Make 3rd grade math worksheets from one page: multiplication and division facts, sums within 1,000, rounding, fractions, time, and area and perimeter. The page opens on Mixed facts to 10 × 10. Choose 12 to 100 facts under Problems.
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What third grade math covers
The Common Core names four focus areas for grade 3: multiplying and dividing within 100, fractions, arrays and area, and two-dimensional shapes. Standard 3.OA.7 wants every product of two one-digit numbers known from memory, and Texas 3.4(F) asks for facts to 10 by 10. Those 3rd grade math facts fill the first two topics. This page has no sheet on quadrilaterals, scaled graphs or line plots. These third grade math worksheets are practice, not a curriculum.
Where Texas and the Common Core differ
Texas teaches 2-digit × 1-digit multiplication in grade 3 (3.4(G)). The Common Core stops at 9 × 80 until grade 4. Texas also counts coins and bills and reads numbers to 100,000. Time to the minute is Common Core grade 3, Texas grade 2.
Print Facts of 7, 8 and 9 last: after tables 1 to 6 and 10, only 6 facts are new.
On Perimeter of a rectangle, an answer of 28 for 7 by 4 means the pupil found the area.
Questions and answers
Which sheets practice math facts for 3rd grade?
The first two topics under Sheet type. Mixed facts to 10 × 10 asks 40 facts from tables 2 to 10 with none repeated. Mixed division facts within 100 asks them backward. Smaller sheets take three tables each, ending with 7, 8 and 9.
Is there a grade 3 math worksheets PDF?
There is no download button. Press Print and choose Save as PDF in your browser's print window. Your 3rd grade math worksheets PDF has the problems on page 1 and the answer key on page 2, both carrying the same sheet code.
What number ranges do the 3rd grade sheets use?
Mostly products within 100, sums within 1,000 and fractions with denominators 2, 3, 4, 6 and 8. These math worksheets for 3rd graders are written for children of 8 to 9, the usual age in third grade (Year 4 in England, by age).
All 46 sheet types
Multiplication facts to 10 × 10 7
2-digit × 1-digit with partial products3 × 24 = 60 + 12 = 72. Texas sets this in grade 3, standard 3.4(G). The Common Core leaves it to grade 4 (4.NBT.5). Print it or skip it, as your state asks.
Equal groups as a multiplication sentence5 groups of 7 is 5 × 7 = 35. Each line describes the groups in words, and the pupil writes the multiplication and the product. No drawing is needed.
Facts of 2, 5 and 105 × 7 = 35. Three tables pupils can already skip count: Texas has them counting by twos, fives and tens in grade 1, standard 1.5(B). They hold 27 different facts, so a 30 problem sheet asks every one and repeats 3.
Facts of 3, 4 and 66 × 4 = 24. The 4s are double the 2s and the 6s are double the 3s: 2 × 7 = 14, so 4 × 7 = 28. 27 different facts on a 30 problem sheet.
Facts of 7, 8 and 98 × 7 = 56. Once tables 1 to 6 and 10 are known, only 6 facts here are new: 7 × 7, 7 × 8, 7 × 9, 8 × 8, 8 × 9 and 9 × 9. The rest are known facts turned around.
Mixed facts to 10 × 107 × 6 = 42. Tables 2 to 10, each up to × 10, in mixed order. That is 54 different facts, and the sheet asks 40 with none repeated. The page opens here, with the answer key on page 2.
One digit × multiples of 109 × 80 = 720. Think of 9 × 8 tens, which is 72 tens. Common Core 3.NBT.3 stops at multiples of 10 from 10 to 90, and so does this sheet.
Show all 46 sheet types (39 more)
Division facts within 100 6
Divide by 2, 5 and 1035 ÷ 5 = 7. All 30 problems with these three divisors fit on one sheet, so each is asked exactly once. Dividing by 10 shows the pattern first: 70 ÷ 10 = 7.
Divide by 3, 4 and 624 ÷ 6 = 4. To divide by 4, halve and halve again: 28 ÷ 2 = 14 and 14 ÷ 2 = 7, so 28 ÷ 4 = 7. 30 problems, each asked once.
Divide by 7, 8 and 956 ÷ 8 = 7, the quotient Common Core 3.OA.2 itself uses as its example. Pupils who know 8 × 7 = 56 already know this one. 30 problems, each asked once.
Mixed division facts within 10072 ÷ 9 = 8. Divisors 2 to 10 and quotients 1 to 10, so every problem is a times tables fact read backward. 40 of the 90 possible problems, no remainders.
Multiply and divide fact families6 × 7 = 42, 7 × 6 = 42, 42 ÷ 6 = 7 and 42 ÷ 7 = 6. Three numbers, four facts. Each problem gives the three numbers and the pupil writes all four.
