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Khan Academy: 3rd Grade math
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The Khan Academy: 3^{rd} Grade math missions are, for the most part, good for thirdgraders. They address 45 skills in addition and subtraction, multiplication and division, fractions, measurement and geometry, place value and rounding, expressions, and patterns. Of all the missions, this set is the least extensive, offering the fewest number of skills. While the practice problems may feel tedious, and some kids may find the explanations confusing, most in this age group should be ready to thrive with this type of instruction. Teachers may find this mission most useful for practice and assessment, leaving instruction to inclass lessons. These drills can also be useful as extra help for kids who are struggling with a particular concept  just be careful to explain any differing methods so kids don't get confused. Quick learners at this age may also appreciate introductions to new or more challenging material.
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Continue reading Show lessKey Standards Supported
Measurement And Data
 3.MD.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.
 3.MD.5.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.
 3.MD.5.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.
 3.MD.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
 3.MD.7.a
Find the area of a rectangle with wholenumber side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
 3.MD.7.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 wholenumber products as rectangular areas in mathematical reasoning.
 3.MD.7.c
Use tiling to show in a concrete case that the area of a rectangle with wholenumber 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.
 3.MD.7.d
Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
 3.MD.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.
Number And Operations—Fractions
 3.NF.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.
 3.NF.2.a
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
 3.NF.2.b
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
 3.NF.3.d
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Operations And Algebraic Thinking
 3.OA.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 onedigit numbers.
 3.OA.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.
 3.OA.2
Interpret wholenumber 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.
 3.OA.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.1
 3.OA.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 = ?.
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