North Carolina 3rd Grade Standards

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English Language Arts 64 standards

Reading Foundational Skills

Reading Foundational Skills
RF.3.2Create readable documents with legible handwriting (manuscript and cursive).
RF.3.4 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4aIdentify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.4bDecode words with common Latin suffixes.
RF.3.4cDecode multisyllabic words.
RF.3.4dRead grade-appropriate irregularly spelled words."
RF.3.5 Read with sufficient accuracy and fluency to support comprehension.
RF.3.5aRead on-level text with purpose and understanding.
RF.3.5bRead on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.3.5cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Literature

Reading Literature
RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.3.4Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.
RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
RL.3.9Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
RL.3.10By the end of grade 3, read and understand literature at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Reading Informational Text

Reading Informational Text
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5Use text features and search tools to locate information relevant to a given topic efficiently.
RI.3.6Distinguish their own point of view from that of the author of a text.
RI.3.7Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI.3.8Describe how the author connects ideas between sentences and paragraphs to support specific points in a text.
RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10By the end of grade 3, read and understand informational texts at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Writing

Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1aOrganize information and ideas around a topic to plan and prepare to write.
W.3.1bIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1cProvide reasons that support the opinion.
W.3.1dUse linking words and phrases to connect opinion and reasons.
W.3.1eProvide a concluding statement or section.
W.3.1fWith guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.
W.3.2 Write informative /explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2aOrganize information and ideas around a topic to plan and prepare to write.
W.3.2bIntroduce a topic and group related information together; include illustrations when useful to aiding
W.3.2cDevelop the topic with facts, definitions, and details.
W.3.2dUse linking words and phrases to connect ideas within categories of information.
W.3.2eProvide a concluding statement or section.
W.3.2fWith guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3aOrganize information and ideas around a topic to plan and prepare to write.
W.3.3bEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3cUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3dUse temporal transition words and phrases to signal event order.
W.3.3eProvide a sense of closure.
W.3.3fWith guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose."
W.3.4With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others.
W.3.5Conduct short research projects that build knowledge about a topic.
W.3.6Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Speaking and Listening

Speaking and Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.1aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation
SL.3.1bFollow agreed-upon rules for discussions.
SL.3.1cAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1dExplain their own ideas and understanding in light of the discussion."
SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally."
SL.3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace.
SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Language

Language
L.3.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum.
L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3aChoose words and phrases for effect.
L.3.3bRecognize and observe differences between the conventions of spoken and written standard English.
L.3.4Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.3.5 Demonstrate understanding of nuances in word meanings.
L.3.5aDistinguish the literal and nonliteral meanings of words and phrases in context.
L.3.5bDistinguish shades of meaning among related words that describe states of mind or degrees of certainty.
L.3.6Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and

Mathematics 38 standards

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.
NC.3.OA.1 For products of whole numbers with two factors up to and including 10:
Interpret the factors as representing the number of equal groups and the number of objects in each group.
Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.
NC.3.OA.2 For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient:
Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group.
Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.
NC.3.OA.3 Represent, interpret, and solve one-step problems involving multiplication and division.
Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.
Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.
Understand properties of multiplication and the relationship between multiplication and division.
NC.3.OA.6Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem.
Multiply and divide within 100.
NC.3.OA.7 Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10.
Know from memory all products with factors up to and including 10.
Illustrate and explain using the relationship between multiplication and division.
Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
Solve two-step problems.
NC.3.OA.8Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number.
Explore patterns of numbers.
NC.3.OA.9Interpret patterns of multiplication on a hundreds board and/or multiplication table.

Number and Operations in Base Ten

Use place value to add and subtract.
NC.3.NBT.2 Add and subtract whole numbers up to and including 1,000.
Use estimation strategies to assess reasonableness of answers.
Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems.
Use expanded form to decompose numbers and then find sums and differences.
Generalize place value understanding for multi-digit numbers.
NC.3.NBT.3Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90.

Number and Operations – Fractions

Understand fractions as numbers.
NC.3.NF.1 Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts;
Explain that a unit fraction is one of those parts.
Represent and identify unit fractions using area and length models.
NC.3.NF.2 Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models.
Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction.
Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.
NC.3.NF.3 Represent equivalent fractions with area and length models by:
Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths.
Explaining that a fraction with the same numerator and denominator equals one whole.
Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
NC.3.NF.4Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths.

