*These Benchmarks were revised in September, 2011. References are to the 2009 SOL.
A Guide for Parent Involvement
Note: Chapters referenced are from the adopted text, Scott Foresman: Mathematics
1st Nine Weeks
Chapter 2: Addition and Subtraction Number Sense*
Related SOLs:
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.
3.4 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.
3.19 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
a) investigate the identity and the commutative properties for addition ... and
b) identify examples of the identity and commutative properties for addition ....
Chapter 1: Place Value and Money*
Related SOLs:
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; and
c) compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than,less than, or equal to).
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.
3.8 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.
3.19 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.
Chapter 3: Adding and Subtracting*
Related SOLs:
3.2 The student will recognize and use the inverse relationships between addition/subtraction ... to complete basic fact sentences. The student will use these relationships to solve problems.
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.
3.19 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
a) investigate the identity and the commutative properties for addition ... and
b) identify examples of the identity and commutative properties for addition ....
2nd Nine Weeks
Chapter 9: Fractions and Measurement*
Related SOLs:
3.7 The student will add and subtract proper fractions having like denominators of 12 or less.
3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest -inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; ...
Chapter 4: Time, Data, and Graphs*
Related SOLs:
3.11 The student will
a) tell time to the nearest minute, using analog and digital clocks; and
b) determine elapsed time in one-hour increments over a 12-hour period.
3.12 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.
3.17 The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.
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.
Chapter 8: Geometry and Measurement*
Related SOLs:
3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest -inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
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.
3.15 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.
3rd Nine Weeks
Chapter 10: Decimals and Measurement*
Related SOLs:
[Note: decimals are not included in the 2009 Grade 3 Standards of Learning]
3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest -inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
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.
Chapter 12: Measurement and Probability*
Related SOLs:
3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest -inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation.
Chapter 5: Multiplication Concepts and Facts*
Related SOLs:
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.
3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts.
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.
3.20 The student will
a) investigate the identity and the commutative properties for addition and multiplication; and
b) identify examples of the identity and commutative properties for addition and multiplication.
Chapter 6: Multiplication Facts*
Related SOLs:
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.
3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts.
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.
3.20 The student will
a) investigate the identity and the commutative properties for addition and multiplication; and
b) identify examples of the identity and commutative properties for addition and multiplication.
4th Nine Weeks
Chapter 7: Division Concepts*
Related SOLs:
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.
3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts.
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.
Chapter 11: Multiplying and Dividing Greater Numbers*
Related SOLs:
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.
3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts.
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.
3.20 The student will
a) investigate the identity and the commutative properties for addition and multiplication; and
b) identify examples of the identity and commutative properties for addition and multiplication.
REVIEW
SOL Tests
*Certain skills and concepts from these topics are taught throughout the year.
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