rd
3 Grade
Math Curriculum
Dinwiddie County Public Schools provides each student the
opportunity to become a productive citizen, engaging the
entire community in the educational needs of our children.
1
Revised: 8/20/16
Dinwiddie County Public Schools
3rd Grade Math Curriculum
 The DCPS scope and sequence/pacing guide contains key topics that must be cross referenced continuously with the
VDOE enhanced scope and sequence and VDOE curriculum framework.
 Once taught, target skills should be cumulatively reviewed throughout the school year; emphasis should be placed on
covering skills that were most challenging according to assessment results.
 Weekly math drills should start during the first nine weeks.
 Manipulatives should be utilized throughout the entire school year to enhance number sense and promote mastery of
concepts and facts.
 Daily thirty minute blocks should be dedicated to reviewing previously taught concepts and skills.
 Use of Interactive Achievement should be incorporated into math instruction and assessment paying close attention to
technology enhanced items, terminology, and Webb’s DOK.
DOE LINKS
Mathematics SOL Curriculum Framework
Mathematical Instructional Resources
2
Revised: 8/20/16
Nine Weeks
Approximate
# of Days
Taught
1
12
1
10
Topic
Targeted SOL
Curriculum
Framework
Place Value: Read and write 6 digit numerals, Identify value and place value of digit
Rounding: tens, hundreds, or thousands Comparing: two whole numbers
3.1a-c
p. 2-4
3.4
3.2
p. 5
p. 9-10
3.2
3.4
p. 5
p. 9-10
Adding Whole Numbers: estimate and solve for the sum of
two whole numbers 4 digits or less Fact Families:
Recognize and use the inverse relationships to complete basic fact sentences
Single and Multi-Step Word Problems
Subtracting Whole Numbers: estimate and solve to find the difference of
two whole numbers
4 digits or less with/without regrouping
Fact Families: Recognize and use the inverse relationships to
complete basic fact sentences
Single and Multi-Step Word Problems
1
12
1
5
Data & Graphs: Construct, Read and Interpret Picture Graphs
Write a sentence analyzing the data
3.17 a-c
p. 30-31
1
5
Review/Test 1st Nine Weeks Benchmark
See Above
Review
3
Revised: 8/20/16
Nine Weeks
Approximate
# of Days
Taught
Topic
Targeted SOL
Curriculum
Framework
2
5
Data & Graphs: Construct, Read and Interpret Line Plots and Bar Graphs
Write a sentence analyzing the data
3.17 a-c
p. 30-31
2
2
2
10
9
5
2
3
2
4
2
3
Multiplication Concepts (using area, set, and number line models);
Facts and Fact Families through 12’s
(Recognize and use the inverse relationships to complete basic fact sentences);
Single and Multi-Step Word Problems
rd
(Note: 2 x 1 concept will be taught in 3 Nine Weeks)
3.2
3.5
3.6
Division Concepts (using area, set, and number line models);
Facts & Fact Families through 12’s
(Recognize and use the inverse relationships to complete basic fact sentences);
Single and Multi-Step Word Problems
3.2
3.5
p. 5, 11
Fractions: name and write fractions and mixed numbers
(halves, thirds, fourths, eighths, tenths, twelfths) represented by a model;
Comparing fractions having like and unlike denominators using concrete materials and
pictorial models representing area/regions, length/measurements,
number lines, and sets.
3.3 a-c
p. 6-7
3.7
p. 14
3.11 a, b
p. 20
3.12
p. 22
Adding and Subtracting Proper Fractions with like denominators of twelve or less ,
Using concrete materials and pictorial models representing area/regions,
length/measurements, number lines, and sets.
Telling Time to the nearest minute,
Determine elapsed time in 1 hour increment;
Solve practical problems in relation to the time that has elapsed.
Equivalent Time Periods: the relationships among days, months, and years,
number of minutes in an hour and hours in a day
4
p. 5, 11-13
Revised: 8/20/16
Nine Weeks
Approximate
# of Days
Taught
Topic
Targeted SOL
Curriculum
Framework
2
2
Temperature: read to nearest degree (Celsius and Fahrenheit )
3.13
p. 22
2
3
Review/ Test 2nd Nine Weeks Benchmark
See Above
Review
3
5
Multiplication 2 by 1 digit
Introduction of concept (building number sense using arrays, base ten blocks, number
line, and repeated addition) and the use of algorithms.
3.6
p. 12-13
3
10
Linear Measurement: estimate and determine actual length in
customary and metric units
inch, ½ inch, foot, yard, centimeter, and meter
3.9 a
p. 17-18
3
4
Liquid Volume: estimate and determine actual
volume in customary and metric units
cup, pint, quart, gallon, liter
3.9b
p. 17-18
3
4
Weight/Mass: estimate and determine actual
weight/mass in customary and metric units
ounce, pound, gram, and kilogram
3.9 c
p. 17-18
3
4
Perimeter: measure each side of a polygon and add to determine the perimeter
Area: count square units to find area
3.9d, 3.10
p. 17-19
3.14, 3.15, 3.16
p. 24-28
3.8
p. 16
3
8
3
8
Geometry: 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) Identify and draw representations of points,
line segments, rays, angles, and lines
Identify and describe congruent and noncongruent plane figures
Money: Count the value of a collection of bills and coins total value $5.00 or less
Compare the value of two sets of bills and coins
5
Revised: 8/20/16
Nine Weeks
Approximate
# of Days
Taught
Topic
Targeted SOL
Curriculum
Framework
Make change from $5.00 or less
rd
3
3
Review/Test 3 Nine Weeks Benchmark
See Above
Review
4
5
Probability: Define probability, list all possible outcomes(tree diagrams),
identify the degree of likelihood of an outcome occurring
(unlikely, impossible, likely, equally likely)
3.18
p. 32-33
4
10
Patterns: Recognize, describe, and extend repeating and
growing numeric and geometric patterns
(numbers, tables, and pictures)
3.19
p. 35-36
4
5
Algebra: Identity and Commutative Properties for Addition and Multiplication
(Identify examples)
Write number sentences to represent equivalent mathematical relationships (4x3=14-2)
3.20a-b
p. 37
4
5
EOY Student Growth Assessment
See Above
4
Remainder
SOL Test Review
SOL
Review
6
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.1 – 1st Nine Weeks
Blueprint Categories
Number of Items
Number of
Items
Number and Number Sense
Grade 3 SOL
7
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).
Prior Knowledge
2.1
a) read, write, identify place value in 3‐digit numeral;
b) round 2‐digit numbers to nearest ten;
c) compare two whole numbers 0‐999 with symbols and words
Understanding the Standard


Essential Understandings
All students should
The structure of the Base-10 number system is based upon a simple pattern of
tens, where each place is ten times the value of the place to its right. This is known
as a ten-to-one place value relationship.
The structure of the Base-10 blocks is based on the ten-to-one place value
relationship (e.g., 10 units make a long, 10 longs make a flat, 10 flats make a cube).

Understand that knowledge of place
value is essential when comparing
numbers.

Understand the relationships in the
place value system, where each place
is ten times the value of the place to
its right.
Understand that rounding gives an
estimate to use when exact numbers
are not needed for the situation.

Place value refers to the value of each digit and depends upon the position of the
digit in the number. In the number 7,864, the eight is in the hundreds place, and
the value of the 8 is eight hundred.

Flexibility in thinking about numbers — or “decomposition” of numbers (e.g.,
12,345 is 123 hundreds, 4 tens, and 5 ones) — is critical and supports
understandings essential to multiplication and division.

Whole numbers may be written in a variety of formats:
– Standard: 123,456;
– Written: one hundred twenty-three thousand, four hundred fifty-six; and
– Expanded: (1  100,000) + (2  10,000) + (3  1,000) + (4  100) + (5  10) + (6
 1).



Numbers are arranged into groups of three places called periods (ones, thousands,
7
Understand the relative magnitude of
numbers by comparing numbers.
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Investigate and identify the place and
value for each digit in a six-digit
numeral, using Base-10
manipulatives (e.g., Base-10 blocks).

Use the patterns in the place value
system to read and write numbers.

Read six-digit numerals orally.

Write six-digit numerals that are
stated verbally or written in words.

Round a given whole number, 9,999
or less, to the nearest ten, hundred,
and thousand.

Solve problems, using rounding of
Revised: 8/20/16
millions, and so on). Places within the periods repeat (hundreds, tens, ones).
Commas are used to separate the periods. Knowing the place value and period of a
number helps students find the value of a digit in any number as well as read and
write numbers.


numbers, 9,999 or less, to the
nearest ten, hundred, and thousand.
To read a whole number through the hundred thousands place,
– read the digits to the first comma;
– say the name of the period (e.g., “thousands”); then
– read the last three digits, but do not say the name of the ones period.
Reading and writing large numbers should be related to numbers that have
meanings (e.g., numbers found in the students’ environment). Concrete materials,
such as Base-10 blocks may be used to represent whole numbers through
thousands. Larger numbers may be represented on place value charts.

Rounding is one of the estimation strategies that is often used to assess the
reasonableness of a solution or to give an estimate of an amount.

Students should explore reasons for estimation, using practical experiences, and
use rounding to solve practical situations.

The concept of rounding may be introduced through the use of a number line.
When given a number to round, locate it on the number line. Next, determine the
multiple of ten, hundred, or thousand it is between. Then identify to which it is
closer.

A procedure for rounding numbers to the nearest ten, hundred, or thousand is as
follows: (please teach number sense FIRST!)
– Look one place to the right of the digit to which you wish to round.
– If the digit is less than 5, leave the digit in the rounding place as it is, and
change the digits to the right of the rounding place to zero.
– If the digit is 5 or greater, add 1 to the digit in the rounding place, and change
the digits to the right of the rounding place to zero.

A procedure for comparing two numbers by examining may include the following:
– Line up the numbers by place value by lining up the ones.
– Beginning at the left, find the first place value where the digits are different.
– Compare the digits in this place value to determine which number is greater
(or which is less).
– Use the appropriate symbol > or < or the words greater than or less than to
compare the numbers in the order in which they are presented.
– If both numbers are the same, use the symbol = or the words equal to.
8

Determine which of two whole
numbers between 0 and 9,999 is
greater.

Determine which of two whole
numbers between 0 and 9,999 is less.

Compare two whole numbers
between 0 and 9,999, using the
symbols >, <, or =.

Use the terms greater than, less
than, and equal to when comparing
two whole numbers.
Revised: 8/20/16
Additional Instructional Strategies
Play Video
Developing Early Number Sense (grades K-2)
Play Video
Using a Beaded Number Line (grades K-2)
Round to the nearest ten using a number line - LearnZillion
Students should use number lines, hundreds charts, and base ten blocks/hundreds grid to round before learning cute rhymes that teach rules. It is important to
develop a number sense of which two tens the number lays between in counting order and which ten it is closest to when counting up or down.
9
Revised: 8/20/16
Allow students to model the number to be rounded with base ten blocks. Then have students model the tens the number falls between when counting. Ask the
child to count the ones and decide which ten it is closest to. Make sure the student can verbalize his or her thinking.
10
Revised: 8/20/16
Additional Math Curriculum Resources
11
Revised: 8/20/16
Vocabulary
DOE Vocabulary Cards Handout available: Working
with Vocabulary / Concept Development (Word)
Lessons and TEI Items
Number and Number Sense
Trade Books
Sir Cumference and All the King’s Tens by Cindy
Newschwander
Place Value
Place Value - The value a digit represents depending
on its place in the number
One Hundred Ways to Get to 100 by Jerry Pallotta
Rounding Whole Numbers
A Fair Bear Share by Stuart J. Murphy
Thousands
Hundred Ten One
Ones/Units
Hundreds Tens Ones
Value - How much a digit is worth according to its
place in a number
Comparing Whole Numbers
Grand Prix Place Value
How Much, How Many, How Far, How Heavy, How
Long, How Tall is 1000? by Helen Nolan
Can I Get Your Digits?
A Million Fish…More or Less by Patricia C. McKissack
Can You Count to a Googol? by Robert E. Wells
Digit - There are 10 digits; any one of the symbols, 0,
1, 2, 3, 4, 5, 6, 7, 8, 9
A Place for Zero by Angeline Sparagna Lopresti
Earth Day--Hooray! by Stuart Murphy
Greater Than = (>)
Less Than = (<)
Equal To = (=)
How Big is a Million? by Anna Milbourne
How Much is a Million? by David Schwartz
Rounding- means reducing the digits in a number
while trying to keep its value similar
A Million Dots by Andrew Clements
Compare – seeing whether two numbers are equal,
greater than, or less than each other.
Big Numbers by Edward Packard
Picture Book Lesson Ideas
12
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Recess Room
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
RCPS Math Resources
13
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.4 – 1st Nine Weeks
Blueprint Categories
Grade 3 SOL
Number of
Items
Computation and Estimation
3.4, 3.5, 3.6, 3.7
7
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.
Prior Knowledge
SOL 2.8 - create and solve one or two‐step addition or subtraction
problems with data from tables, picture graphs, or bar graphs
SOL 2.6 - estimate the sum of two whole numbers, each of which is
99 or less
SOL 2.7 - estimate the difference of two whole numbers, each of which is
99 or less
Understanding the Standard


Addition is the combining of quantities; it uses the following terms:
addend 
423
addend  + 246
sum 
669
Subtraction is the inverse of addition; it yields the difference between two
numbers and uses the following terms:
minuend  7,698
subtrahend  – 5,341
difference  2,357

An algorithm is a step-by-step method for computing.