Sharing and grouping, no remainders56 ÷ 8 = 7 reads two ways: 56 shared among 8 gives 7 each, and 56 put into groups of 8 makes 7 groups. The sheet mixes both kinds of story.
Properties and patterns 5
Break apart a factor8 × 7 = 8 × 5 + 8 × 2 = 40 + 16 = 56. One hard fact becomes two easy ones. The first 6 problems give the split, and the pupil chooses the split for the other 6.
Even or odd product?4 × 7 = 28 is even and 7 × 9 = 63 is odd. One even factor makes the product even, and only odd × odd is odd. Pupils decide first, then multiply to check.
Rule tables: multiply or divideRule × 6: in 4, out 24; in 7, out 42, since 7 × 6 = 42. Each table states its rule and has 5 rows with the in or the out number missing. Texas 3.5(E) calls these number pairs in a table.
Three factors, grouped two ways3 × 5 × 2 = 15 × 2 = 30, and also 3 × 10 = 30. Pupils work each product both ways and see that the grouping does not change it.
Turn the factors around6 × 4 = 24, so 4 × 6 = 24. Pupils write the partner fact and both products. A Common Core footnote says grade 3 pupils need not use the formal names of the properties.
Add and subtract within 1,000 4
Add 3-digit numbers, sums within 1,000467 + 285 = 752, regrouping the ones and the tens. Every sum stays within 1,000, the limit in Common Core 3.NBT.2 and Texas 3.4(A). Problems regroup once, twice or not at all, in mixed order.
Estimate first, then add or subtract467 + 285 is about 500 + 300 = 800, and the exact sum is 752. Pupils round each number to the nearest 100, estimate, then compute. Texas 3.4(B) and Common Core 3.OA.8 both ask for this check.
Subtract 3-digit numbers with regrouping752 − 285 = 467. Every problem regroups at least once and no answer goes below zero. A Common Core footnote allows a range of algorithms, so the key shows the answer, not a method.
Subtract across zeros600 − 247 = 353 and 403 − 158 = 245. The top number has a zero in the tens place or in both places, so pupils must regroup from the hundreds before they can take from the tens.
Rounding and place value 6
Between which two tens?460 < 467 < 470. Pupils write the multiple of 10 on each side of the number, then circle the closer one. It is the number line step in Texas 3.2(C), done without a drawing.
Compare numbers to 100,00045,206 < 45,260. Pupils write >, < or = between two numbers. The pair often uses the same digits in a different order, so pupils must compare place by place. Texas 3.2(D) sets the limit at 100,000.
Expanded form to 100,00045,206 = 40,000 + 5,000 + 200 + 6. Texas 3.2(A) works with numbers up to 100,000 in grade 3. The Common Core has no grade 3 match: it reads numbers to 1,000 in grade 2 and larger ones in grade 4.
Round one number two ways467 is 470 to the nearest 10 and 500 to the nearest 100. Two answer blanks per number. Some numbers, such as 398, give 400 both times, which is worth a class discussion.
Round to the nearest 10467 rounds to 470. It lies between 460 and 470 and is 3 away from 470 but 7 away from 460. Numbers run from 11 to 999, and a number ending in 5 goes up.
Round to the nearest 100467 rounds to 500, because it is past 450, the halfway mark between 400 and 500. A number exactly halfway, such as 450, goes up: that is the tie rule most commonly taught, and neither standards text spells one out.
Fractions: halves to eighths 7
Build a fraction from unit fractions3/4 = 1/4 + 1/4 + 1/4: three parts, each one fourth. Common Core 3.NF.1 and Texas 3.3(D) both describe a fraction this way. Pupils write the sum or the fraction.
Compare fractions with the same denominator3/8 < 5/8. The pieces are the same size, so more pieces is more. Pupils write >, = or < between two fractions of the same whole.
Compare fractions with the same numerator2/3 > 2/6. The same number of pieces, but sixths are smaller than thirds. Grade 3 compares fractions only when the numerators match or the denominators match.
Equivalent fractions: fill the blank1/2 = 2/4 and 4/6 = 2/3, the two examples in Common Core 3.NF.3. One numerator or denominator is left blank. Every denominator is 2, 3, 4, 6 or 8.
Fractions on a number line from 0 to 1A line from 0 to 1 cut into 4 equal parts has 1/4, 2/4 and 3/4 at its marks. Pupils name a marked point or mark a given fraction. Denominators are 2, 3, 4, 6 and 8, the limit both standards set.
Shade a fraction stripA strip in 6 equal parts with 5 shaded shows 5/6. Half the problems give the strip and ask for the fraction, and half give the fraction and an empty strip. Texas 3.3(A) names strip diagrams.
