Third-grade students are expected to know some common math terms such as "symmetry," "estimate," "range," "mean" and "median," as well as all the operator symbols like "+" and "-." The test questions go beyond presenting a term with a list of definitions; instead, these terms are used on their own, without their definitions, in several math problems that students can't solve without being familiar with the terms. Measurements are included in the expected vocabulary; third graders should know which units of measurement--meter or gallon, for example--are appropriate in certain situations.
The FCAT includes several word problems involving the addition, subtraction, multiplication and division of objects, time and other variables. These skills are often combined with other skills, such as interpreting graphs, charts, tables and images. Area, perimeter and other simple formulas are defined in some problems, and students are expected to plug in numbers to these formulas to correctly answer some questions. The ability to manipulate fractions as well as whole numbers is expected of third graders on the FCAT.
Students are expected to interpret graphic information, including chart "keys," to solve a variety of word problems. The test includes pie, line and bar graphs and images meant to represent specific numbers of objects. This graphic information is used to assess a child's knowledge of coordinates, probability and general graph interpretation. In some problems, graphs and tables are used as a visual aid to assist a child with solving an addition, subtraction, multiplication or division problem.
A few problems on the test require third graders to perform spatial manipulation. The FCAT expects students to know what objects look like after being rotated a certain number of degrees and what they look like after they are reflected in the mirror. Students are expected to know common degree measurements used in rotation, such as 180 degrees, 90 degrees and 360 degrees. These degree measurements aren't explained on the test.