An example of an approach to solving problems is Polya’s four-step plan:
– Understand: Retell the problem; read it twice; take notes; study the
charts or diagrams; look up words and symbols that are new.
Essential Understandings
All students should
 Understand that estimation skills are
valuable, time-saving tools particularly in
practical situations when exact answers are
not required or needed.
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Determine whether an estimate or
an exact answer is an appropriate
solution for practical addition and
subtraction problems situations
involving single-step and multistep
problems.

Determine whether to add or
subtract in practical problem
situations.

Estimate the sum or difference of
 Understand that estimation skills are also
valuable in determining the reasonableness
of the sum or difference when solving for the
exact answer is needed.

Develop and use strategies to estimate
whole number sums and differences to
determine the reasonableness of an exact
answer.
14
Revised: 8/20/16
– Plan: Decide what operation(s) and sequence of steps to use to solve the
problem.
– Solve: Follow the plan and work accurately. If the first attempt does not
work, try another plan.
– Look back: Does the answer make sense?

Knowing whether to find an exact answer or to make an estimate is learned
through practical experiences in recognizing which is appropriate.

When an exact answer is required, opportunities to explore whether the
answer can be determined mentally or must involve paper and pencil or
calculators help students select the correct approach.

Determining whether an estimate is appropriate and using a variety of
strategies to estimate requires experiences with problem situations involving
estimation.

There are a variety of mental mathematics strategies for each basic
operation, and opportunities to practice these strategies give students the
tools to use them at appropriate times. For example, with addition, mental
mathematics strategies include
– Adding 9: add 10 and subtract 1; and
– Making 10: for column addition, look for numbers that group together to
make 10.

Using Base-10 materials to model and stimulate discussion about a variety of
problem situations helps students understand regrouping and enables them
to move from the concrete to the abstract. Regrouping is used in addition
and subtraction algorithms.

Conceptual understanding begins with concrete experiences. Next, the
children must make connections that serve as a bridge to the symbolic. One
strategy used to make connections is representations, such as drawings,
diagrams, tally marks, graphs, or written comments.

Develop flexible methods of adding whole
numbers by combining numbers in a variety
of ways, most depending on place values.
15
two whole numbers, each 9,999 or
less when an exact answer is not
required.

Add or subtract two whole
numbers, each 9,999 or less.

Solve practical problems involving
the sum of two whole numbers,
each 9,999 or less, with or without
regrouping, using calculators, paper
and pencil, or mental computation
in practical problem situations.

Solve practical problems involving
the difference of two whole
numbers, each 9,999 or less, with or
without regrouping, using
calculators, paper and pencil, or
mental computation in practical
problem situations.

Solve single-step and multistep
problems involving the sum or
difference of two whole numbers,
each 9,999 or less, with or without
regrouping.
Revised: 8/20/16
Additional Instructional Strategies
Regrouping Video
Teacher Regrouping Video
Student Regrouping Video
Alternative Subtraction Methods Video
Students need additional practice solving multistep problems involving the addition and/or subtraction of whole numbers, in particular when information is
presented in a table. The questions here provide practice with both addition and subtraction; students continue to find problems of this nature challenging.
16
Revised: 8/20/16
Student performance was weaker on single-step subtraction problems when regrouping in more than one place value position was required, as in the examples
provided.
17
Revised: 8/20/16
Additional algorithms should be taught to all students and the student allowed to choose the method that works best for them. Alternative algorithms should be
modeled throughout the year and encouraged by allowing students to share during Number Talk or Calendar Math.
Regrouping of whole numbers should be assessed through the use of manipulatives as well as various algorithms.
18
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19
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20
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\
21
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22
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23
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Additional Math Curriculum Resources
Vocabulary
DOE Vocabulary Cards Handout available: Working
Lessons and TEI Items
Trade Books
Addition and Subtraction
Among the Odds and Evens by Priscilla Turner
Number and Number Sense
Dinner at the Panda Palace by Nadine Bernard
Wescott
with Vocabulary / Concept Development (Word)
Sum - the answer in an addition problem
Difference - the distance between 2 numbers on a
number line; the answer to a subtraction problem
Regrouping – an equal exchange from one place to
the next
Borrowing from Our Neighbors
Fair Bear Share by Stuart J. Murphy
Add It Up In Number Ville! Adding 2-Digit Numbers
with and Without Regrouping
Math Fables by Greg Tang
Score with Soccer Subtraction
Mission Addition by Loreen Leedy
Whole Numbers - a number from the set {0, 1, 2,
3…}; Numbers greater than 0 with no decimals or
fractions.
More M & M’s Math by Roger Glass
Subtraction Action by Loreen Leedy
Two Tickets to Ride by Sweigart Brothers
Picture Book Lesson Ideas
24
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Recess Room
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
New York State Assessments
*Multiple Languages
NCTM Illuminations
Math Study Jams
Pearson Success Net
Promethean Planet
Turtle Diary
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
25
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
Blueprint Categories
Grade 3 SOL
Number
of Items
Number and Number Sense
3.1a-c, 3.2, 3.3a-c
7
SOL 3.2 – 1st Nine Weeks
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.
Prior Knowledge
2.5 - Recall basic addition facts and the corresponding subtraction facts
Understanding the Standard

Addition and subtraction are inverse operations, as are multiplication
and division.

In building thinking strategies for subtraction, an emphasis is placed on
connecting the subtraction fact to the related addition fact. The same is
true for division, where the division fact is tied to the related
multiplication fact. Building fact sentences helps strengthen this
relationship.

Addition and subtraction should be taught concurrently in order to
develop understanding of the inverse relationship.

Multiplication and division should be taught concurrently in order to
develop understanding of the inverse relationship.
Essential Understandings
All students should

Understand how addition and
subtraction are related.

Understand how multiplication and
division are related.
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Use the inverse relationships between
addition/subtraction and
multiplication/division to solve related basic
fact sentences. For example,
5 + 3 = 8 and 8 – 3 = __;
4  3 = 12 and 12 ÷ 4 = __.

Write three related basic fact sentences when
given one basic fact sentence for
addition/subtraction and for
multiplication/division. For example, given
3  2 = 6, solve the related facts
__ 3 = 6, 6 ÷ 3 = __,
and 6 ÷ __ = 3.
26
Revised: 8/20/16
Additional Instructional Strategies
Additional Math Curriculum Resources
Student performance was significantly stronger on questions that required students to identify one related fact sentence when compared to questions that
required students to identify all of the related fact sentences in a set. (add, subtract, multiply, divide)
27
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards Handout available: Working with
Trade Books
Number and Number Sense
Vocabulary / Concept Development (Word)
Inverse Relationships
Fact Families- Inverse Relationships
Inverse Relationships-Operations that are opposite
of each other; addition and subtraction are inverse
operations; multiplication and division are inverse
operations
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Recess Room
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
28
Revised: 8/20/16
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
29
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.17 – 1st Nine Weeks – Picture Graphs
2nd Nine Weeks – Line Plots and Bar Graphs
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.
Investigations involving data should occur frequently and relate to students’
experiences, interests, and environment.

Formulating questions for investigations is student-generated at this level.
For example: What is the cafeteria lunch preferred by students in the class
when four lunch menus are offered?

The purpose of a graph is to represent data gathered to answer a question.

Bar graphs are used to compare counts of different categories (categorical
data). Using grid paper ensures more accurate graphs.
– A bar graph uses parallel, horizontal or vertical bars to represent counts
for categories. One bar is used for each category, with the length of
the bar representing the count for that category.
– There is space before, between, and after the bars.
– The axis displaying the scale representing the count for the categories
should extend one increment above the greatest recorded piece of
data. Third grade students should collect data that are recorded in
increments of whole numbers, usually multiples of 1, 2, 5, or 10.
Grade 3 SOL
Number
of Items
Probability, Statistics, Patterns,
Functions and Algebra
3.17a-c, 3.18, 3.19, 3.20a-b
6
Prior Knowledge
2.17 - construct picture graphs, pictographs, and bar graphs
2.19 - analyze data displayed in picture graphs, pictographs, and bar graphs
Understanding the Standard

Blueprint Categories
Essential Understandings
All students should
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Understand how data can be
collected and organized.


Formulate questions to investigate.
Understand that data can be
displayed in different types of graphs
depending on the data.


Understand how to construct a line
plot, picture graph, or bar graph.
Design data investigations to answer
formulated questions, limiting the number of
categories for data collection to four.


Understand that data sets can be
interpreted and analyzed to draw
conclusions.
Collect data, using surveys, polls,
questionnaires, scientific experiments, and
observations.

Organize data and construct a bar graph on
grid paper representing 16 or fewer data
points for no more than four categories.

Construct a line plot with no more than 30
data points.
30
Revised: 8/20/16
–
–

Each axis should be labeled, and the graph should be given a title.
Statements representing an analysis and interpretation of the
characteristics of the data in the graph (e.g., similarities and
differences, least and greatest, the categories, and total number of
responses) should be written.
A line plot shows the frequency of data on a number line. Line plots are
used to show the spread of the data and quickly identify the range, mode,
and any outliers.

Read, interpret and analyze information from
line plots by writing at least one statement.

Label each axis on a bar graph and give the
bar graph a title. Limit increments on the
numerical axis to whole numbers
representing multiples of 1, 2, 5, or 10.

Read the information presented on a simple
bar or picture graph (e.g., the title, the
categories, the description of the two axes).

Analyze and interpret information from
picture and bar graphs, with up to 30 data
points and up to 8 categories, by writing at
least one sentence.

Describe the categories of data and the data
as a whole (e.g., data were collected on four
ways to cook or prepare eggs — scrambled,
fried, hard boiled, and egg salad — eaten by
students).

Identify parts of the data that have special
characteristics, including categories with the
greatest, the least, or the same (e.g., most
students prefer scrambled eggs).

Select a correct interpretation of a graph
from a set of interpretations of the graph,
where one is correct and the remaining are
incorrect. For example, a bar graph
containing data on four ways to cook or
prepare eggs — eaten by students show that
more students prefer scrambled eggs. A
correct answer response, if given, would be
that more students prefer scrambled eggs
than any other way to cook or prepare eggs.
Number of Books Read
Each x represents one student

When data are displayed in an organized manner, the results of the
investigations can be described and the posed question answered.

