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Standards of Learning
Grade Three
The thirdgrade standards place emphasis on using a variety of
methods to solve problems involving addition and subtraction of
whole numbers. Students also will learn the multiplication and
division facts through the nines table. Concrete materials will be
used to introduce addition and subtraction with fractions and
decimals and the concept of probability as chance. 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. Students also will identify reallife applications
of the mathematical principles they are learning that can be
applied to science and other disciplines they are studying.
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 problemsolving 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.
Number and Number Sense
3.1 The student will read and write sixdigit numerals and
identify the place value for each digit.
3.2 The student will round a whole number, 999 or less, to the
nearest ten and hundred.
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").
3.4 The student will recognize and use the inverse relationships
between addition/subtraction and multiplication/division to
complete basic fact sentences. Students will use these
relationships to solve problems such as 5 + 3 = 8
and 8  3 = _____.
3.5 The student will name and write the fractions represented by
drawings or concrete materials and represent a given
fraction, using concrete materials and symbols.
3.6 The student will compare the numerical value of two fractions
having like and unlike denominators, using concrete
materials.
3.7 The student will read and write decimals expressed as tenths
and hundredths, using concrete materials.
Computation and Estimation
3.8 The student will solve 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.
3.9 The student will recall the multiplication and division facts
through the nines table.
3.10 The student will create and solve problems that involve
multiplication of two whole numbers, one factor 99 or less
and the second factor 5 or less.
3.11 The student will add and subtract with proper fractions
having like denominators of 10 or less, using concrete
materials.
3.12 The student will add and subtract with decimals expressed as
tenths, using concrete materials and paper and pencil.
3.13 The student will determine by counting the value of a
collection of bills and coins up to $5.00, compare the value
of the coins or bills, and make change.
Measurement
3.14 The student will estimate and then use actual measuring
devices with metric and U.S. Customary units to measure
* lengthinches, feet, yards, centimeters, and meters;
* liquid volumecups, pints, quarts, gallons, and liters;
and
* weight/massounces, pounds, grams, and kilograms.
3.15 The student will tell time to the nearest fiveminute
interval and to the nearest minute, using analog and digital
clocks.
3.16 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 read temperature, to the nearest degree,
from a Celsius thermometer and a Fahrenheit thermometer.
Real thermometers and physical models of thermometers will be
used.
Geometry
3.18 The student will analyze plane and solid geometric figures
(square, rectangle, triangle, cube, rectangular solid, and
cylinder) and identify relevant properties, including the
number of corners, square corners, the shape of faces, and
edges.
3.19 The student will identify and draw representations of line
segments and angles, using a ruler or straightedge.
3.20 The student, given appropriate drawings or models, will
identify and describe congruent and symmetrical
twodimensional figures, using tracing procedures.
Probability and Statistics
3.21 The student, given grid paper, will collect data on a given
topic of his/her choice and construct a bar graph showing the
results. A title and key will be included.
3.22 The student will read and interpret data represented in bar
and picture graphs.
3.23 The student will investigate and describe the concept of
probability as chance, and list possible results of a given
situation.
Patterns, Functions, and Algebra
3.24 The student will recognize and describe patterns formed using
concrete objects, tables, and pictures and extend the
pattern.
3.25 The student will analyze a given pattern formed using
concrete objects and pictures and then create a pattern with
the same attributes.
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