# Virginia State Standards for Mathematics: Grade 3

3.1. The student will

3.2. The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems.

3.3. The student will

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.

3.5. The student will recall multiplication facts through the twelves table, and the corresponding division facts.

3.5.a) Divide regions and sets to represent a fraction;

3.5.b) Name and write the fractions represented by a given model (area/region, length/measurement, and set). Fractions (including mixed numbers) will include halves, thirds, fourths, eighths, and tenths.

3.6. The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.

3.7. The student will add and subtract proper fractions having like denominators of 12 or less.

3.8. The student will determine, by counting, the value of a collection of bills and coins whose total value is \$5.00 or less, compare the value of the bills and coins, and make change.

3.9. The student will estimate and use U.S. Customary and metric units to measure

3.10. The student will

3.11. The student will

3.12. The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.

3.13. The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used.

3.14. The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models.

3.14.a) Length-inches, feet, yards, centimeters, and meters;

3.14.b) Liquid volume-cups, pints, quarts, gallons, and liters;

3.14.c) Weight/mass-ounces, pounds, grams, and kilograms.

3.15. The student will identify and draw representations of points, line segments, rays, angles, and lines.

3.16. The student will identify and describe congruent and noncongruent plane figures.

3.17. The student will

3.18. The student will investigate and describe the concept of probability as chance and list possible results of a given situation.

3.19. The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms.

3.20. The student will

3.21. The student, given grid paper, will

3.21.a) Collect and organize data on a given topic of his/her choice, using observations, measurements, surveys, or experiments; and

3.21.b) Construct a line plot, a picture graph, or a bar graph to represent the results. Each graph will include an appropriate title and key.

3.22. The student will read and interpret data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

3.23. The student will investigate and describe the concept of probability as chance and list possible results of a given situation.

3.24. The student will recognize and describe a variety of patterns formed using concrete objects, numbers, tables, and pictures, and extend the pattern, using the same or different forms (concrete objects, numbers, tables, and pictures).

3.25. The student will

3.25.a) Investigate and create patterns involving numbers, operations (addition and multiplication), and relations that model the identity and commutative properties for addition and multiplication;

3.25.b) Demonstrate an understanding of equality by recognizing that the equal sign (=) links equivalent quantities, such as 4 x 3 = 2 x 6.

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