Recognition of appropriate and inappropriate statements begins at this
level with graph interpretations.
31
Revised: 8/20/16
Additional Instructional Strategies
Students would benefit from additional practice with questions that require interpretation and analysis of line plots. Student performance is much stronger when
questions do not require analysis. Take a moment to read the example.
For the example shown on the screen a lower level question could be, “How many neighbors own exactly 1 pet?” Questions such as the ones shown require
students to consider what each X represents. For example, students should understand that the two X’s located above the zero on the number line represent the
fact that two of Simon’s neighbors own zero pets; the two X’s located above the one on the number line represent the fact that two of Simon’s neighbors each own
one pet; the one X located above the two on the number line represents the fact that one of Simon’s neighbors owns two pets; and finally, the one X located above
the three on the number line represents the fact that one of Simon’s neighbors owns three pets.
The answers to the questions are provided on the screen.
A common mistake that students might make in answering the second question would be to simply count all of the X’s, which is the number of neighbors polled.
In the equation shown for the solution to the second question, each of the addends is represented by an X on the line plot.
32
Revised: 8/20/16
Students continue to need practice analyzing information presented in pictographs. This item is also an example of how teachers can provide experience with
questions that may have more than one correct answer.
33
Revised: 8/20/16
Students need additional practice interpreting bar graphs, particularly with determining which of several statements about the graph is true. The answer to this
example and most common error are shown on the screen.
Additional Math Curriculum Resources
34
Revised: 8/20/16
Vocabulary
DOE Vocabulary Cards Handout available: Working with
Lessons and TEI Items
Trade Books
Statistics Through The Year
Lemonade for Sale by Stuart J. Murphy
Data Mania
The Great Graph Contest by Loreen Leedy
Mardi Gras Mania
Who’s Got Spots? by Linda W. Aber
Our Carnival Adventure
Family Reunion by Bonnie Bader
Vroom! Vroom! Start Your Engines!!!
Picture Book Lesson Ideas
Vocabulary / Concept Development (Word)
Data: pieces of information collected to answer a
question
Graph: represents data gathered to answer a
question
Bar Graph: used to compare amounts of different
categories
Probability and Statistics K-5
Horizontal: going side-to-side; like the horizon
Vertical: in an up-and-down position; upright
Category: a general group
Axis: a reference line drawn on a graph; labeled with
x and y
Scale: a progression of steps
35
Revised: 8/20/16
Increment: an amount by which something
increases or grows
Extend: to increase the length or duration of
Line Plot: a type of graph used to display data; in a
line plot each piece of data is represented
Frequency: how often something happens during a
period of time
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Recess Room
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
Math Study Jams
NCTM Illuminations
New York State Assessments
36
Revised: 8/20/16
StarrMatica
*Multiple Languages
Pearson Success Net
Turtle Diary
Interactive Achievement
Promethean Planet
Quia
Super Teacher Worksheets
Worksheet Fun
RCPS Math Resources
37
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.2 – 2nd Nine Weeks
Blueprint Categories
Grade 3 SOL
Number
of Items
Number and Number Sense
3.1a-c, 3.2, 3.3a-c
7
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.
Prior Knowledge
2.5 - Recall basic addition facts and the corresponding subtraction facts
Understanding the Standard


Addition and subtraction are inverse operations, as are multiplication and
division.
In building thinking strategies for subtraction, an emphasis is placed on
connecting the subtraction fact to the related addition fact. The same is true
for division, where the division fact is tied to the related multiplication fact.
Building fact sentences helps strengthen this relationship.

Addition and subtraction should be taught concurrently in order to develop
understanding of the inverse relationship.

Multiplication and division should be taught concurrently in order to develop
understanding of the inverse relationship.
Essential Understandings
All students should

Understand how addition and subtraction
are related.

Understand how multiplication and
division are related.
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Use the inverse relationships between
addition/subtraction and
multiplication/division to solve related
basic fact sentences. For example,
5 + 3 = 8 and 8 – 3 = __;
4  3 = 12 and 12 ÷ 4 = __.

Write three related basic fact
sentences when given one basic fact
sentence for addition/subtraction and
for multiplication/division. For
example, given
3  2 = 6, solve the related facts
__ 3 = 6, 6 ÷ 3 = __,
and 6 ÷ __ = 3.
38
Revised: 8/20/16
Additional Instructional Strategies
Additional Math Curriculum Resources
Student performance was significantly stronger on questions that required students to identify one related fact sentence when compared to questions that
required students to identify all of the related fact sentences in a set. (add, subtract, multiply, divide)
39
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards Handout available: Working with
Trade Books
Number and Number Sense
Vocabulary / Concept Development (Word)
Inverse Relationships
Fact Families- Inverse Relationships
Inverse Relationships-Operations that are opposite
of each other; addition and subtraction are inverse
operations; multiplication and division are inverse
operations
Bugs Can Multiply, So Can I
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Recess Room
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
40
Revised: 8/20/16
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
41
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.5 - 2nd Nine Weeks
The student will recall multiplication facts through the twelves table, and the
corresponding division facts.
Blueprint Categories
Grade 3 SOL
Number
of Items
Computation and Estimation
3.4, 3.5, 3.6, 3.7
7
Blueprint Categories
2.4 - The student will count forward by twos, fives, and tens to 100,
starting at various multiples of 2, 5, or 10…
Understanding the Standard





The development of computational fluency relies on quick access to number
facts.
A certain amount of practice is necessary to develop fluency with
computational strategies; however, the practice must be motivating and
systematic if students are to develop fluency in computation, whether
mental, with manipulative materials, or with paper and pencil.
Strategies to learn the multiplication facts through the twelves table include
an understanding of multiples/skip counting, properties of zero and one as
factors, pattern of nines, commutative property, and related facts.
In order to develop and use strategies to learn the multiplication facts
through the twelves table, students should use concrete materials, hundred
chart, and mental mathematics.
Essential Understandings
All students should

Develop fluency with number combinations
for multiplication and division.

Understand that multiplication is repeated
addition.

Understand that division is the inverse of
multiplication.

Understand that patterns and relationships
exist in the facts.

Understand that number relationships can
be used to learn and retain the facts.
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Recall and state the multiplication
and division facts through the
twelves table.

Recall and write the multiplication
and division facts through the
twelves table.
To extend the understanding of multiplication, three models may be used:
– The equal-sets or equal-groups model lends itself to sorting a variety of
42
Revised: 8/20/16
concrete objects into equal groups and reinforces repeated addition
or skip counting.
– The array model, consisting of rows and columns (e.g., 3 rows of 4
columns for a 3-by-4 array) helps build the commutative property.
– The length model (e.g., a number line) also reinforces repeated addition
or skip counting.
Additional Instructional Strategies
Additional Math Curriculum Resources
Vocabulary
DOE Vocabulary Cards Handout available: Working with
Lessons and TEI Items
Multiplication and Division
Vocabulary / Concept Development (Word)
Multiplication – repeated addition
Inverse Relationships
Trade Books
Amanda Bean’s Amazing Dream by Cindy
Neuschwander
How Does Your Garden Grow?
The Best of Times by Greg Tang
Multiplication Strategies-A Day at the Zoo.
The Doorbell Rang by Pat Hutchins
Product – the answer to a multiplication problem
Multiplication Matters
Division – repeated subtraction
Bugs Can Multiply, So Can I
The Great Divide: A Mathematical Marathon by
Dayle Ann Dodds and Tracy Mitchell
Factors – the numbers that are multiplied to get the
product
43
Revised: 8/20/16
The Hershey’s Milk Chocolate Multiplication Book
by Jerry Pallota and Rob Bolster
Quotient- the answer to a division problem
Skip Counting - counting by the same amount each
time
How Many Feet in the Bed? by Diane Johnston
Hamm and Kate Salley Palmer
Array- a way of displaying objects in rows and
columns
Just Add Fun! by Joanne Rocklin and Martin
Lemelman
The King’s Commissioners by Aileen Friedman and
Susan Guevara
One Grain of Rice by Demi
Lemon & Ice & Everything Nice by Catherine
Weiskopf, Marilyn Burns, and Cristina Ong
Multiplying Menace-The Revenge of
Rumpelstiltskin by Pam Calvert
One Hundred Hungry Ants by Elinor J. Pinczes and
Bonnie MacKain
A Remainder of One by Elinor J. Pinczes
What Comes in 2’s, 3’s, & 4’s by Suzanne Aker and
Bernie Karlin
Stay in Line by Teddy Slater, Gioia Fiammenghi and
Marilyn Burns
2 X 2 =Boo! by Loreen Leedy
Picture Book Lesson Ideas
44
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Recess Room
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
New York State Assessments
*Multiple Languages
Math Study Jams
NCTM Illuminations
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
45
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.6 – 2nd Nine Weeks
The student will represent multiplication and division, using area, set,
and number line models (2nd NW), and create and solve problems that
involve multiplication of two whole numbers, one factor 99 or less and
the second factor 5 or less (3rd NW).
Blueprint Categories
Grade 3 SOL
Number
of Items
Computation and Estimation
3.4, 3.5, 3.6, 3.7
7
Prior Knowledge
SOL 3.2, 3.5 – multiplication concepts including inverse relationships
SOL 2.5 - The student will recall addition facts with sums to 20 or less and the
corresponding subtraction facts.
Understanding the Standard




The multiplication and division facts through the twelves tables should be
modeled.
Multiplication is a shortcut for repeated addition. The terms associated with
multiplication are listed below:
factor 
54
factor 
3
product 
162
Essential Understandings
All students should

Understand the meanings of
multiplication and division.

Understand the models used to
represent multiplying and dividing
whole numbers.
Creating real-life problems and solving them facilitates the connection
between mathematics and everyday experiences (e.g., area problems).
The use of Base-10 blocks and repeated addition can serve as a model. For
example, 4  12 is read as four sets consisting of one rod and two units. The
sum is renamed as four rods and eight units or 48. This can be thought of as
12 + 12 + 12 + 12 = (SET)
46
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations
to

Model multiplication, using area, set, and
number line models.

Model division, using area, set, and
number line models.

Solve multiplication problems, using the
multiplication algorithm, where one factor
is 99 or less and the second factor is 5 or
less.
Revised: 8/20/16

The use of Base-10 blocks and the array model can be used to solve the same
problem. A rectangle array that is one rod and two units long by four units
wide is formed. The area of this array is represented by 4 rods and 8 units.

The number line model can be used to solve a multiplication problem such as
3  4. This is represented on the number line by three jumps of four.

The number line model can be used to solve a division problem such as 6 ÷ 3
and is represented on the number line by noting how many jumps of three
go from 6 to 0.
0
1
2
3
4
5

Create and solve word problems involving
multiplication, where one factor is 99 or
less and the second factor is 5 or less.
6
The number of jumps (two) of a given length (three) is the answer to the
question.

An algorithm is a step-by-step method for computing.
47
Revised: 8/20/16
Additional Instructional Strategies
For SOL 3.6, students need additional practice solving multiplication problems presented in the context of a word problem. The story problems provided on this
screen involve situations that are multiplicative, although students might use a less efficient method to arrive at a correct solution.
48
Revised: 8/20/16
Students would benefit from additional practice solving multiplication problems presented in a horizontal format like the first two examples provided. Teachers are
encouraged to continue providing students with practice solving multiplication story problems, as in example 3.
Additional Math Curriculum Resources
49
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards Handout available: Working
with Vocabulary / Concept Development (Word)
Trade Books
Multiplication and Division Representations
Debuting Single Digit by Double Digit Multiplication
Area –the number of square units needed to cover a
surface
Set - a collection of distinct items or elements
Multiplication- Finding the product of two numbers
Division- Finding the quotient of two numbers
Number line- A line of numbers in order
Factor- The numbers in multiplication problems.
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
National Library of Virtual
Manipulatives
iPad™ Resources
Math Study Jams
50
Revised: 8/20/16
Sheppard Software
Jefferson Lab
NCTM Illuminations
StarrMatica
New York State Assessments
*Multiple Languages
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
Pearson Success Net
Turtle Diary
RCPS Math Resources
51
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.3 – 2nd Nine Weeks
The student will
a.) name and write fractions (including mixed numbers) represented
by a model;
b.) model fractions (including mixed numbers) and write the
fractions’ names; and
c.) compare fractions having like and unlike denominators, using
words and symbols (>,<, or +=).
Understanding the Standard


A fraction is a way of representing part of a whole (as in a region/area model
or a length/measurement model) or part of a group (as in a set model).
Fractions are used to name a part of one thing or a part of a collection of
things. Models can include pattern blocks, fraction bars, rulers, number line,
etc.
In each area/region and length/measurement model, the parts must be equalsized (congruent). Wholes are divided or partitioned into equal-sized parts. In
the set model, each member of the set is an equal part of the set. The
members of the set do not have to be equal in size.

