Mathematics Florida Standards (MAFS)

Grade 3

Domain: OPERATIONS AND ALGEBRAIC THINKING

Cluster 1: Represent and solve problems involving multiplication and division. (Major Cluster)

Don’t 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.

Cognitive Complexity: Level 1: Recall

MAFS.3.OA.1.2 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.

Cognitive Complexity: Level 1: Recall

MAFS.3.OA.1.3 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.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.3.OA.1.4 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 = ?.

Cognitive Complexity: Level 1: Recall

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)

Don’t 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.)

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.3.OA.2.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8
by finding the number that makes 32 when multiplied by 8.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Cluster 3: Multiply and divide within 100. (Major Cluster)

Don’t 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.3.7 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.

Cognitive Complexity: Level 1: Recall

Cluster 4: Solve problems involving the four operations, and identify and explain patterns in
arithmetic. (Major Cluster)

Don’t 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.4.8 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.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

www.FLStandards.org | #FLStandards
© 2014, Florida Department of Education. All Rights Reserved.
 MAFS.3.OA.4.9 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.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Domain: NUMBER AND OPERATIONS IN BASE TEN

Cluster 1: Use place value understanding and properties of operations to perform multi-digit
arithmetic. (Additional Cluster)

Don’t 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.

Cognitive Complexity: Level 1: Recall

MAFS.3.NBT.1.2 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.

Cognitive Complexity: Level 1: Recall

MAFS.3.NBT.1.3 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.

Cognitive Complexity: Level 1: Recall

Domain: NUMBER AND OPERATIONS–FRACTIONS

Cluster 1: Develop understanding of fractions as numbers. (Major Cluster)

Don’t 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.NF.1.1 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.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.3.NF.1.2 Understand a fraction as a number on the number line; represent fractions on
a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval

www.FLStandards.org | #FLStandards
© 2014, Florida Department of Education. All Rights Reserved.
 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.
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.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.3.NF.1.3 Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size,
or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 =
2/3). Explain why the fractions are equivalent, e.g., by using a visual
fraction model.
c. Express whole numbers as fractions, and recognize fractions that are
equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1;
recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line
diagram.
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.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Domain: MEASUREMENT AND DATA

Cluster 1: Solve problems involving measurement and estimation of intervals of time, liquid volumes,
and masses of objects. (Major Cluster)

Don’t 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.
Cluster 2: Represent and interpret data. (Supporting Cluster)

Don’t 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.
Examples of Opportunities for In-Depth Focus

Continuous measurement quantities such as liquid volume, mass, and so on are an important context
for fraction arithmetic (cf. 4.NF.2.4c, 5.NF.2.7c, 5.NF.2.3). In grade 3, students begin to get a feel for
continuous measurement quantities and solve whole-number problems involving such quantities.
STANDARD CODE STANDARD
MAFS.3.MD.2.3 Draw a scaled picture graph and a scaled bar graph to represent a data set
with several categories. Solve one- and two-step “how many more” and “how
many less” problems using information presented in scaled bar graphs. For
example, draw a bar graph in which each square in the bar graph might
represent 5 pets.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.3.MD.2.4 Generate measurement data by measuring lengths using rulers marked with
halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units—whole numbers, halves, or
quarters.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Cluster 3: Geometric measurement: understand concepts of area and relate area to multiplication
and to addition. (Major Cluster)

Don’t 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.

Cognitive Complexity: Level 1: Recall

MAFS.3.MD.3.6 Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units).

Cognitive Complexity: Level 1: Recall

MAFS.3.MD.3.7 Relate area to the operations of multiplication and addition.

www.FLStandards.org | #FLStandards
© 2014, Florida Department of Education. All Rights Reserved.
 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)

Don’t 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)

Don’t 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.