
Problem 65 41
Problem 67 42
Problem 70 43
Problem 71 44

Understand properties of multiplication and the relationship between multiplication and division.

Math.3.OA.B.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.)

Problem Page
Problem 2 9
Problem 7 12
Problem 34 25
Problem 33 25
Problem 35 26
Problem 40 28
Problem 39 28
Problem 41 29
Problem 46 31
Problem 48 32
Problem 47 32
Problem 49 33
Problem 51 34
Problem 54 35
Problem 55 36
Problem 56 36
Problem 58 37
Problem 57 37
Problem 60 38
Problem 61 39
Problem 62 39
Problem 63 40
Problem 64 40
Problem 65 41
Problem 67 42
Problem 70 43
Problem 71 44

Understand properties of multiplication and the relationship between multiplication and division.

Math.3.OA.B.6: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Problem Page
Problem 55 36
Problem 57 37
Problem 58 37
Problem 60 38
Problem 61 39
Problem 62 39
Problem 63 40
Problem 64 40
Problem 65 41
Problem 67 42
Problem 70 43
Problem 71 44

Multiply and divide within 100.

Math.3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Problem Page
Problem 2 9
Problem 7 12
Problem 34 25
Problem 33 25
Problem 35 26
Problem 40 28
Problem 39 28
Problem 41 29
Problem 46 31
Problem 48 32
Problem 47 32
Problem 49 33
Problem 51 34
Problem 54 35
Problem 55 36
Problem 56 36
Problem 58 37
Problem 57 37
Problem 60 38
Problem 62 39
Problem 61 39
Problem 63 40
Problem 64 40
Problem 65 41
Problem 67 42
Problem 70 43
Problem 71 44

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Math.3.OA.D.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Problem Page
Problem 7 12
Problem 20 18
Problem 50 33
Problem 53 35
Problem 59 38
Problem 73 45
Problem 80 48
Problem 81 49
Problem 86 51
Problem 85 51
Problem 87 52
Problem 90 53

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Math.3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.(This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order).

Problem Page
Problem 7 12
Problem 12 14
Problem 13 15
Problem 25 21
Problem 59 38
Problem 80 48
Problem 82 49
Problem 81 49
Problem 84 50
Problem 83 50
Problem 86 51
Problem 85 51
Problem 87 52
Problem 88 52
Problem 90 53

Domain - Number and Operations in Base Ten, Grade 3

Use place value understanding and properties of operations to perform multi-digit arithmetic.4

Math.3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Problem Page
Problem 1 9
Problem 4 10
Problem 3 10
Problem 6 11
Problem 14 15
Problem 15 16
Problem 16 16
Problem 17 17
Problem 18 17
Problem 19 18
Problem 22 19
Problem 21 19
Problem 24 20
Problem 23 20
Problem 29 23
Problem 30 23
Problem 78 47
Problem 77 47
Problem 79 48

Use place value understanding and properties of operations to perform multi-digit arithmetic.4

Math.3.NBT.A.1: Use place value understanding to round whole numbers to the nearest 10 or 100.

Problem Page
Problem 5 11
Problem 12 14
Problem 13 15
Problem 25 21
Problem 88 52

Use place value understanding and properties of operations to perform multi-digit arithmetic.4

Math.3.NBT.A.3: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Problem Page
Problem 41 29
Problem 53 35
Problem 58 37
Problem 82 49
Problem 85 51

Domain - Number and Operations-Fractions, Grade 3

Develop understanding of fractions as numbers.

Math.3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Problem Page
Problem 76 46
Problem 75 46
Problem 99 58
Problem 100 58

Develop understanding of fractions as numbers.

Math.3.NF.A.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Problem Page
Problem 98 57

Domain - Measurement and Data, Grade 3

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Math.3.MD.A.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.

Problem Page
Problem 8 12
Problem 10 13
Problem 9 13
Problem 11 14
Problem 26 21
Problem 27 22
Problem 28 22
Problem 89 53

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Math.3.MD.C.7: Relate area to the operations of multiplication and addition.

Problem Page
Problem 42 29
Problem 103 60
Problem 104 60

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Math.3.MD.C.6: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Problem Page
Problem 42 29
Problem 104 60
Problem 103 60

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Math.3.MD.C.5: Recognize area as an attribute of plane figures and understand concepts of area measurement.

Problem Page
Problem 42 29
Problem 104 60
Problem 103 60

Domain - Geometry, Grade 3

Reason with shapes and their attributes.

Math.3.G.A.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.

Problem Page
Problem 100 58

Reason with shapes and their attributes.

Math.3.G.A.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.

Problem Page
Problem 102 59
Problem 101 59

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