The denominator tells how many equal parts are in the whole or set. The
numerator tells how many of those parts are being considered.

Provide opportunities to make connections among fraction representations by
connecting concrete or pictorial representations with oral language and
symbolic representations.
Blueprint Categories
Grade 3 SOL
Number of
Items
Number and Number Sense
3.1a-c, 3.2, 3.3a-c
7
Prior Knowledge
SOL 2.3 - The student will
d. identify the parts of a set and/or region that represent fractions for halves,
thirds, fourths, sixths, eighths, and tenths;
e. write the fractions; and
f. compare the unit fractions for halves, thirds, fourths, sixths, eighths, and
tenths.
Essential Understandings
All students should

Understand that the whole must be defined.

Understand that the denominator tells the
number of equal parts that represent a
whole.
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Name and write fractions
(including mixed numbers)
represented by a model to include
halves, thirds, fourths, eighths,
tenths, and twelfths.

Understand that the numerator is a counting
number that tells how many equal size parts
are being considered.

Understand that the value of a fraction is
dependent on both the number of parts in a
whole (denominator) and the number of
those parts being considered (numerator).

Use concrete materials and
pictures to model at least halves,
thirds, fourths, eighths, tenths, and
twelfths.

Understand that a proper fraction is a

Compare fractions using the terms
52
Revised: 8/20/16

Informal, integrated experiences with fractions at this level will help students
develop a foundation for deeper learning at later grades. Understanding the
1
language of fractions (e.g., thirds means “three equal parts of a whole,”
3
represents one of three equal-size parts when a pizza is shared among three
students, or three-fourths means “three of four equal parts of a whole”)
furthers this development.
 Comparing unit fractions (a fraction in which the numerator is one) builds a
mental image of fractions and the understanding that as the number of pieces
1
of a whole increases, the size of one single piece decreases (e.g., of a bar is
5
1
smaller than of a bar).
4
fraction whose numerator is smaller than its
denominator.

Understand that an improper fraction is a
fraction whose numerator is greater than or
equal to the denominator and is one or
greater than one.

Understand that an improper fraction can be
expressed as a whole number or a mixed
number.

Understand that a mixed number is written
as a whole number and a proper fraction.
greater than, less than, or equal to
and the symbols ( <, >, and =).
Comparisons are made between
fractions with both like and unlike
denominators, using models,
concrete materials and pictures.
 Comparing fractions to a benchmark on a number line (e.g., close to 0, less
1
1
1
than , exactly , greater than , or close to 1) facilitates the comparison of
2
2
2
fractions when using concrete materials or pictorial models.
Additional Instructional Strategies
Models for Teaching Fractions Video
53
Revised: 8/20/16
Students’ errors on items of this nature suggest that students have difficulty determining what to count (Do I count the hatch marks or the spaces between them?)
and/or where to start and end the counting (Do I count the marks at zero and at B ?). Using the example provided, a common error is to name this fraction as 4/8
rather than 3/8.
Students need additional practice comparing fractions with unlike denominators. Students use models when comparing fractions in grade 3, as in the example
shown here. The answer to the example is shown on the screen.
As a follow-up question, the teacher could ask students to use each of the answer options that is not selected and write an inequality statement that compares that
fraction to the fraction shaded in Model 1.
For example, for the answer choice that has 7/10 shaded, students could write 7/10> 6/9 or 6/9<7/10. Additionally, since both 7/10 and 6/9 have 3 unshaded
portions, students might also use the reasoning that 3/10<3/9 or 3/9>3/10 to defend the decision that this answer option does not have a value equal to the
fraction shaded in Model 1.
As another extension to this example, the teacher might ask students to represent another fraction that has the same value as Model 1, but to use a different type
of model such as a measurement or number line model, a set of objects, or a rectangular region.
54
Revised: 8/20/16
Students continue to have difficulty when symbolic notation is used in comparisons. Teachers are encouraged to explore whether students are having difficulty
determining which modeled fraction is greater, whether the symbolic notation (the less than or greater than symbol) is the confusing issue, or whether students
are struggling with both of these issues.
55
Revised: 8/20/16
Additional Math Curriculum Resources
Vocabulary
DOE Vocabulary Cards Handout available: Working with
Lessons and TEI Items
Trade Books
Naming and Writing Fractions
Eating Fractions by Bruce McMillan
Modeling Fractions
Fraction Action by Loreen Leedy
Comparing Fractions
Give Me Half! by Stuart J. Murphy
Number and Number Sense
The Hershey’s Milk Chocolate Fractions Book by
Jerry Pallotta and Robert C. Bolster
Vocabulary / Concept Development (Word)
Fraction - part of a group or part of a whole
Pizzarama
Full House: An Invitation to Fractions by Dayle Ann
56
Revised: 8/20/16
Marathon Markers (Comparing and Ordering
Fractions)
Picture Book Lesson Ideas
Mixed Numbers - a quantity expressed as a number
and a proper fraction
What Fraction Am I?
Model - Something that is made to be like another
thing
Inching Into Fractions
Numerator - The top number in a fraction.
Shows how many parts we have.
Dodds
Pizza Party
Denominator - The bottom number in a fraction.
Shows how many equal parts the item is divided into
Equivalent – equal
Improper fraction- a fraction in which the
numerator is greater than the denominator
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Recess Room
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
Math Study Jams
NCTM Illuminations
New York State Assessments
57
Revised: 8/20/16
StarrMatica
*Multiple Languages
Pearson Success Net
Turtle Diary
Interactive Achievement
Promethean Planet
Quia
Super Teacher Worksheets
Worksheet Fun
RCPS Math Resources
58
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.7 – 2nd Nine Weeks
Blueprint Categories
Grade 3 SOL
Number of
Items
Computation and Estimation
3.4, 3.5, 3.6, 3.7
7
The student will add and subtract proper fractions having like denominators
or 12 or less.
Prior Knowledge
SOL 2.3 - The student will
a. identify the parts of a set and/or region that represent fractions for
halves, thirds, fourths, sixths, eighths, and tenths;
b. write the fractions; and
c. compare the unit fractions for halves, thirds, fourths, sixths, eighths, and
tenths.
SOL 2.5 - The student will recall addition facts with sums to 20 or less and
the corresponding subtraction facts.
Understanding the Standard

A proper fraction is a fraction whose numerator is less than the denominator.
A proper fraction is a fraction that is always less than one.

An improper fraction is a fraction whose numerator is greater than or equal
to the denominator. An improper fraction is a fraction that is equal to or
greater than one.

An improper fraction can be expressed as a mixed number. A mixed number
is written as a whole number and a proper fraction.

The strategies of addition and subtraction applied to fractions are the same
as the strategies applied to whole numbers.

Reasonable answers to problems involving addition and subtraction of
Essential Understandings
All students should

Understand that a proper fraction is a
fraction whose numerator is smaller than its
denominator.

Understand that an improper fraction is a
fraction whose numerator is greater than or
equal to the denominator and is one or
greater than one.

Understand that an improper fraction can be
expressed as a whole number or a mixed
59
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Demonstrate a fractional part of a
whole, using
– region/area models (e.g., pie
pieces, pattern blocks,
geoboards, drawings);
– set models (e.g., chips,
counters, cubes, drawings);
and
Revised: 8/20/16
fractions can be established by using benchmarks such as 0,
1
, and 1. For
2
3
4
1
example, and are each greater than , so their sum is greater than 1.
5
5
2
 Concrete materials and pictorial models representing area/regions (circles,
squares, and rectangles), length/measurements (fraction bars and strips),
and sets (counters) can be used to add and subtract fractions having like
denominators of 12 or less.
– length/measurement models
(e.g., nonstandard units such
as rods, connecting cubes,
and drawings).
number.


Understand that a mixed number is written
as a whole number and a proper fraction. A
mixed number is the sum of a whole number
and the proper fraction.

Understand that computation with fractions
uses the same strategies as whole number
computation.
Name and write fractions and
mixed numbers represented by
drawings or concrete materials.

Represent a given fraction or mixed
number, using concrete materials,
pictures, and symbols. For
example, write the symbol for onefourth and represent it with
concrete materials and/or pictures.

Add and subtract with proper
fractions having like denominators
of 12 or less, using concrete
materials and pictorial models
representing area/regions (circles,
squares, and rectangles),
length/measurements (fraction bars
and strips), and sets (counters).
Additional Instructional Strategies
For SOL 3.7, students need additional practice subtracting fractions with like denominators. Models should be provided. In addition to having a strategy to
subtract fractions that are modeled, students must understand the vocabulary associated with both addition and subtraction. Experiences with both multiplechoice and free response or fill-in-the-blank situations are strongly encouraged.
60
Revised: 8/20/16
See models below.
Additional Math Curriculum Resources
61
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards Working with Vocabulary /
Trade Books
Adding and Subtracting Fractions
Eating Fractions by Bruce McMillan
Fraction Action
Fraction Action by Loreen Leedy
Concept Development (Word)
Fraction – any part of a group
Give Me Half! by Stuart J. Murphy
Proper Fraction – a fraction less than one whole.
The bottom number is bigger than the top number.
The Hershey’s Milk Chocolate Me Counting Time
from Seconds to Centuries by Joan Sweeney and
Annette Cable
Denominator – bottom number of a fraction
Numerator – the top number of a fraction
Fractions Book by Jerry Pallotta and Robert C.
Bolster
Picture Book Lesson Ideas
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
National Library of Virtual
iPad™ Resources
62
Revised: 8/20/16
Room Recess
IQ Practice Tests
Manipulatives
Sheppard Software
Jefferson Lab
NCTM Illuminations
StarrMatica
New York State Assessments
*Multiple Languages
Math Study Jams
Pearson Success Net
Promethean Planet
Turtle Diary
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
63
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.11 – 2nd Six Weeks
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.
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geography
3.8, 3.9a-d,
3.10a-b, 3.11a-b,
3.12, 3.13, 3.14,
3.15, 3.16
8
Prior Knowledge
SOL 2.12 - The student will tell and write time to the nearest five minutes,
using analog and digital clocks.
Understanding the Standard


While digital clocks make reading time easy, it is necessary to
ensure that students understand that there are sixty minutes in
an hour.
Use of a demonstration clock with gears ensures that the
positions of the hour hand and the minute hand are precise when
time is read.

Students need to understand that time has passed or will pass.

Elapsed time is the amount of time that has passed between two
given times.

Elapsed time should be modeled and demonstrated using geared
analog clocks and timelines.

It is necessary to ensure that students understand that there are
sixty minutes in an hour when using analog and digital clocks.
Essential Understandings
All students should

Apply appropriate techniques to determine time to the
nearest minute, using analog and digital clocks.

Understand how to determine elapsed time in one-hour
increments over a 12-hour period.
64
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Tell time to the nearest minute,
using analog and digital clocks.

Match the times shown on analog
and digital clocks to written times
and to each other.

When given the beginning time and
ending time, determine the elapsed
time in one-hour increments
within a 12-hour period (times do
not cross between a.m. and p.m.).
Revised: 8/20/16

Elapsed time can be found by counting on from the beginning
time to the finishing time.
– Count the number of whole hours between the beginning time
and the finishing time.
For example, to find the elapsed time between 7 a.m. and 10
a.m., students can count on to find the difference between the
times (7 and 10), so the total elapsed time is 3 hours.