Whole numbers written as fractions3 = 3/1, 6/1 = 6 and 4/4 = 1. Pupils fill the blank in equations like these. They are the cases Common Core 3.NF.3c lists. Texas keeps grade 3 fractions between 0 and 1, so only the 4/4 = 1 kind applies there.
Time and money 4
Elapsed time in minutesFrom 2:47 to 3:15 is 28 minutes: 13 minutes to reach 3:00, then 15 more, and 13 + 15 = 28. Times are printed as digits, so no clock drawing is needed. Intervals stay under 60 minutes.
Read the clock to the minuteA clock face showing 7:52. Pupils write the time under each of 8 clocks. The Common Core sets time to the nearest minute in grade 3 (3.MD.1), and Texas places it in grade 2, standard 2.9(G).
Start time plus minutesA lesson starts at 7:52 and lasts 25 minutes, so it ends at 8:17. 52 + 25 = 77 minutes, and 77 = 60 + 17, which is 1 hour and 17 minutes. Half the problems cross the hour.
Value of coins and bills2 one-dollar bills, 3 quarters, 1 dime and 4 pennies make $2.89. The collection is listed in words, so no coin pictures are needed. Texas 3.4(C) sets this in grade 3, and the Common Core handles money in grade 2 (2.MD.8).
Area and perimeter of rectangles 7
Area model with a split sideA 7 by 8 rectangle split into 7 by 5 and 7 by 3 gives 7 × 8 = 7 × 5 + 7 × 3 = 35 + 21 = 56. It is Break apart a factor drawn as a picture, which is how Common Core 3.MD.7c presents it.
Area of a labeled rectangleA rectangle 7 units by 4 units has an area of 7 × 4 = 28 square units. Side lengths run from 2 to 10, so every area is a times tables fact. The key gives the number and the square unit.
Count unit squares on a grid3 rows of 6 squares cover 18 square units, and 3 × 6 = 18. Pupils count first, then write the multiplication. It is the step from tiling to multiplying in Common Core 3.MD.7, and Texas 3.6(C) words it as rows times squares in each row.
L shapes split into two rectanglesAn L shape cut into a 4 by 3 rectangle and a 2 by 5 rectangle has an area of 4 × 3 + 2 × 5 = 12 + 10 = 22 square units. Common Core 3.MD.7d and Texas 3.6(D) both add areas this way.
Missing side from the perimeterPerimeter 30 units, length 9 units. 9 + 9 = 18, 30 − 18 = 12 and 12 ÷ 2 = 6, so the width is 6 units. Both standards ask for an unknown side length.
Perimeter of a rectangleA 7 by 4 rectangle has a perimeter of 7 + 4 + 7 + 4 = 22 units. Only the side lengths are printed, so it works without a drawing. A pupil who answers 28 has found the area.
Same perimeter, different areaA 2 by 6 rectangle and a 4 by 4 square both have a perimeter of 16 units, yet 2 × 6 = 12 and 4 × 4 = 16 square units. Pupils list every whole-number rectangle for a given perimeter and find each area.
How this list was compiled: Own list of sheet types, written 2026-09-18. Every worked example was computed twice. Standards checked on 2026-09-18 against the full texts: Common Core State Standards for Mathematics, https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf (Grade 3 introduction, 3.OA.1 to 3.OA.9 with footnotes, 3.NBT.1 to 3.NBT.3 with footnotes, 3.NF.1 to 3.NF.3 with the footnote on denominators 2, 3, 4, 6 and 8, 3.MD.1 to 3.MD.8, 3.G.2; also 2.NBT.3, 2.MD.7, 2.MD.8, 4.NBT.2 and 4.NBT.5 for the grade comparisons), and the Texas Essential Knowledge and Skills, 19 TAC chapter 111, https://tea.texas.gov/sites/default/files/ch111a.pdf (section 111.5 Grade 3: 3.2(A) to 3.2(D), 3.3(A) to 3.3(H), 3.4(A) to 3.4(K), 3.5(A) to 3.5(E), 3.6(C), 3.6(D), 3.7(B), 3.7(C), 3.8(A), 3.8(B); section 111.4 Grade 2: 2.9(G)). The tie rule for rounding (a halfway number goes up) is described as commonly taught in https://en.wikipedia.org/wiki/Rounding , read 2026-09-18; neither standards text states it. Fix pass re-check, 2026-09-20: the Common Core grade 3 list read again at https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf; 3.MD.3 (scaled picture and bar graphs), 3.MD.4 (line plots) and 3.G.1 (quadrilaterals) have no sheet in this file, and the page copy now says so. Licence: own work