Scribd
Upload
71 views

Scope & Sequence G3 2nd Semester

The third grade mathematics standards for Virginia place emphasis on learning multiplication and division facts up to 12, as well as becoming fluent in basic addition and subtraction facts. Students will use concrete materials and two-dimensional representations to learn about fractions, probability, measurement, and geometric shapes. They will investigate properties of addition and multiplication. Problem solving is integrated throughout all content areas.

Uploaded by

Olatowode Oluwatosin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
71 views

Scope & Sequence G3 2nd Semester

The third grade mathematics standards for Virginia place emphasis on learning multiplication and division facts up to 12, as well as becoming fluent in basic addition and subtraction facts. Students will use concrete materials and two-dimensional representations to learn about fractions, probability, measurement, and geometric shapes. They will investigate properties of addition and multiplication. Problem solving is integrated throughout all content areas.

Uploaded by

Olatowode Oluwatosin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 4

Mathematics Standards of Learning for Virginia Public Schools – February 2009

Grade Three
The third-grade standards place emphasis on learning multiplication and division facts through the
twelves table. Students will be fluent in the basic addition facts through the tens table and the
corresponding subtraction facts. Concrete materials and two-dimensional representations will be used to
introduce addition and subtraction with fractions and the concept of probability as chance. Students will
use standard units (U.S. Customary and metric) to measure temperature, length, liquid volume, and
weight and identify relevant properties of shapes, points, line segments, rays, angles, vertices, and lines.
Students will investigate and describe the identity and commutative properties for addition and
multiplication.
While learning mathematics, students will be actively engaged, using concrete materials and appropriate
technologies such as calculators and computers. However, facility in the use of technology shall not be
regarded as a substitute for a student’s understanding of quantitative concepts and relationships or for
proficiency in basic computations.
Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is
crucial to a student’s understanding and appreciation of the subject. Students should be encouraged to use
correctly the concepts, skills, symbols, and vocabulary identified in the following set of standards.
Problem solving has been integrated throughout the six content strands. The development of problem-
solving skills should be a major goal of the mathematics program at every grade level. Instruction in the
process of problem solving will need to be integrated early and continuously into each student’s
mathematics education. Students must be helped to develop a wide range of skills and strategies for
solving a variety of problem types.

Strand
Number and Number Sense
Focus: Understand Fraction

Standards
3.1 The student will name and write fractions (including mixed numbers) represented by a model;
model fractions (including mixed numbers) and write the fractions’ names;

Bench Marks
3.1.a
Understand equal parts ,make equal shares & Understand the top and bottom numbers of a
fraction ( numerator & denominator)

3.1.b
Name equal parts of a whole
3.1.c
Represent and locate fractions on a number line
3.1.d
Name & find part of a group
Mathematics Standards of Learning for Virginia Public Schools – February 2009

Standards
3.2
Compare fractions having like and unlike denominators, using words and symbols
(>, <, or =).

Bench Marks
3.2.a
Compare fractions with the same denominator & same numerator
3.2.b
Choose strategy to compare and order fractions
3.2.c
Use models to find equivalent fractions

Strand

Measurement
Focus: Length, Liquid volume, and mass

Standards
3.3 The student will estimate and use U.S. Customary and metric units to measure length to
the nearest -inch, inch, foot, yard, centimeter, and meter; liquid volume in cups, pints,
quarts, gallons, and liters; weight/mass in grams, and kilograms

Bench marks
3.3.a
Generate measurement data and show the data on line plot
3.3.b
Estimate and measure liquid volume and mass in metric units

Strand
Mathematics Standards of Learning for Virginia Public Schools – February 2009

Measurement
Focus: Perimeter and Area

Standards

3.4 The student will


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.

Bench Marks

3.4.a
Find and measure perimeter
3.4.b
Find the unknown length of a side in a plane shape when you know its perimeter
3.4.c
Understand and measure area
3.4.d
Use area models

Strand
Geometry
Focus: Two-Dimensional shapes

Standards
3.5 The student will identify, describe, compare, and contrast characteristics of plane and solid
geometric figures (circle, square, rectangle, triangle) by identifying relevant characteristics,
including the number of angles, vertices, and edges, and the number and shape of faces, using
concrete models.

Bench Marks
3.5.a
Describe two-dimensional shapes
3.5.b
Describe angles in plane shapes
3.5.c
Identify and describesides polygons
3.5.e
Classify & draw Quadrilaterals
3.5.g
Describe Triangles
Mathematics Standards of Learning for Virginia Public Schools – February 2009

You might also like