Solve practical problems in relation
to time that has elapsed.
Additional Instructional Strategies
For SOL 3.11, students need additional practice determining which clock shows a given time. Students would benefit from additional practice reading the time
shown on an analog clock.
In addition to determining what time is shown on a single given clock, students should be able to determine which of several clocks shows a given time.
65
Revised: 8/20/16
Student performance data also indicate a need for additional practice determining elapsed time. In the example provided, students must correctly read the analog
clock to determine the starting time and then apply the elapsed time provided within the description to determine the ending time.
66
Revised: 8/20/16
Additional Math Curriculum Resources
Vocabulary
Lessons and TEI Items
It's About Time
Where Did The Time Go?
Trade Books
Pigs on a Blanket by Amy Axelrod and Sharon
McGinley-Nally
Picture Book Lesson Ideas
Hoppin on the Elapsed Timeline
A Day in Elapsed Time
67
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
RCPS Math Resources
68
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.12 – 2nd Nine Weeks
The student will identify equivalent periods of time, including relationships
among days, months, and years, as well as minutes and hours.
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geography
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
SOL 2.12 - The student will tell and write time to the nearest five minutes,
using analog and digital clocks.
SOL 2.13 - The student will
a. determine past and future days of the week; and
b. identify specific days and dates on a given calendar.
Understanding the Standard



1
days will help students understand
4
the necessity of adding a full day every fourth year, called a leap year.
The knowledge that a year has 365 and
The use of a calendar facilitates the understanding of time relationships
between days and months, days and weeks, days and years, and months and
years. Recognize that students need to know the relationships, such as if
there are 24 hours in one day, how many hours are in three days? If the date
is January 6, what date would it be in two weeks? How many weeks are in
March, April, and May?
Essential Understandings
All students should

Understand the relationship that exists
among periods of time, using calendars,
and clocks.
The use of an analog clock facilitates the understanding of time relationships
between minutes and hours and hours and days.
69
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Identify equivalent relationships
observed in a calendar, including the
number of days in a given month, the
number of days in a week, the number
of days in a year, and the number of
months in a year.

Identify the number of minutes in an
hour and the number of hours in a
day.
Revised: 8/20/16
Additional Instructional Activities
Additional Math Curriculum Resources
Vocabulary
DOE Vocabulary Cards Handout available: Working with
Lessons and TEI Items
Calendar Math
Trade Books
Me Counting Time from Seconds to Centuries by
Joan Sweeney and Annette Cable
Vocabulary / Concept Development (Word)
Leap year: A year containing one extra day.
Picture Book Lesson Ideas
Calendar: a tool for measuring time in days, weeks,
months, and years; yesterday, tomorrow, next week,
last week
Day: A unit of time equal to 24 hours.
Week: A unit of time equal to 7 days.
Month: A unit of time that is approximately 30 days.
Year: A unit of time equal to 365 days or 12 months.
Date: A particular day that something happens.
Analog clock: A clock with a minute hand and an
hour hand.
70
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
71
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.13 – 2nd Nine Weeks
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.
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and
Geography
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
SOL 2.14 - The student will read the temperature on a Celsius
and/or Fahrenheit thermometer to the nearest 10 degrees.
Understanding the Standard

Estimating and measuring temperatures in the environment in Fahrenheit
and Celsius require the use of real thermometers.

A physical model can be used to represent the temperature determined by a
real thermometer.

The symbols for degrees in Celsius (C) and degrees in Fahrenheit (F) should
be used to write temperatures.

Celsius and Fahrenheit temperatures should be related to everyday
occurrences by measuring the temperature of the classroom, the outside,
liquids, body temperature, and other things found in the environment.
Essential Understandings
All students should

Understand how to measure temperature in
Celsius and Fahrenheit with a thermometer.
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

72
Read temperature to the nearest
degree from real Celsius and
Fahrenheit thermometers and from
physical models (including pictorial
representations) of such
thermometers.
Revised: 8/20/16
Additional Instructional Activities
Additional Math Curriculum Resources
Vocabulary
DOE Vocabulary Cards Handout available: Working with
Lessons and TEI Items
Trade Books
Was the Groundhog Correct?
Vocabulary / Concept Development (Word)
Temperature: Measuring how hot or cold
something is. Can be measured in degrees
Fahrenheit or degrees Celsius.
73
Revised: 8/20/16
Thermometer: an instrument used to measure
temperature in degrees; temperature.
Fahrenheit(F): The temperature measurement
used in the U.S. customary system.
Celsius(C): The temperature of measurement used
in the metric system.
Degree()- The symbol that comes before the unit
of temperature.
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
National Library of Virtual
iPad™ Resources
74
Revised: 8/20/16
Sheppard Software
Jefferson Lab
Manipulatives
Math Study Jams
StarrMatica
New York State Assessments
*Multiple Languages
NCTM Illuminations
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
75
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.6 –3rd Nine Weeks
The student will represent multiplication and division, using area, set,
and number line models (2nd NW), and create and solve problems that
involve multiplication of two whole numbers, one factor 99 or less and
the second factor 5 or less (3rd NW).
Blueprint Categories
Grade 3 SOL
Number
of Items
Computation and Estimation
3.4, 3.5, 3.6, 3.7
7
Prior Knowledge
SOL 3.2, 3.5 – multiplication concepts including inverse relationships
SOL 2.5 - The student will recall addition facts with sums to 20 or less and the
corresponding subtraction facts.
Understanding the Standard

The multiplication and division facts through the twelves tables should be
modeled.

Multiplication is a shortcut for repeated addition. The terms associated with
multiplication are listed below:
factor 
54
factor 
3
product 
162

Creating real-life problems and solving them facilitates the connection
between mathematics and everyday experiences (e.g., area problems).

The use of Base-10 blocks and repeated addition can serve as a model. For
example, 4  12 is read as four sets consisting of one rod and two units. The
sum is renamed as four rods and eight units or 48. This can be thought of as
12 + 12 + 12 + 12 = (SET)

The use of Base-10 blocks and the array model can be used to solve the same
problem. A rectangle array that is one rod and two units long by four units
Essential Understandings
All students should

Understand the meanings of
multiplication and division.

Understand the models used to
represent multiplying and dividing
whole numbers.
76
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations
to

Model multiplication, using area, set, and
number line models.

Model division, using area, set, and
number line models.

Solve multiplication problems, using the
multiplication algorithm, where one factor
is 99 or less and the second factor is 5 or
less.

Create and solve word problems involving
Revised: 8/20/16
wide is formed. The area of this array is represented by 4 rods and 8 units.

The number line model can be used to solve a multiplication problem such as
3  4. This is represented on the number line by three jumps of four.

The number line model can be used to solve a division problem such as 6 ÷ 3
and is represented on the number line by noting how many jumps of three
go from 6 to 0.
0
1
2
3
4
5
multiplication, where one factor is 99 or
less and the second factor is 5 or less.
6
The number of jumps (two) of a given length (three) is the answer to the
question.

An algorithm is a step-by-step method for computing.
77
Revised: 8/20/16
Additional Instructional Strategies
For SOL 3.6, students need additional practice solving multiplication problems presented in the context of a word problem. The story problems provided on this
screen involve situations that are multiplicative, although students might use a less efficient method to arrive at a correct solution.
78
Revised: 8/20/16
Students would benefit from additional practice solving multiplication problems presented in a horizontal format like the first two examples provided. Teachers are
encouraged to continue providing students with practice solving multiplication story problems, as in example 3.
Additional Math Curriculum Resources
79
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards Handout available: Working
with Vocabulary / Concept Development (Word)
Trade Books
Multiplication and Division Representations
Debuting Single Digit by Double Digit Multiplication
Area –the number of square units needed to cover a
surface
Set - a collection of distinct items or elements
Multiplication- Finding the product of two numbers
Division- Finding the quotient of two numbers
Number line- A line of numbers in order
Factor- The numbers in multiplication problems.
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
National Library of Virtual
Manipulatives
iPad™ Resources
Math Study Jams
80
Revised: 8/20/16
Sheppard Software
Jefferson Lab
NCTM Illuminations
StarrMatica
New York State Assessments
*Multiple Languages
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
Pearson Success Net
Turtle Diary
RCPS Math Resources
81
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.9a – 3rd Nine Weeks
The student will estimate and use U. S. Customary and metric units to
measure
1
a.) length to the nearest inch, inch, foot, yard, centimeter, and meter;
2
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geometry
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
2.11 - The student will estimate and measure
a. length to the nearest centimeter and inch;
Understanding the Standard

The concept of a standard measurement unit is one of the major ideas
in understanding measurement. Familiarity with standard units is
developed through hands-on experiences of comparing, estimating,
measuring, and constructing.

One unit of measure may be more appropriate than another to
measure an object, depending on the size of the object and the degree
of accuracy desired.

Correct use of measurement tools is essential to understanding the
concepts of measurement.
Essential Understandings
All students should


Understand how to estimate measures
of length, liquid volume, weight/mass,
area and perimeter.
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Estimate and use U.S. Customary and metric
units to measure lengths of objects to the
1
nearest of an inch, inch, foot, yard,
2
centimeter, and meter.

Determine the actual measure of length using
U.S. Customary and metric units to measure
1
objects to the nearest of an inch, foot, yard,
2
centimeter, and meter.
Understand how to determine the
actual measure of length, liquid volume,
weight/mass, area and perimeter.
82
Revised: 8/20/16
Additional Instructional Strategies
Student performance for this content (3.9a w/perimeter) is inconsistent, particularly when questions require students to estimate the length of an object in U.S.
Customary units or when students must measure to find the perimeter of a figure.
In items like this example provided, students most frequently selected the measurement with the incorrect U.S. Customary unit- in this case, 1 foot. This error
seems to indicate a lack of understanding of the relationship that exists between feet and yards.
Additional Math Curriculum Resources
Vocabulary
DOE Vocabulary Cards
Lessons and TEI Items
Measuring Length
Trade Books
Measuring Penny by Loreen Leedy
Handout available: Working with Vocabulary / Concept
Development (Word)
Length-Length (Math Counts) by Henry Arthur Pluck
83
Revised: 8/20/16
Centimeter – a metric unit for measuring length
Rose
Meter – a metric unit for measuring length – 100
centimeters (approx one arm span) are in a meter
Length-Twelve Snails to One Lizard: A Tale of
Mischief and Measurement by Susan Hightower
Ruler – a customary unit of measurement for
length = 12 inches
Length-How Big is a Foot? By Rolf Myller
Length-How Long or How Wide? By Brian P. Cleary
Inch – a standard unit for measuring length
How Tall, How Short, How Far Away by David Adler
Foot – a standard unit for measuring length – 12
inches are in a foot
Inchworm and a Half by Elinor Pinczes
Picture Book Lesson Ideas
Yard – a standard unit for measuring length - 3 feet
are in a yard and 36 inches are in a yard.
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
84
Revised: 8/20/16
Quia
Super Teacher Worksheets
Worksheet Fun
RCPS Math Resources
85
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.9 b – 3rd Nine Weeks
The student will estimate and use U. S. Customary and metric units to
measure
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geometry
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
b). liquid volume in cups, pints, quarts, gallons, and liters;
SOL 2.11 - The student will estimate and measure
c. liquid volume in cups, pints, quarts, gallons, and liters.
Understanding the Standard

Essential Understandings
All students should
The concept of a standard measurement unit is one of the major ideas in
understanding measurement. Familiarity with standard units is developed
through hands-on experiences of comparing, estimating, measuring, and
constructing.

Understand how to estimate measures of
length, liquid volume, weight/mass, area
and perimeter.

One unit of measure may be more appropriate than another to measure an
object, depending on the size of the object and the degree of accuracy desired.


Correct use of measurement tools is essential to understanding the concepts of
measurement.
Understand how to determine the actual
measure of length, liquid volume,
weight/mass, area and perimeter.
86
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Estimate and use U.S. Customary
and metric units to measure liquid
volume to the nearest cup, pint,
quart, gallon, and liter.