Measurement and Data

Solve problems involving measurement.
NC.3.MD.1Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour.
NC.3.MD.2 Solve problems involving customary measurement.
Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit.
Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds.
Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units.
Represent and interpret data.
NC.3.MD.3 Represent and interpret scaled picture and bar graphs:
Collect data by asking a question that yields data in up to four categories.
Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided.
Solve one and two-step “how many more” and “how many less” problems using information from these graphs
Understand the concept of area.
NC.3.MD.5Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.
NC.3.MD.7 Relate area to the operations of multiplication and addition.
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.
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning.
Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles.
Understand the concept of perimeter.
NC.3.MD.8Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length.

Geometry

Reason with shapes and their attributes.
NC.3.G.1 Reason with two-dimensional shapes and their attributes.
Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals.
Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids.

Science 18 standards

Matter and its Interactions

PS.3.1 Understand the structure and properties of matter before and after they undergo a change.
PS.3.1.1Engage in argument from evidence to infer that air is a substance that surrounds us, takes up space, and has mass.
PS.3.1.2Carry out investigations to classify solids, liquids, and gases based on their basic properties.

Motion and Stability- Forces and Interactions

PS.3.2 Understand motion and factors that affect motion.
PS.3.2.1Carry out investigations to infer changes in speed or direction resulting from forces acting on an object.
PS.3.2.2Carry out investigations to compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time.
PS.3.2.3Use models to explain the effect of Earth's gravity on the motion of any object on or near the Earth.

Energy

PS.3.3 Understand how energy can be transferred from one object to another.
PS.3.3.1Ask questions to explain how heat is created by friction.
PS.3.3.2Carry out investigations to explain how energy can be transferred from a warmer object to a cooler one by contact or at a distance.

From Molecules to Organisms- Structures and Processes

LS.3.1 Understand human body systems and how they are essential for life: protection, movement, and support.
LS.3.1.1Use models to infer the functions of the skeletal and muscular systems.
LS.3.1.2Obtain, evaluate, and communicate scientific information to explain why skin is necessary for protection and for the body to remain healthy.
LS.3.2 Understand how plant structures aid in survival.
LS.3.2.1Carry out investigations to explain the structures and functions of plants and how they are essential for life.
LS.3.2.2Use models to exemplify the distinct stages of the life cycle of seed plants.

Ecosystems - Interactions, Energy, and Dynamics

LS.3.3 Understand how environmental factors aid in the survival of plants.
LS.3.3.1Carry out investigations to explain how environmental conditions determine how well plants survive and grow.
LS.3.3.2Construct an explanation to infer how the basic properties and components of soil determine its ability to support the growth and survival of many plants.

Earth’s Place in the Universe

ESS.3.1 Remember the major components and patterns observed in the earth/moon/sun system.
ESS.3.1.1Use models to recognize that the Earth is part of a system called the solar system that includes the sun (a star), planets, and many moons, and that the Earth is the third planet from the sun.
ESS.3.1.2Carry out investigations to recognize that changes in the length and direction of an object's shadow indicate the apparent changing position of the sun during the day.
ESS.3.1.3Obtain, evaluate and communicate information to recognize the patterns of the stars (including the sun) stay the same as they appear to move across the sky.

Earth’s Systems

ESS.3.2 Understand the structures of the Earth’s surface using models.
ESS.3.2.1Use models to compare Earth's saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
ESS.3.2.2Use models to compare Earth's land features (including volcanoes, mountains, valleys, canyons, caverns, and islands).

More Information: North Carolina Dates, Sources and Homeschool Law

North Carolina Standard Course of Study, published by the North Carolina Department of Public Instruction (NC DPI).

Adopted by the state: English 2017, Math 2017, Science 2023, Social Studies 2021
Last checked by NexStudents: September 25, 2026

Copied from the state's own files, word for word. States revise their standards, so check the state's page for the current version.

English Language Arts (the state's file)
Mathematics (the state's file)
Science (the state's file)
Social Studies (the state's file)

Homeschool Law in North Carolina

School required for ages: 7–16
Ways to homeschool: One
Notice to the state: Yes
Teacher qualifications: Yes
Required subjects: No
Testing or evaluation: Yes
Immunization records: Yes
Instruction time: A regular schedule for at least nine calendar months a year, apart from reasonable holidays.
The law: North Carolina General Statute §115C-563

Written from HSLDA's summary of North Carolina homeschool law, read September 25, 2026. Laws change and this is not legal advice. Read HSLDA's full step-by-step guide before you file anything.