They can verify geometric transformations and describe the location of a figure on a coordinate plane. Students use data to predict outcomes and make comparisons. They order events from least likely to occur to most likely to occur, conduct simple probability experiments, and determine probability. They can read and interpret tables, charts, pictographs, bar graphs and line graphs and make comparisons among them. They can recognize, identify, and extend patterns of objects and numbers and can find a rule to describe them.
Students use words, such as middle or most often , to describe measures of central tendency.
Students use technology to find, retrieve, organize and clarify mathematical information, and express mathematical ideas using everyday language, models, tables, and symbols. They use mathematical thinking, recognize mathematical patterns and ideas in other disciplines, and identify how mathematics is used in career settings. Problem solving, mathematical reasoning, communication, and connections are necessarily infused throughout the curriculum. Although the processes are the same for each grade level, implementation of them will vary based on the increasing complexity of the content. Specific examples appropriate for Grade Three can be found on the Suggested Assessment Evidence for the End of Third Grade chart.