Determine the actual measure of
liquid volume using U.S. Customary
and metric units to measure to the
nearest cup, pint, quart, gallon, and
liter.
Revised: 8/20/16
Additional Instructional Strategies
Additional Math Curriculum Resources
Vocabulary
DOE Vocabulary Cards Handout available: Working with
Lessons and TEI Items
Measuring Liquid Volume
Trade Books
Measuring Penny by Loreen Leedy
Vocabulary / Concept Development (Word)
Go for the Gallon
Capacity-Room for Ripley by Stuart J Murphy
Cup – a customary unit of measure for liquids – 8
fluid ounces
Capacity-Pastry School in Paris: An Adventure in
Capacity by Cindy Neuschwander
Gallon – a customary unit of measure for liquids –
16 cups
Capacity-Lulu’s Lemonade by Barbara deRubertis
Liter – a metric unit for measuring capacity (approx
a quart)
Capacity-Pigs in the Pantry by Amy Axelrod
Counting On Frank by Rod Clement
Pint – a customary unit of measurement for
capacity-= 2 cups
Millions to Measure by David M. Schwartz
Quart – a customary unit of measurement for
capacity = 4 cups
Picture Book Lesson Ideas
Volume – amount of space occupied by a 3D object
87
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
New York State Assessments
*Multiple Languages
Math Study Jams
NCTM Illuminations
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
88
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.9 c – 3rd Nine Weeks
The student will estimate and use U. S. Customary and metric units to
measure
c). weight/mass in ounces, pounds, grams, and kilograms; and
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geometry
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
SOL 2.11 - The student will estimate and measure
b. weight/mass of objects in pounds/ounces and kilograms/grams, using a
scale; and
Understanding the Standard



Weight and mass are different. Mass is the amount of matter in an object.
Weight is determined by the pull of gravity on the mass of an object. The mass
of an object remains the same regardless of its location. The weight of an
object changes dependent on the gravitational pull at its location. In everyday
life, most people are actually interested in determining an object’s mass,
although they use the term weight (e.g., “How much does it weigh?” versus
“What is its mass?”).
Essential Understandings
All students should

Understand how to estimate measures of
length, liquid volume, weight/mass, area
and perimeter.

Understand how to determine the actual
measure of length, liquid volume,
weight/mass, area and perimeter.
The concept of a standard measurement unit is one of the major ideas in
understanding measurement. Familiarity with standard units is developed
through hands-on experiences of comparing, estimating, measuring, and
constructing.
Benchmarks of common objects need to be established for each of the
specified units of measure (e.g., the mass of a mathematics book is about one
kilogram). Practical experience measuring the mass of familiar objects helps to
establish benchmarks and facilitates the student’s ability to estimate measures.
89
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Estimate and use U.S. Customary
and metric units to measure the
weight/mass of objects to the
nearest ounce, pound, gram, and
kilogram.

Determine the actual measure of
weight/mass using U.S. Customary
and metric units to measure the
weight/mass of objects to the
nearest ounce, pound, gram, and
kilogram.
Revised: 8/20/16

One unit of measure may be more appropriate than another to measure an
object, depending on the size of the object and the degree of accuracy desired.

Correct use of measurement tools is essential to understanding the concepts of
measurement.
Additional Instructional Strategies
Additional Math Curriculum Resources
Vocabulary
Lessons and TEI Items
Trade Books
Measuring Penny by Loreen Leedy
DOE Vocabulary Cards Handout available: Working with
Measuring Weight/Mass
Weight - On the Scale, a Weighty Tale by Brian P.
Cleary
Vocabulary / Concept Development (Word)
Gram – a metric unit for measuring mass
Counting on Frank by Rod Clement
Kilogram – a metric unit for measuring mass
Millions to Measure by David M. Schwartz
Picture Book Lesson Ideas
Weight – the measurement of the heaviness of an
object
Mass – the measure of how much matter is in an
90
Revised: 8/20/16
object.
Ounce – a standard unit for measuring weight
Pound – a standard unit for measuring weight.
There are 16 ounces in a pound.
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
91
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.9 d – 3rd Nine Weeks
The student will estimate and use U. S. Customary and metric units to
measure
d.) area and perimeter.
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geometry
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
SOL 2.11A - The student will estimate and measure length to the nearest
centimeter and inch.
Understanding the Standard

Essential Understandings
All students should
The concept of a standard measurement unit is one of the major ideas in
understanding measurement. Familiarity with standard units is developed
through hands-on experiences of comparing, estimating, measuring, and
constructing.

Understand how to estimate measures of
length, liquid volume, weight/mass, area
and perimeter.

One unit of measure may be more appropriate than another to measure an
object, depending on the size of the object and the degree of accuracy desired.


Correct use of measurement tools is essential to understanding the concepts of
measurement.
Understand how to determine the actual
measure of length, liquid volume,
weight/mass, area and perimeter.

Understand that perimeter is a measure of
the distance around a polygon.

Understand that area is a measure of
square units needed to cover a surface.

Perimeter is the distance around any two-dimensional figure and is found by
adding the measures of the sides.

Area is a two-dimensional measure and is therefore measured in square units.

Area is the number of square units needed to cover a figure, or more precisely,
it is the measure in square units of the interior region of a two-dimensional
figure.
92
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Estimate and use U.S. Customary
and metric units to measure area
and perimeter.

Determine the actual measure of
area or perimeter using U.S.
Customary and metric units.
Revised: 8/20/16
Additional Instructional Strategies
Additional Math Curriculum Resources
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards
Measuring Area and Perimeter
Handout available: Working with Vocabulary / Concept
Development (Word)
Geometry for Elementary School Teachers K-5
Trade Books
Spaghetti and Meatballs for All! by Marilyn Burns
and Debbie Tilley
(Word)
Racing Around by Stuart J Murphy
Area – the size a surface takes up measured in
square units
Picture Book Lesson Ideas
Perimeter – distance around the outside of a shape
93
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
New York State Assessments
*Multiple Languages
Math Study Jams
NCTM Illuminations
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
94
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.10 – 3rd Nine Weeks
The student will
b.) measure the distance around a polygon in order to determine
perimeter; and
c.) count the number of square units needed to cover a given surface in
order to determine area.
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geometry
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13, 3.14,
3.15, 3.16
8
Prior Knowledge
SOL 2.11A - The student will estimate and measure length to the
nearest centimeter and inch.
Understanding the Standard

A polygon is a closed plane figure composed of at least three line segments
that do not cross. None of the sides are curved.

Perimeter is a measure of the distance around a polygon and is found by
adding the measures of the sides.

Area is the number of iterations of a two-dimensional unit needed to cover a
surface. The two-dimensional unit is usually a square, but it could also be
another shape such as a rectangle or an equilateral triangle.

Opportunities to explore the concepts of perimeter and area should involve
hands-on experiences (e.g., placing tiles (units) around a polygon and
counting the number of tiles to determine its perimeter and filling or
covering a polygon with cubes (square units) and counting the cubes to
determine its area).
Essential Understandings
All students should

Understand the meaning of a polygon as a
closed figure with at least three sides. None
of the sides are curved and there are no
intersecting lines.

Understand that perimeter is a measure of
the distance around a polygon.

Understand how to determine the perimeter
by counting the number of units around a
polygon.

Understand that area is a measure of square
units needed to cover a surface.

Understand how to determine the area by
counting the number of square units.
95
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Measure each side of a variety of
polygons and add the measures of
the sides to determine the
perimeter of each polygon.

Determine the area of a given
surface by estimating and then
counting the number of square
units needed to cover the surface.
Revised: 8/20/16
Additional Instructional Strategies
Question 1 in the Grades 3-8 Tools Practice available on the Virginia Department of Education website provides practice using the ruler tools.
For SOL 3.10, students need additional practice determining the perimeter of a figure on a grid.
When students are given a figure on a grid and asked to find the perimeter, a common error is to respond with the area of the figure. When a question asks for
the perimeter and area of the figure, similar to the example shown on the screen, a common error is to interchange these answers.
Student performance on items that ask only for the area of a figure on a grid remains high.
96
Revised: 8/20/16
The most common error students make is to select the response that indicates they have not included the length of one or more sides in the perimeter. In this
example, students who leave out any two of the shorter sides would select option A.
Question 2 in the Grades
3-8 Tools Practice
accessible on the
Virginia Department of
Education website is like
the questions that
students found most
difficult, which required
them to measure one
figure to determine its
perimeter.
Additional Math Curriculum Resources
97
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards
Measuring Area and Perimeter
Handout available: Working with Vocabulary / Concept
Development (Word)
Cover It Up...With Area
Trade Books
Spaghetti and Meatballs for All! by Marilyn Burns
and Debbie Tilley
Racing Around by Stuart J Murphy
Polygon: a closed plane figure composed of line
segments that do not cross.
Geometry for Elementary School Teachers K-5
(Word)
Picture Book Lesson Ideas
Perimeter: a measure of the distance around a
polygon and is found by adding the measures of the
sides.
Area: the number of square units needed to cover a
surface.
98
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
New York State Assessments
*Multiple Languages
Math Study Jams
NCTM Illuminations
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
99
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.14 – 3rd Nine Weeks
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.
The van Hiele theory of geometric understanding describes how students
learn geometry and provides a framework for structuring student
experiences that should lead to conceptual growth and understanding.
– Level 0: Pre-recognition. Geometric figures are not recognized. For
example, students cannot differentiate between three-sided and foursided polygons.
– Level 1: Visualization. Geometric figures are recognized as entities,
without any awareness of parts of figures or relationships between
components of a figure. Students should recognize and name figures
and distinguish a given figure from others that look somewhat the
same (e.g., “I know it’s a rectangle because it looks like a door, and I
know that the door is a rectangle.”).
– Level 2: Analysis. Properties are perceived, but are isolated and
unrelated. Students should recognize and name properties of
Grade 3 SOL
Number of
Items
Measurement and Geometry
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
SOL 2.16 - The student will identify, describe, compare, and contrast plane
and solid geometric figures (circle/sphere, square/cube, and
rectangle/rectangular prism).
Understanding the Standard

Blueprint Categories
Essential Understandings
All students should

Understand how to identify and describe
plane and solid geometric figures by using
relevant characteristics.

Understand the similarities and
differences between plane and solid
figures.
100
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Identify models and pictures of plane
geometric figures (circle, square,
rectangle, and triangle) and solid
geometric figures (cube, rectangular
prism, square pyramid, sphere, cone,
and cylinder) by name.

Identify and describe plane geometric
figures by counting the number of
sides and angles.
Revised: 8/20/16
geometric figures (e.g., “I know it’s a rectangle because it’s closed, it
has four sides and four right angles, and opposite sides are parallel.”).



Identify and describe solid geometric
figures by counting the number of
angles, vertices, edges, and by the
number and shape of faces.

Compare and contrast characteristics
of plane and solid geometric figures
(e.g., circle/sphere, square/cube,
triangle/square pyramid, and
rectangle/rectangular prism), by
counting the number of sides, angles,
vertices, edges, and the number and
shape of faces.

Compare and contrast characteristics
of solid geometric figures (i.e., cube,
rectangular prism, square pyramid,
sphere, cylinder, and cone) to similar
objects in everyday life (e.g., a party
hat is like a cone).

