Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives

MA.3.1 Standard: The student will understand the ways of representing whole numbers and rational numbers and the
relationships that exist among these number systems. (Number and Number Sense)
VBO
Number
MA.3.1.1

VBO Language
The student will read and write six-digit
numerals and identify the place value and value
of each digit.
(SOL 3.1a; Number and Number Sense)

Specific Student Understandings

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.
Decompose numbers (e.g., 12,345 is 123 hundreds,
4 tens, and 5 ones).
Recognize whole numbers in a variety of formats:
Standard (123,456);

MA.3.1.2

MA.3.1.3

The student will round whole numbers, 9,999 or

less, to the nearest ten, hundred, and thousand.
(SOL 3.1b; Number and Number Sense)
The student will compare two whole numbers
between
0 and 9,999, using words greater than, less than,
or equal to and symbols (>, < or =). (SOL 3.1c;
Number and Number Sense)

Written (one hundred twenty-three thousand,

four hundred fifty-six); and

Expanded [123,456 as (1 100,000) + (2

10,000) + (3 1,000) + (4 100) + (5 10)
+ (6 1) OR 100,000 + 20,000 + 3,000 +
400 + 50 + 6]

Round a given whole number, 9,999 or less, to the

nearest ten, hundred, and thousand.
Solve problems, using rounding of numbers, 9,999
or less, to the nearest ten, hundred, and thousand.
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.

Grade 3 Objectives, Revised 6/17/2016

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
MA.3.1 Standard: The student will understand the ways of representing whole numbers and rational numbers and the
relationships that exist among these number systems. (Number and Number Sense)
VBO
Number
MA.3.1.4

VBO Language
The student will name and write fractions,
improper fractions, and mixed numbers
represented by a model. (SOL 3.3a; Number
and Number Sense)

Specific Student Understandings

Name and write fractions, improper fractions, and
mixed numbers represented by a model to include
halves, thirds, fourths, eighths, tenths, and twelfths.

Recognize that a proper fraction is a fraction whose

numerator is smaller than its denominator.
Recognize that an improper fraction is a fraction whose
numerator is greater than or equal to the denominator
and is one or greater than one.
Recognize that a mixed number is written as a whole
number and a proper fraction.
Recognize that an improper fraction can be expressed as

6
8
= 6;
= 4) or as a mixed
1
2
1
14
2
=2
;
=4
).
2
3
3

a whole number (
number (

5
2

Rename an improper fraction as a mixed number

1
) and a mixed number as an improper
4
2
14
fraction (4
=
), using a model.
3
3
(

MA.3.1.5

MA.3.1.6

The student will model fractions, improper

fractions, and mixed numbers, and write the
fractions names. (SOL 3.3b; Number and
Number Sense)
The student will compare fractions having like
and unlike denominators, using words and
symbols
(>, <, or =). (SOL 3.3c; Number and Number
Sense)

5
4

=1

Use concrete materials and pictures to model at least

halves, thirds, fourths, eighths, tenths, and twelfths.
Models can include number lines, fraction bars, pattern
blocks, rulers, pictures and concrete objects.
Compare fractions using the terms greater than, less
than, or equal to and the symbols (>, <, or =).

Comparisons are made between fractions with both

like and unlike denominators, using models, concrete
materials and pictures.
Use pictures and concrete models (length/measurement,
region/area, and set) to compare fractions.
Record the results of the comparison and justify the
conclusion using a visual model.

