Gizmos for Virginia - Mathematics: 3rd Grade (Standards of Learning adopted 2023)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

3.NS: : Number and Number Sense

3.NS.1: : The student will use place value understanding to read, write, and determine the place and value of each digit in a whole number, up to six digits, with and without models.

3.NS.1.a: : Read and write six-digit whole numbers in standard form, expanded form, and word form.

3.NS.1.b: : Apply patterns within the base 10 system to determine and communicate, orally and in written form, the place and value of each digit in a six-digit whole number (e.g., in 165,724, the 5 represents 5 thousands and its value is 5,000).

3.NS.1.c: : Compose, decompose, and represent numbers up to 9,999 in multiple ways, according to place value (e.g., 256 can be 1 hundred, 14 tens, 16 ones, but also 25 tens, 6 ones), with and without models.

3.NS.3: : The student will use mathematical reasoning and justification to represent and compare fractions (proper and improper) and mixed numbers with denominators of 2, 3, 4, 5, 6, 8, and 10), including those in context.

3.NS.3.a: : Represent, name, and write a given fraction (proper or improper) or mixed number with denominators of 2, 3, 4, 5, 6, 8, and 10 using:

3.NS.3.a.i: : region/area models (e.g., pie pieces, pattern blocks, geoboards);

3.NS.3.a.ii: : length models (e.g., paper fraction strips, fraction bars, rods, number lines); and

3.NS.3.a.iii: : set models (e.g., chips, counters, cubes).

3.NS.3.b: : Identify a fraction represented by a model as the sum of unit fractions.

3.NS.3.c: : Use a model of a fraction greater than one to count the fractional parts to name and write it as an improper fraction and as a mixed number (e.g., 1/4, 2/4, 3/4, 4/4, 5/4 = 1 1/4).

3.NS.3.d: : Compose and decompose fractions (proper and improper) with denominators of 2, 3, 4, 5, 6, 8, and 10 in multiple ways (e.g., 7/4 = 4/4 + 3/4 or 4/6 = 3/6 + 1/6 = 2/6 + 2/6) with models.

3.NS.3.e: : Compare a fraction, less than or equal to one, to the benchmarks of 0, 1/2, and 1 using area/region models, length models, and without models.

3.NS.3.f: : Compare two fractions (proper or improper) and/or mixed numbers with like numerators of 2, 3, 4, 5, 6, 8, and 10 (e.g., 2/3 > 2/8) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.

3.NS.3.g: : Compare two fractions (proper or improper) and/or mixed numbers with like denominators of 2, 3, 4, 5, 6, 8, and 10 (e.g., 3/6 < 4/6) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.

3.NS.3.h: : Represent equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, or 10, using region/area models and length models.

3.CE: : Computation and Estimation

3.CE.1: : The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtraction with whole numbers where addends and minuends do not exceed 1,000.

3.CE.1.c: : Apply strategies (e.g., place value, properties of addition, other number relationships) and algorithms, including the standard algorithm, to determine the sum or difference of two whole numbers where addends and minuends do not exceed 1,000.

3.CE.1.e: : Represent, solve, and justify solutions to single-step and multistep contextual problems involving addition and subtraction with whole numbers where addends and minuends do not exceed 1,000.

3.CE.2: : The student will recall with automaticity multiplication and division facts through 10 × 10; and represent, solve, and justify solutions to single-step contextual problems using multiplication and division with whole numbers.

3.CE.2.a: : Represent multiplication and division of whole numbers through 10 × 10, including in a contextual situation, using a variety of approaches and models (e.g., repeated addition/subtraction, equal-sized groups/sharing, arrays, equal jumps on a number line, using multiples to skip count).

3.CE.2.c: : Apply strategies (e.g., place value, the properties of multiplication and/or addition) when multiplying and dividing whole numbers.

3.CE.2.d: : Demonstrate fluency with multiplication facts through 10 × 10 by applying reasoning strategies (e.g., doubling, add-a-group, subtract-a-group, near squares, and inverse relationships).

3.CE.2.e: : Represent, solve, and justify solutions to single-step contextual problems that involve multiplication and division of whole numbers through 10 × 10.

3.CE.2.f: : Recall with automaticity the multiplication facts through 10 × 10 and the corresponding division facts.

3.MG: : Measurement and Geometry

3.MG.1: : The student will reason mathematically using standard units (U.S. Customary and metric) with appropriate tools to estimate and measure objects by length, weight/mass, and liquid volume to the nearest half or whole unit.