Identify characteristics of solid
geometric figures (cylinder, cone,
cube, square pyramid, and rectangular
prism).
A plane geometric figure is any two-dimensional closed figure. Circles and
polygons are examples of plane geometric figures.
Three-dimensional figures are called solid figures or simply solids. Solids
enclose a region of space. The interior of both plane and solid figures are not
part of the figure. Solids are classified by the types of surfaces they have.
These surfaces may be flat, curved, or both. A solid geometric object can be
hollow rather than solid. The word “solid” indicates a three-dimensional
figure.
 A face is a polygon that serves as one side of a solid figure (e.g., a square
is a face of a cube). An edge is the line segment where two faces of a solid
figure intersect.
 A vertex is the point at which two lines, line segments, or rays meet to
form an angle. It is also the point on a three dimensional figure where
three or more faces intersect.
 A rectangular prism is a solid figure in which all six faces are rectangles
with three pair of parallel congruent opposite faces. A cube is a special
rectangular prism with six congruent square faces and with every edge
the same length.
 A sphere is a solid figure with all of its points the same distance from its
center.
 A square pyramid is a solid figure with one square face and four triangular
faces that share a common vertex.
 A cylinder is a solid figure formed by two congruent parallel circles joined
by a curved surface. A cone is a solid, pointed figure that has a flat, round
face (usually a circle) that is joined to a vertex by a curved surface. The
curved surface of a cone or cylinder is not considered a face. Since circles
are not polygons, the circular bases are not considered faces either.
Cylinders and cones do not have edges.
101
Revised: 8/20/16
Additional Instructional Activities
Additional Math Curriculum Resources
102
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards
Plane Geometry Sort
Handout available: Working with Vocabulary / Concept
Development (Word)
What Am I?
Trade Books
A Cloak for a Dreamer by Aileen Friedman and Kim
Howard
The Greedy Triangle by Marilyn Burns
Plane figure: a two-dimensional figure
Triangles
Sigmund Square Finds His Family by Jennifer TaylorCox (see math facilitator for story on flash drive)
Shapes and Solids Scavenger Hunt
Geometric solids: three-dimensional figures such as
cone, pyramid, prism, cylinder
Geometry for Elementary School Teachers K-5
Circle: a closed curve with all points in one plane and
the same distance (radius) from a fixed point, the
center; the center is not part of the circle
(Word)
Mummy Math: An Adventure in Geometry by Cindy
Neuschwander
Picture Book Lesson Ideas
Square: a rectangle with all sides congruent
Rectangle: a quadrilateral with 4 right angles (all
three shapes below are rectangles)
Cube: solid figure with six congruent, square faces;
all edges are the same length; a cube has 8 vertices,
12 edges and 6 faces
Rectangular prism: a solid in which all 6 faces are
rectangles
103
Revised: 8/20/16
Square pyramid: a solid with a square base with 4
sloping triangular faces that share a vertex
Sphere: a three-dimensional object with all of its
points the same distance from its center
Cone: solid figure with a usually circular base joined
to a vertex by a curved surface
Cylinder: solid figure with two congruent, parallel,
usually circular bases joined by a curved surface
104
Revised: 8/20/16
Angles: the intersection of two lines
Vertices: the point of intersection of 2 adjacent line
segments that comprise a polygon
Edges: in
segment
the solid
a solid figure, a line
where two faces of
meet
Faces: a polygon that serves as a side of a solid
Concrete model: manipulative
105
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
106
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.15 – 3rd Grade
The student will identify and draw representations of points, line
segments, rays, angles, and lines.
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geometry
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
Understanding the Standard
Essential Understandings

A point is an exact location in space. It has no length or width. Usually, a point is
named with a capital letter.

A line is a collection of points going on and on in both directions. It has no endpoints.
When a line is drawn, at least two points on it can be marked and given capital letter
names. The line can also be named with a single, lower-case letter. Arrows must be
drawn to show that the line goes on in both directions infinitely.
All students should


Understand that line segments and
angles are fundamental components of
plane polygons.
Understand that a line segment is a part
of a line, has two end points, and
contains all the points between those
two endpoints.

A line segment is part of a line. It has two endpoints and includes all the points
between those endpoints. The endpoints are used to name a line segment.

A ray is part of a line. It has one endpoint and continues on and on in one direction.


Understand that points make up a line.
An angle is formed by two rays having a common endpoint. This endpoint is called
the vertex. Angles are found wherever lines and line segments intersect. An angle
can be named in three different ways by using
– three letters to name, in this order, a point on one ray, the vertex, and a point
on the other ray;
– one letter at the vertex; or
– a number written inside the rays of the angle.

Understand that a line continues
indefinitely in two opposite directions.

Understand that a ray is part of a line,
has one endpoint, and continues
indefinitely in only one direction.

Understand that an angle is formed by
two rays having a common endpoint.

Angle rulers may be particularly useful in developing the concept of an angle.
107
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning,
connections, and representations to

Identify examples of points, line
segments, rays, angles, and lines.

Draw representations of points,
line segments, rays, angles, and
lines, using a ruler or
straightedge.
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
Trade Books
DOE Vocabulary Cards
Secret Sort for Geometry
Lines that Wiggle by Candace Whitman
Handout available: Working with Vocabulary / Concept
Development (Word)
Folded Geometry
When a Line Bends…A Shape Begins by Rhonda
Gowler Greene and James Kaczman
Geometry for Elementary School Teachers K-5
(Word)
Point: exact location in space; no length or width;
usually named with a capital letter
The Dot and the Line: A Romance in Lower
Mathematics by Norton Juster
Line: a collection of points of points going on and
on in both directions; has no endpoints; an arrow
must be drawn so the line goes on forever
Picture Book Lesson Ideas
Endpoints: a point marking the end of a line point
Line segment: a part of a line; has 2 endpoints and
includes all the points in between
Ray: a part of a line; has one endpoint and
continues on and on in one direction
Angle: formed by two rays having a common
endpoint; found where ever lines and line segments
intersect
Vertex: the common endpoint shared by two rays
in an angle
Intersect: a meeting point
108
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
New York State Assessments
*Multiple Languages
Math Study Jams
NCTM Illuminations
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
RCPS Math Resources
109
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.16 – 3rd Nine Weeks
The student will identify and describe congruent and noncongruent
plane figures.
Blueprint Categories
Grade 3 SOL
Number
of Items
Measurement and Geography
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
Understanding the Standard


Congruent plane figures are figures having exactly the same size and shape.
Noncongruent plane figures are figures that are not exactly the same size
and shape. Opportunities for exploring figures that are congruent and/or
noncongruent can best be accomplished by using physical models.
Have students identify figures that are congruent or noncongruent by using
direct comparisons and/or tracing procedures.
Essential Understandings
All students should

Understand that congruent plane figures
match exactly.

Understand that noncongruent plane figures
do not match exactly.

Understand that congruent plane figures
remain congruent even if they are in
different spatial orientations.

Understand that noncongruent plane figures
remain noncongruent even if they are in
different spatial orientations.
110
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Identify examples of congruent and
noncongruent figures. Verify their
congruence by laying one on top of
the other using drawings or models.

Determine and explain why plane
figures are congruent or
noncongruent, using tracing
procedures.
Revised: 8/20/16
Additional Instructional Activities
Additional Math Curriculum Resources
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards
Fit To Be Congruent
Handout available: Working with Vocabulary / Concept
Development (Word)
Geometry for Elementary School Teachers K-5
Trade Books
(Word)
Congruent Plane Figures: figures having the exact
same size and shape
Noncongruent Plane Figures: figures that are not
exactly the same size and shape
111
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
112
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.8 – 3rd Nine Weeks
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.
Blueprint Categories
Grade 3 SOL
Number of
Items
Measurement and Geometry
3.8, 3.9a-d, 3.10a-b,
3.11a-b, 3.12, 3.13,
3.14, 3.15, 3.16
8
Prior Knowledge
SOL 2.10
a) count and compare collection of coins
w/ value of $2.00 or less;
b) use cent, dollar symbol, and decimal point
Understanding the Standard

The value of a collection of coins and bills can be determined by counting on,
beginning with the highest value, and/or by grouping the coins and bills.

A variety of skills can be used to determine the change after a purchase,
including
– counting on, using coins and bills, i.e., starting with the amount to be
paid (purchase price), counting forward to the next dollar, and then
counting forward by dollar bills to reach the amount from which to
make change; and
– mentally calculating the difference.
Essential Understandings
All students should

Understand that a collection of coins and
bills has a value that can be counted.

Understand how to make change from $5.00
or less.
113
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Count the value of collections of
coins and bills up to $5.00.

Compare the values of two sets of
coins or bills, up to $5.00, using the
terms greater than, less than, and
equal to.

Make change from $5.00 or less.
Revised: 8/20/16
Additional Instructional Strategies
The most common error on an item like this is selecting option A (second animation). Students selecting option A may be combining the three dollars in this set of
money with the two dollars in the context of the story to arrive at five dollars; or, students selecting option A may recognize that the 27 cents added to the 73 cents
will make a dollar but then fail to add that dollar to the total, which would make $6 instead of $5.
Additional Math Curriculum Resources
114
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards
Money Counts
Handout available: Working with Vocabulary / Concept
Development (Word)
Money Makes the Fair-Go-Round
Make change – the difference between cost and
amount paid
Trade Books
Alexander, Who Used to be Rich Last Saturday by
Judith Viorst
The Coin Counting Book by Rozanne Lanczak Williams
Applying Knowledge of Money
If You Made a Million by David Schwartz
Coin Carnival
Count Pennies, Save a Dollar
Lemon & Ice & Everything Nice by Marilyn Burns and
Cristina Ong
Pigs will be Pigs by Amy Axelrod
Picture Book Lesson Ideas
115
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Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
New York State Assessments
*Multiple Languages
Math Study Jams
NCTM Illuminations
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
116
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Dinwiddie County Public Schools
Math Curriculum
SOL 3.18 – 4th Nine Weeks
The student will investigate and describe the concept of probability as
chance and list possible results of a given situation.
Blueprint Categories
Grade 3 SOL
Number
of Items
Probability, Statistics, Patterns,
Functions and Algebra
3.17a-c, 3.18, 3.19,
3.20a-b
6
Prior Knowledge
SOL 2.18 - The student will use data from experiments to predict outcomes
when the experiment is repeated.
Understanding the Standard


A spirit of investigation and experimentation should permeate probability
instruction, where students are actively engaged in explorations and have
opportunities to use manipulatives.
Investigation of experimental probability is continued at this level through
informal activities using two-colored counters, spinners, and random number
generators (number cubes).

Probability is the chance of an event occurring.

The probability of an event occurring is the ratio of desired outcomes to the
total number of possible outcomes. If all the outcomes of an event are
equally likely to occur, the probability of the event =
number of favorable outcomes
.
total number of possible outcomes

Essential Understandings
All students should

Investigate, understand, and apply basic
concepts of probability.

Understand that probability is the chance of
an event happening.
The probability of an event occurring is represented by a ratio between 0 and
1. An event is “impossible” if it has a probability of 0 (e.g., the probability
that the month of April will have 31 days). An event is “certain” if it has a
probability of 1 (e.g., the probability that the sun will rise tomorrow
morning).
117
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Define probability as the chance
that an event will happen.

List all possible outcomes for a
given situation (e.g., heads and tails
are the two possible outcomes of
flipping a coin).

Identify the degree of likelihood of
an outcome occurring using terms
such as impossible, unlikely, as likely
as, equally likely, likely, and certain.
Revised: 8/20/16

When a probability experiment has very few trials, the results can be
misleading. The more times an experiment is done, the closer the
experimental probability comes to the theoretical probability (e.g., a coin
lands heads up half of the time).

Students should have opportunities to describe in informal terms (i.e.,
impossible, unlikely, as likely as, equally likely, likely, and certain) the degree
of likelihood of an event occurring. Activities should include real-life
examples.

For any event, such as flipping a coin, the equally likely things that can
happen are called outcomes. For example, there are two equally likely
outcomes when flipping a coin: the coin can land heads up, or the coin can
land tails up.

A sample space represents all possible outcomes of an experiment. The
sample space may be organized in a list, table, or chart.
Additional Instructional Activities
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Students need additional practice describing the probability of a situation as the chance that an event will happen. Students should be able to apply their
understanding of chance to create a situation that fits given criteria. In the example provided, students must understand that if it is certain that Julia will select a
red candy, then all the candy in the box must be red. The answer to this example is shown on the screen. The next two screens provide extension questions for this
same situation.
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In the first extension question, students must understand that for this situation to be impossible, none of the six candies can be brown. Any combination of six
candies that does not include any brown candies would be a correct response to this question.
In this extension to the situation, students must create a set that has equal amounts of blue candies and red candies. In the correct response shown on the screen,
there are 3 red and 3 blue candies.
Additional Math Curriculum Resources
120
Revised: 8/20/16
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards
Two Color Counter Toss
Handout available: Working with Vocabulary / Concept
Development (Word)
Probability Boxes
Probability: the chance of an even occurring
Is There Probability in Third?
Outcome: result of an experiment
Probability and Statistics K-5
Trade Books
Impossible: an event is impossible if it has a
probability of 0
Unlikely: not likely to occur
As likely as: equally likely
Equally likely: outcomes that have the same
probability
Likely: seeming like certainty
Certain: an event is certain to occur if it has a
probability of 1
121
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Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
122
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.19 – 4th Nine Weeks
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.
Blueprint Categories
Grade 3 SOL
Number of
Items
Probability, Statistics, Patterns,
Functions and Algebra
3.17a-c, 3.18, 3.19,
3.20a-b
6
Prior Knowledge
SOL 2.20 - The student will identify, create, and extend a wide variety of
patterns
Understanding the Standard

Exploring patterns requires active physical and mental involvement.