Grade 3 Objectives, Revised 6/17/2016

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
Represent fractions as a number on the number line.
Compare improper fractions using words and symbols.
MA.3.2 Standard: The student will understand the meanings of addition, subtraction, multiplication, and division and
compute using whole numbers and rational numbers. (Computation and Estimation)
VBO
VBO Language
Specific Student Understandings
Number
MA.3.2.1 The student will recognize and use inverse
Use the inverse relationships between
relationships between addition/subtraction and addition/subtraction and
multiplication/division to complete basic fact
multiplication/division to solve related basic fact
sentences and to solve problems.
sentences.
(SOL 3.2; Number and Number Sense)
Write three related basic fact sentences when given one
basic fact sentence for
addition/subtraction and multiplication/division.
MA.3.2.2 The student will estimate solutions to and solve Determine whether an estimate or an exact answer is an
appropriate solution for practical addition and subtraction
single-step real-world problems involving the
problem situations involving single-step problems.
sum or difference of two whole numbers, each
Determine whether to add or subtract in practical problem
9,999 or less, with or without regrouping.
situations.
(SOL 3.4; Computation and Estimation)
Estimate the sum or difference of 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 single-step practical problems involving the sum of
two whole numbers, each 9,999 or less, with or without
regrouping, using paper and pencil or mental computation
in practical problem situations.
Solve single-step practical problems involving the
difference of two whole numbers, each 9,999 or less, with
or without regrouping, using paper and pencil or mental
computation in practical problem situations.
MA.3.2.3

The student will estimate solutions to and solve

multi-step real-world problems involving the
sum or difference of two whole numbers each
9,999 or less, with or without regrouping.
(SOL 3.4; Computation and Estimation)

Determine whether an estimate or an exact answer is an

appropriate solution for practical addition and subtraction
problem situations involving multi-step problems.
Determine whether to add or subtract in practical problem
situations.
Estimate and solve multi-step problems involving the sum
or difference of two whole numbers, each 9,999 or less,

Grade 3 Objectives, Revised 6/17/2016

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
with or without regrouping.

Grade 3 Objectives, Revised 6/17/2016

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
VBO
Number
MA.3.2.4

MA.3.2.5

MA.3.2.6

MA.3.2.7

VBO Language
The student will recall multiplication facts
through the twelves table and the
corresponding division facts. (SOL 3.5;
Computation and Estimation)
The student will represent multiplication and
division of two whole numbers, one factor 99
or less and the second factor 5 or less, using
area, set, and number line models. (SOL 3.6;
Computation and Estimation)
The student will create and solve real-world
problems that involve multiplication of two
whole numbers, one factor 99 or less and the
second factor 5 or less. (SOL 3.6;
Computation and Estimation)
The student will add and subtract proper
fractions having like denominators of 12 or
less. (SOL 3.7; Computation and
Estimation)

Specific Student Understandings

Recall and state the multiplication and division facts
through the twelves table.
Recall and write the multiplication and division facts
through the twelves table.
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 multiplication,
where one factor is 99 or less and the second factor is 5 or
less.
Recognize both the improper fraction and the equivalent
mixed number as correct answers when finding the sum of
two proper fractions whose sum is greater than one (e.g.,

3
5

4
5

7
5

or 1

2
), using models.
5

Demonstrate a fractional part of a whole, using

o region/area models (e.g., pie pieces, pattern
blocks, geoboards, drawings);
o set models (e.g., chips, counters, cubes, drawings);
and
o length/measurement models
(e.g., nonstandard units such as rods, connecting
cubes, and drawings).
Name and write fractions and mixed numbers represented
by drawings and concrete materials.
Represent a given fraction or mixed number, using
concrete materials, pictures, and symbols. For example,
write the symbol for one-fourth 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

Grade 3 Objectives, Revised 6/17/2016

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
bars and strips), and sets (counters).
MA.3.3 Standard: The student will understand measurable attributes of objects and events, units of measure, and
systems of measurement, and apply appropriate techniques and tools to determine measurement. (Measurement)
VBO
VBO Language
Specific Student Understandings
Number
MA.3.3.1 The student will determine, by counting, the
Count the value of collections of coins and bills up to
value of a collection of bills and coins whose
$5.00.
total is $5.00 or less and compare the value
Compare the values of two sets of coins or bills, up to
with another collection of bills and coins.
$5.00, using the terms greater than, less than, and equal
(SOL 3.8; Measurement)
to.
MA.3.3.2 The student will make change using coins and
Make change from $5.00 or less.
bills whose total value is $5.00 or less. (SOL
3.8; Measurement)
MA.3.3.3 The student will identify equivalent periods of
Identify equivalent relationships observed in a calendar,
time, including relationships among days,
including the number of days in a given month, the
months, and years, as well as minutes and
number of days in a week, the number of days in a year,
hours. (SOL 3.12; Measurement)
and the number of months in a year.