3.MG.1.b: : Estimate and measure:

3.MG.1.b.ii: : weight/mass of an object to the nearest U.S. Customary unit (pound) and metric unit (kilogram); and

3.MG.2: : The student will use multiple representations to estimate and solve problems, including those in context, involving area and perimeter (in both U.S. Customary and metric units).

3.MG.2.a: : Solve problems, including those in context, involving area:

3.MG.2.a.i: : describe and give examples of area as a measurement in contextual situations; and

3.MG.2.a.ii: : estimate and determine the area of a given surface by counting the number of square units, describe the measurement (using the number and unit) and justify the measurement.

3.MG.2.b: : Solve problems, including those in context, involving perimeter:

3.MG.2.b.i: : describe and give examples of perimeter as a measurement in contextual situations;

3.MG.2.b.iii: : given the lengths of all sides of a polygon (with no more than six sides), determine its perimeter and justify the measurement.

3.MG.3: : The student will demonstrate an understanding of the concept of time to the nearest minute and solve single-step contextual problems involving elapsed time in one-hour increments within a 12-hour period.

3.MG.3.a: : Tell and write time to the nearest minute, using analog and digital clocks.

3.MG.3.b: : Match a written time (e.g., 4:38, 7:09, 12:51) to the time shown on analog and digital clocks to the nearest minute.

3.MG.3.c: : Solve single-step contextual problems involving elapsed time in one-hour increments, within a 12-hour period (within a.m. or within p.m.) when given:

3.MG.3.c.i: : the starting time and the ending time, determine the amount of time that has elapsed;

3.MG.4: : The student will identify, describe, classify, compare, combine, and subdivide polygons.

3.MG.4.a: : Describe a polygon as a closed plane figure composed of at least three line segments that do not cross.

3.MG.4.c: : Identify and describe triangles, quadrilaterals, pentagons, hexagons, and octagons in various orientations, with and without contexts.

3.PS: : Probability and Statistics

3.PS.1: : The student will apply the data cycle (formulate questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on pictographs and bar graphs.

3.PS.1.a: : Formulate questions that require the collection or acquisition of data.

3.PS.1.b: : Determine the data needed to answer a formulated question and collect or acquire existing data (limited to 30 or fewer data points for no more than eight categories) using various methods (e.g., polls, observations, tallies).

3.PS.1.c: : Organize and represent a data set using pictographs that include an appropriate title, labeled axes, and key. Each pictograph symbol should represent 1, 2, 5 or 10 data points.

3.PS.1.d: : Organize and represent a data set using bar graphs with a title and labeled axes, with and without the use of technology tools. Determine and use an appropriate scale (increments limited to multiples of 1, 2, 5 or 10).

3.PS.1.e: : Analyze data represented in pictographs and bar graphs, and communicate results orally and in writing:

3.PS.1.e.i: : describe the categories of data and the data as a whole (e.g., data were collected on preferred ways to cook or prepare eggs - scrambled, fried, hard boiled, and egg salad);

3.PS.1.e.ii: : 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);

3.PS.1.e.iii: : make inferences about data represented in pictographs and bar graphs;

3.PS.1.e.iv: : use characteristics of the data to draw conclusions about the data and make predictions based on the data (e.g., it is unlikely that a third grader would like hard boiled eggs); and

3.PFA: : Patterns, Functions, and Algebra

3.PFA.1: : The student will identify, describe, extend, and create increasing and decreasing patterns (limited to addition and subtraction of whole numbers), including those in context, using various representations.

3.PFA.1.a: : Identify and describe increasing and decreasing patterns using various representations (e.g., objects, pictures, numbers, number lines).

3.PFA.1.b: : Analyze an increasing or decreasing pattern and generalize the change to extend the pattern or identify missing terms using various representations.

3.PFA.1.c: : Solve contextual problems that involve identifying, describing, and extending patterns.

3.PFA.1.d: : Create increasing and decreasing patterns using objects, pictures, numbers, and number lines.

Correlation last revised: 4/9/2024

Virginia - Mathematics: 3rd Grade

Standards of Learning | Adopted: 2023

3.NS: : Number and Number Sense

3.CE: : Computation and Estimation

3.MG: : Measurement and Geometry

3.PS: : Probability and Statistics

3.PFA: : Patterns, Functions, and Algebra