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Virginia Math Standards - 3rd Grade
MathScore aligns to the Virginia Math Standards for 3rd Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the Virginia Math Standards at other levels.
Number and Number Sense
3.1 The student willa) read and write six-digit numerals and identify the place value and value of each digit; (Place Value )
b) round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and (Rounding Numbers )
c) compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to). (Number Comparison , Order Numbers to 1000 , Order Numbers )
3.2 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems. (Inverse Equations 1 , Inverse Equations 2 )
3.3 The student will
a) name and write fractions (including mixed numbers) represented by a model; (Fraction Pictures )
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 =). (Basic Fraction Comparison , Fraction Comparison )
Computation and Estimation
3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. (Long Addition to 1000 , Long Addition , Long Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts. (Beginner Multiplication , Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies , Fast Division )
3.6 The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. (Understanding Multiplication , Understanding Division , Multiplication By One Digit )
3.7 The student will add and subtract proper fractions having like denominators of 12 or less. (Basic Fraction Addition , Basic Fraction Subtraction )
Measurement
3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change. (Making Change 2 , Counting Money )3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest 21-inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
3.10 The student will
a) measure the distance around a polygon in order to determine perimeter; and (Perimeter )
b) count the number of square units needed to cover a given surface in order to determine area.
3.11 The student will
a) tell time to the nearest minute, using analog and digital clocks; and (Telling Time )
b) determine elapsed time in one-hour increments over a 12-hour period. (Time Intervals )
3.12 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. (Time Conversion )
3.13 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used.
Geometry
3.14 The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models.3.15 The student will identify and draw representations of points, line segments, rays, angles, and lines.
3.16 The student will identify and describe congruent and noncongruent plane figures.
Probability and Statistics
3.17 The student willa) 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. (Tally and Pictographs , Bar Graphs )
3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation.
Patterns, Functions, and Algebra
3.19 The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms. (Patterns: Numbers , Patterns: Shapes , Function Tables , Function Tables 2 )3.20 The student will
a) investigate the identity and the commutative properties for addition and multiplication; and (Commutative Property 1 , Commutative Property 2 )
b) identify examples of the identity and commutative properties for addition and multiplication. (Commutative Property 1 , Commutative Property 2 )
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