The use of materials to extend patterns permits experimentation or trial-anderror approaches that are almost impossible without them.

Reproduction of a given pattern in a different representation, using symbols
and objects, lays the foundation for writing numbers symbolically or
algebraically.


The simplest types of patterns are repeating patterns. In each case, students
need to identify the basic unit of the pattern and repeat it. Opportunities to
create, recognize, describe, and extend repeating patterns are essential to
the primary school experience.
Essential Understandings
All students should

Understand that numeric and geometric
patterns can be expressed in words or
symbols.

Understand the structure of a pattern and
how it grows or changes.

Understand that mathematical relationships
exist in patterns.

Understand that patterns can be translated
from one representation to another.
Growing patterns are more difficult for students to understand than
repeating patterns because not only must they determine what comes next,
they must also begin the process of generalization. Students need
experiences with growing patterns in both arithmetic and geometric formats.
 Create an arithmetic number pattern. Sample numeric patterns include
– 6, 9, 12, 15, 18, (growing pattern);
– 1, 2, 4, 7, 11, 16, (growing pattern);
123
Essential Knowledge and Skills
The student will use problem solving,
mathematical communication,
mathematical reasoning, connections,
and representations to

Recognize repeating and growing
numeric and geometric patterns
(e.g., skip counting, addition tables,
and multiplication tables).

Describe repeating and growing
numeric and geometric patterns
formed using numbers, tables,
and/or pictures, using the same or
different forms.

Extend repeating and growing
patterns of numbers or figures
using concrete objects, numbers,
tables, and/or pictures.
Revised: 8/20/16
–
–
20, 18, 16, 14,…(growing pattern); and
1, 3, 5, 1, 3, 5, 1, 3, 5 (repeating pattern).
 In geometric patterns, students must often recognize transformations of a
figure, particularly rotation or reflection. Rotation is the result of turning a
figure around a point or a vertex, and reflection is the result of flipping a
figure over a line.
 Sample geometric patterns include
–O
Δ O O Δ Δ O O O Δ Δ Δ ; and
– □□★★□★□□★★□★.
 A table of values can be analyzed to determine the pattern that has been
used, and that pattern can then be used to find the next value.
Additional Instructional Activities
Patterns involving numbers are more challenging to students than those using pictures or those presented in tables.
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Additional Math Curriculum Resources
Vocabulary
Lessons and TEI Items
DOE Vocabulary Cards
Patterns on a Hundreds Chart
Handout available: Working with Vocabulary / Concept
Development (Word)
Patterns in a Staircase
Pattern: numbers or objects that follow a repeating
or growing rule
Trade Books
Exploring Multiples
Tunneling Through Patterns
The Ins and Outs of Patterns
Patterns in Nature
A Parade of Patterns
125
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Symbol: a pattern or image used instead of words
Repeated Pattern, Growing Patterns, and Functions
Growing Pattern: a pattern that increases or
decreases by a predictable amount
·6, 9, 12, 15, 18, (growing pattern);
·1, 2, 4, 7, 11, 16, (growing pattern);
·20, 18, 16, 14,…(growing pattern);
Patterns, Functions and Algebra K-5 (PDF)
Repeating Pattern: a pattern that continues with the
same symbols/numbers over and over again
 1, 3, 5, 1, 3, 5, 1, 3, 5 (repeating pattern)
Transformation: moving a shape so that it is in a
different position, but still has the same size, area,
angles, and line lengths.
Rotation: the result of turning a point around a
point or vertex
Reflection: the result of flipping a figure over a line
126
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
RCPS Math Resources
127
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL 3.20 – 4th Nine Weeks
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.
Understanding the Standard




Investigating arithmetic operations with whole numbers
helps students learn about several different properties of
arithmetic relationships. These relationships remain true
regardless of the numbers.
The commutative property for addition states that
changing the order of the addends does not affect the
sum (e.g., 4 + 3 = 3 + 4). Similarly, the commutative
property for multiplication states that changing the order
of the factors does not affect the product (e.g., 2  3 = 3
 2).
The identity property for addition states that if zero is
added to a given number, the sum is the same as the
given number. The identity property of multiplication
states that if a given number is multiplied by one, the
product is the same as the given number.
A number sentence is an equation with numbers (e.g., 6
Blueprint Categories
Grade 3 SOL
Number of
Items
Probability, Statistics, Patterns,
Functions and Algebra
3.17a-c, 3.18, 3.19,
3.20a-b
6
Prior Knowledge
SOL 2.22 - The student will demonstrate an understanding of equality by
recognizing that the symbol “=” in an equation indicates equivalent
quantities and the symbol “≠” indicates that quantities are not equivalent.
Essential Understandings
All students should

Understand that mathematical
relationships can be expressed using
number sentences.

Understand the identity property for
addition.

Understand the identity property for
multiplication.

Understand the commutative property of
addition.

Understand the commutative property of
multiplication.

Understand that quantities on both sides of
an equals sign must be equal.
128
Essential Knowledge and Skills
The student will use problem solving, mathematical
communication, mathematical reasoning, connections, and
representations to

Investigate the identity property for addition and
determine that when the number zero is added to
another number or another number is added to the
number zero, that number remains unchanged.
Examples of the identity property for addition are
0+
2 = 2; 5 + 0 = 5.

Investigate the identity property for multiplication and
determine that when the number one is multiplied by
another number or another number is multiplied by the
number one, that number remains unchanged. Examples
of the identity property for multiplication are 1 x 3 = 3; 6
x 1 = 6.

Recognize that the commutative property for addition is
an order property. Changing the order of the addends
Revised: 8/20/16
+ 3 = 9; or 6 + 3 = 4 + 5).

Understand that quantities on both sides of
the not equal sign are not equal.
does not change the sum (5 + 4 = 9 and 4 + 5 = 9).

Recognize that the commutative property for
multiplication is an order property. Changing the order
of the factors does not change the product (2  3 = 3 
2).

Write number sentences to represent equivalent
mathematical relationships (e.g., 4 x 3 = 14 - 2).

Identify examples of the identity and commutative
properties for addition and multiplication.
Additional Instructional Activities
Commutative Properties
129
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130
Revised: 8/20/16
Additional Math Curriculum Resources
Vocabulary
DOE Vocabulary Cards
Handout available: Working with Vocabulary / Concept
Development (Word)
Identity for addition = 0, no matter what you add
to 0 you always get the same number back.
Identity for Multiplication = 1, no matter what you
multiply by 1 you always get the same answer.
Lessons and TEI Items
Trade Books
My Identity is in my Pocket
ARRAY for the Commutative Property of
Multiplication!
Property Commute
Outdoor Algebra
Patterns, Functions and Algebra K-5 (PDF)
Commutative Property for Addition =
131
Revised: 8/20/16
a + b = b +a; Example: 5+3 = 3+5
Commutative Property for Multiplication = a X b =
b X a; Example: 7 X 4 = 4 X 7
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
132
Revised: 8/20/16
Dinwiddie County Public Schools
Math Curriculum
SOL Review– 4th Nine Weeks
Teachers should use data from county and released SOL assessments to plan
remediation and practice of all Standards of Learning.
Blueprint Categories
Grade 3 SOL
SOL Blueprint (PDF)
All
Number of
Items
Prior Knowledge
Additional Instructional Activities
See County Shared (Z) Drive for additional resources. (Elementary/Grade 3/Math/SOL Review)
IMPORTANT!! The following 3rd grade online practice is required for all students! All students must be exposed to practice items. This is NOT the same as the
practice conducted with the Guidance Counselor using the sign-in sheets with username and password. Teachers should use the script found in the Guide to
guide students through the practice. This practice will take several math blocks to complete if covered sufficiently. These practice items are good for reteaching
as well as exposing students to the tools available for testing.
Grade 3 Practice Items
Practice Items – Audio
Guide
View a narrated demonstration with examples of various technology-enhanced item types that appear on the new Mathematics SOL tests. These new SOL tests
may consist of approximately 15 percent technology-enhanced items. To download this narrated demonstration as a MOV file, right-click here. MOV video files
require the free Apple QuickTime player plug-in.
Mathematics Tools Practice: The online Mathematics Tools Practice allows students to practice using the online tools (such as the ruler, protractor or compass)
available within TestNav, the online testing software used in Virginia. All tools that are available for any grades 3-8 test are provided within the Grades 3-8 Tools
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Practice. Likewise, all tools that are available for any EOC test are provided within the End-of-Course Tools Practice. This means that the tools included within each
application do not necessarily indicate the tools that will be available for a particular test. To reference the tools available for a particular online mathematics test,
see Online Tools Available on the Mathematics SOL Tests (PDF) Grades 3-8 Tools Practice
Released Spring Test 2015: Online PDF
Answer Sheet
For Released Tests prior to Spring 2012, see: Archived Released Tests
Released SOL tests and test items can be found on Interactive Achievement. Students should be exposed to these (especially TEI items) throughout the year.
More Resources
1. SMART Exchange lessons
2. Harvey Almarode's SMARTBoard Math Files
3. Several Math Interactive & SMARTBoard Resources by Math SOLS
4. Great Math Interactive website
5. BBC Math Interactive website
6. Harcout Math Book website
7. Joe Hill's Math PortaPortal Interactive Math Websites
8. TEI Practice Items
9. Internet4Classrooms 3rd Grade Math
10. Add & Subtract SOL Senteo (SMART Response) Review
11. Are you Smarter than a 3rd grader SOL Math Review PowerPoint
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12. SOL Math Review PowerPoint
13. SOL Released Test PowerPoint
The following Student Response Activities (formatted in Notebook but can be used with Active Inspire/Expressions). See ITRT if you need assistance.
14. 2008 Senteo (SMART Response) Computation & Estimation SOL Test
15. 2008 Senteo (SMART Response) Measurement and Geometry Test
16. 2008 Senteo (SMART Response) Number Sense Test
17. 2008 Senteo (SMART Response) Patterns, Functions, & Algebra Test
18. 2008 Senteo (SMART Response) SOL Probability & Statistics Test
19. Several good Math Notebook files
20. 2001 SOL Math 3 Senteo (SMART Response) Part 1
21. 2001 SOL Math 3 Senteo (SMART Response) Part 2
22. 2007 SOL Math 3 Senteo (SMART Response)
23. SOL Decimal Review Senteo (SMART Response)
24. SOL 3rd Grade Math Notebook on SMART Exchange
25. SOL 3rd Grade Math Study Guide (Word format)
More TEI Practice Items (From Interactive Assessments Allenteacher.com)
135
Revised: 8/20/16
Additional Links and Resources – 3rd Grade
Student Links
Practice Test Items
Virtual Manipulatives
Instructional Resources
ABCya
DOE Practice Items
Allen Interactive Assessment
Grade Level Technology Folder
Fun 4 the Brain
DOE Released Test
Interactivate
Internet 4 Classrooms
Room Recess
IQ Practice Tests
iPad™ Resources
Sheppard Software
Jefferson Lab
National Library of Virtual
Manipulatives
StarrMatica
Math Study Jams
NCTM Illuminations
New York State Assessments
*Multiple Languages
Pearson Success Net
Turtle Diary
Promethean Planet
Interactive Achievement
Super Teacher Worksheets
Quia
Worksheet Fun
136
Revised: 8/20/16