MA.3.3.4

MA.3.3.5

MA.3.3.6

MA.3.3.7

The student will tell time to the nearest minute,

using analog and digital clocks. (SOL 3.11a;
Measurement)
The student will determine elapsed time in
one-hour increments over a 12-hour period.
(SOL 3.11b; Measurement)

The student will read temperature to the

nearest degree from Celsius and Fahrenheit
thermometers using real and physical models.
(SOL 3.13; Measurement)
The student will estimate and use U.S.
Customary and metric units to measure length
1
2

of objects to the nearest inch, inch, foot,

yard, centimeter, and meter.
(SOL 3.9a; Measurement)

Grade 3 Objectives, Revised 6/17/2016

Identify the number of minutes in an hour and the number

of hours in a day.
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.).
Solve practical problems in relation to time that has
elapsed.
Read temperature to the nearest degree from real Celsius
and Fahrenheit thermometers and from physical models
(including pictorial representations) of such thermometers.
Estimate and use U.S. Customary and metric units to
measure lengths of objects to the nearest of an inch, inch,
foot, yard, centimeter, and meter.
Determine the actual measure of length using U.S.
Customary and metric units to measure objects to the
nearest of an inch, inch, foot, yard, centimeter, and meter.

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
VBO
Number
MA.3.3.8

MA.3.3.9

MA.3.3.10

VBO Language
The student will estimate and use U.S.
Customary and metric units to measure
liquid volume in cups, pints, quarts, gallons,
and liters. (SOL 3.9b; Measurement)

The student will estimate and use U.S.

Customary and metric units to measure
weight/mass in ounces, pounds, grams, and
kilograms. (SOL 3.9c; Measurement)

The student will estimate and determine

perimeter. (SOL 3.9d, 3.10a; Measurement)

Specific Student Understandings

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.
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.
Estimate and use U.S. Customary and metric units to
measure perimeter. (SOL 3.9d; Measurement)
Determine the actual measure of perimeter using U.S.
Customary and metric units. (SOL 3.9d; Measurement)
Measure the distance around a polygon in order to determine
perimeter. (SOL 3.10a; Measurement)
Measure each side of a variety of polygons and add the
measures of the sides to determine the perimeter of each
polygon. (SOL 3.10a; Measurement)

MA.3.3.11

The student will estimate and determine area.

(SOL 3.9d, 3.10b; Measurement)

Estimate and use U.S. Customary and metric units to

measure area. (SOL 3.9d; Measurement)
Determine the actual measure of area using U.S. Customary
and metric units. (SOL 3.9d; Measurement)
Count the number of square units needed to cover a given
surface in order to determine area. (SOL 3.10b;
Measurement)
Determine the area of a given surface by estimating and then
counting the number of square units needed to cover the
surface. (SOL 3.10b; Measurement)

Grade 3 Objectives, Revised 6/17/2016

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
MA.3.4 Standard: The student will analyze characteristics and properties of plane and solid geometric shapes.
(Geometry)
VBO
VBO Language
Specific Student Understandings
Number
MA.3.4.1 The student will identify and describe relevant Identify models and pictures of plane geometric figures
attributes of plane and solid geometric
(circle, square, rectangle, and triangle) and solid geometric
figures, including the number of angles,
figures (cube, rectangular prism, square pyramid, sphere,
vertices, and edges, and the number and shape cone, and cylinder) by name.
of faces, using concrete models. (SOL 3.14;
Identify and describe plane geometric figures by counting
Geometry)
the number of sides and angles.
Identify and describe solid geometric figures by counting
the number of angles, vertices, and edges, and by the
number and shape of faces.

