Virginia Mathematics

2009 Grade 3 Standards of Learning

Virginia Department of EducationK-12 Mathematics Standards of Learning Institutes

October 2009

Major SOL Changes

Number and Number Sense Mixed numbers. (2001-3.5, 3.6 2009- 3.3 a,b,c)

Fractions and Mixed Numbers

Understand and define the wholeUnderstand that the denominator tells the equal parts that represent a wholeUnderstand that the numerator is a counting number

Number and Number Sense:

Understand that the value of a fraction is dependenton both the number of parts in a whole and thenumber of those parts being considered. Fractions are NOT LIMITED.

Mixed Numbers

=1

What is the fractional value of the model shown below?

NO DECIMALS If = 1

Place Value and Using Base-10 blocks

unit

rodflatblock

Major SOL Changes

Computation and Estimation Multiplication and division facts through 12. Multistep problems using addition and

subtraction. Find related quotients. Represent multiplication and division, using

area, set, and number line models. Add and subtract with proper fractions having

like denominators of 12.

Multiplication and Division Facts through 12

Begin instruction concretely using an ARRAY, set, and number line models.

Example:

Array model ( 4 x 12)

12

4

48

Multiplication and Division Facts through 12

Begin instruction concretely using an array, SET, and

number line models.

Example:Set Model

4 x 12 would be read as 4 “groups of” 12. Using Base-10 to create this set model:

48

Multiplication and Division Facts through 12

Begin instruction concretely using an array, set, and NUMBER LINE models.

Example:

NUMBER LINE MODEL

0 12 24 36 48

The number line model for 4 x 12 is represented as 4 “jumps of” 12, which is 48.

Computation and Estimation

Practical Problems

..including multistep problem solving

Example:Jackson baked 12 cookies. His mom

baked 24 more cookies. Then Jackson

ate 3 cookies for a snack. How many

cookies were left after Jackson ate his

snack?

Adding and Subtracting PROPER Fractions

Understanding the meaning of a PROPER fraction

Understanding the meaning of an IMPROPER

fraction.

Example:

3 7

4 4? ?

Major SOL ChangesMeasurement Measure length — including part of an inch (1/2). Use U.S. Customary and metric units to measure

perimeter and area. Measure the distance around a polygon in order to

determine perimeter and count the number of square units needed to cover a given surface in order to determine area.

Determine elapsed time in one-hour increments over a 12-hour period.

Use of standard units.

Measure length — including part of an inch (1/2).

12

12

Perimeter and Areathe actual measure of area or perimeter

Perimeter Area

3 inchesWhat is the perimeter of the figure?

4 units

4 units

What is the area of the figure?

5 inches

Geoboards

Elapsed TimeDetermine elapsed time in ONE-HOUR

increments over a 12-hour period.

Times DO NOT cross between a.m. to p.m.

Example:Montey wakes up at 6:00 a.m. He eats breakfast at school at

8:00 a.m. How many hours will pass from the time Montey

wakes up before Montey eats breakfast?

8:00 a.m.6:00 a.m.

1 hour 1 hour

7:00 a.m.

Determine elapsed time in ONE-HOUR

increments over a 12-hour period.

Times DO NOT cross between a.m. to p.m.

Example:Mary gets home from school at 4:30 p.m. She

will eat dinner one hour from the time she gets home.

What time will Mary eat dinner?

Elapsed Time

Major SOL Changes

Geometry Compare and contrast characteristics of

plane and solid figures. Identify and draw representations of

points, rays, and lines. Identify and describe noncongruent two-

dimensional figures.

Points, Lines, Line Segments, Rays, and Angles

Understand that POINTS make up a line.

Understand that a LINE continues indefinitely in

two directions.

Understand that a ray is part of a line with one endpoint and

continues indefinitely in one direction.

Non-congruent two-dimensional figures

Understand that the spatial orientation of the figure

does not affect the congruency.

Congruent Non-Congruent

Probability as Chance

Probability and Statistics Concept of probability as

chance.

There are 12 tiles in the bag. Five tiles are green

and seven tiles are red.

What is the probability

of reaching into the bag

without looking and pulling

out a red tile?

Major SOL Changes

Patterns, Functions, and Algebra Identify examples of the identity and

commutative properties for addition and multiplication.

Identity and Commutative Properties of Addition and Multiplication

Identity Properties

Addition

0+2=2 5+0=5

Multiplication

1x3=3 6x1=6

Commutative Properties

Addition

5+4=9 4+5=9

Multiplication

2x3=6 3x2=6

Recognize that the equals sign ( ) relates

equivalent quantities. Recognize that the not

equal sign ( ) relates nonequivalent

quantities.

Major Format ChangesRelated SOL have been combined to create one SOL

with bullets.EX:(2001) 3.1 The student will read and write six-digit numerals and identify the place value for

each digit.3.2 The student will round a whole number, 9,999 or less, to the nearest ten, hundred,

and thousand.3.3 The student will compare two whole numbers between 0 and 9,999, using symbols (>,

<, or = ) and words (greater than, less than, or equal to).

(2009)3.1 The student will

a) read and write six-digit numerals and identify the place value and value of each digit;b) round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; andc) compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to).

Major Format ChangesDetails on instructional strategies have

been removed for potential placement in the curriculum framework.

EX:(2001) 3.4 The student will estimate solutions to and solve single and multistep

problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping using various computational methods, including  calculators, paper and pencil, mental computation, and estimation. [Move to Curriculum Framework]

(2009) 3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping.

Grade 3

2009 Proposed

Math Curriculum Framework