Common Core Georgia Performance Standards
Elementary School Mathematics
Third Grade
1. Make sense of problems and persevere in solving them.
In third grade, students know that doing mathematics involves solving problems and discussing how
they solved them. Students explain to themselves the meaning of a problem and look for ways to solve
it. Third graders may use concrete objects or pictures to help them conceptualize and solve problems.
They may check their thinking by asking themselves, “Does this make sense?” They listen to the
strategies of others and will try different approaches. They often will use another method to check their
answers.
2. Reason abstractly and quantitatively.
Third graders should recognize that a number represents a specific quantity. They connect the quantity
to written symbols and create a logical representation of the problem at hand, considering both the
appropriate units involved and the meaning of quantities.
3. Construct viable arguments and critique the reasoning of others.
In third grade, students may construct arguments using concrete referents, such as objects, pictures, and
drawings. They refine their mathematical communication skills as they participate in mathematical
discussions involving questions like “How did you get that?” and “Why is that true?” They explain their
thinking to others and respond to others’ thinking.
4. Model with mathematics.
Students experiment with representing problem situations in multiple ways including numbers, words
(mathematical language), drawing pictures, using objects, acting out, making a chart, list, or graph,
creating equations, etc. Students need opportunities to connect the different representations and explain
the connections. They should be able to use all of these representations as needed. Third graders should
evaluate their results in the context of the situation and reflect on whether the results make sense. Georgia Department of Education
5. Use appropriate tools strategically.
Third graders consider the available tools (including estimation) when solving a mathematical problem
and decide when certain tools might be helpful. For instance, they may use graph paper to find all the
possible rectangles that have a given perimeter. They compile the possibilities into an organized list or a
table, and determine whether they have all the possible rectangles
6. Attend to precision.
As third graders develop their mathematical communication skills, they try to use clear and precise
language in their discussions with others and in their own reasoning. They are careful about specifying
units of measure and state the meaning of the symbols they choose. For instance, when figuring out the
area of a rectangle they record their answers in square units.
7. Look for and make use of structure.
In third grade, students look closely to discover a pattern or structure. For instance, students use
properties of operations as strategies to multiply and divide (commutative and distributive properties).
8. Look for and express regularity in repeated reasoning.
Students in third grade should notice repetitive actions in computation and look for more shortcut
methods. For example, students may use the distributive property as a strategy for using products they
know to solve products that they don’t know. For example, if students are asked to find the product of 7
x 8, they might decompose 7 into 5 and 2 and then multiply 5 x 8 and 2 x 8 to arrive at 40 + 16 or 56. In
addition, third graders continually evaluate their work by asking themselves, “Does this make sense?”
***Mathematical Practices 1 and 6 should be evident in EVERY lesson***
Common Core Georgia Performance Standards
Elementary School Science
Third Grade
Form and Function
Third grade students observe and compare objects and use the information they obtain to answer
their own questions. Their communication skills allow them to record findings and analyze data.
They understand that the form or shape of an object is frequently related to use, operation or
function. They will use this information to explain rock cycles, features of plants and animals, heat
energy, and magnetic force.
Major Concepts/Skills Concepts/Skills to Maintain
Earth Science Habits of Mind:
Rocks and minerals of Georgia Records investigations
Soils Analyzes whole number data
Weathering Measures
Fossils Makes sketches
Physical Science Compares and describes
Heat energy numerically
Magnets Researches
Life Science Uses tools
Habitats Answers their own questions
Features of organisms of Georgia Communicates findings
Pollution and conservation Understands safety concerns
Exceptional Students 