MA.3.4.2

MA.3.4.3

MA.3.4.4

The student will compare and contrast

attributes of plane and solid geometric
figures, including the number of angles,
vertices, and edges, and the number and shape
of faces, using concrete models. (SOL 3.14;
Geometry)

The student will identify and draw

representations of points, line segments, rays,
angles, and lines.
(SOL 3.15; Geometry)

The student will identify and describe

congruent and noncongruent plane figures.
(SOL 3.16; Geometry)

Identify characteristics of solid geometric figures (cylinder,

cone, cube, square pyramid, and rectangular prism).
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, and edges, and the number and shape
of faces.
Compare and contrast characteristics of solid geometric
figures to similar objects in everyday life (e.g., a party hat is
like a cone).
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.
Use correct geometric symbols to name line segments, rays,
angles, and lines.
Identify examples of congruent and noncongruent figures.
Verify 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.
MA.3.5 Standard: The student will create questions and construct answers by collecting, organizing, displaying data.
(Probability and Statistics)
VBO
VBO Language
Specific Student Understandings
Number
MA.3.5.1 The student will collect and organize data
Formulate questions to investigate.

Grade 3 Objectives, Revised 6/17/2016

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
using observations, measurements, surveys, or
experiments and construct a line plot, a
picture graph, or a bar graph to represent the
data. (SOL 3.17a, b; Probability and
Statistics)

Design data investigations to answer formulated questions,

limiting the number of categories for data collection to
four.
Collect data, using surveys, polls, questionnaires, scientific
experiments, and observations.
Organize data for a bar graph on grid paper representing 16
or fewer data points for no more than four categories.
Label each axis of 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).

MA.3.5.2

The student will read and interpret data

represented in line plots, bar graphs, and
picture graphs and write a sentence analyzing
the data. (SOL 3.17c; Probability and
Statistics)

Construct a line plot with no more than 30 data points.

Read, interpret and analyze information from line plots by
writing at least one statement.
Read the information presented in 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 eight categories.
Describe the categories of data and the data as a whole
(e.g., data were collected in four ways to cook or prepare
eggs scrambled, fried, hard boiled, and egg salad eaten
by students).
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 shows 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.
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).

MA.3.6 Standard: The student will understand and apply basic concepts of probability. (Probability and Statistics)
VBO
VBO Language
Specific Student Understandings
Number
MA.3.6.1 The student will investigate and describe the
Define probability as the chance that an event will happen.
concept of probability as chance and list
List all possible outcomes for a given situation (e.g., heads

Grade 3 Objectives, Revised 6/17/2016

Department of Teaching and Learning

Mathematics (Grade 3) Virginia Beach Standards and Objectives
possible results of a given situation. (SOL
3.18; Probability and Statistics)

and tails are the two possible outcomes of flipping a coin).

Create a chart, table, or list to ensure all possible
combinations are addressed.

Identify the degree of likelihood of an outcome occurring

using terms such as impossible, unlikely, as likely as,
equally likely, likely, and certain.
MA.3.7 Standard: The student will understand a variety of patterns. (Patterns, Functions, and Algebra)
VBO
VBO Language
Specific Student Understandings
Number
MA.3.7.1 The student will recognize and describe a
Recognize repeating and growing numeric and geometric
variety of patterns formed using numbers,
patterns (e.g., skip-counting, addition tables, and
tables, and pictures and extend the patterns,
multiplication tables).
using the same or different forms. (SOL 3.19;
Describe repeating and growing numeric and geometric
Patterns, Functions, and Algebra)
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.

Grade 3 Objectives, Revised 6/17/2016

10

Mathematics (Grade 3) Virginia Beach Pacing

MA.3.8 Standard: The student will understand, represent and analyze mathematical situations and structures using
algebraic symbols. (Patterns, Functions, and Algebra)
VBO
Number
MA.3.8.1

VBO Language

Specific Student Understandings

The student will investigate and identify examples of the

identity and commutative properties for addition and
multiplication. (SOL 3.20a,b; Patterns, Functions, and
Algebra)

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.
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.
Recognize that the commutative property for
addition is an order property. Changing the
order of the addends 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 x 3 = 3 x 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.

Grade 3 Objectives, Revised 6/17/2016

11