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STANDARDS

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US-VA

Math

Virginia Math

Grade 3: Number and Number Sense

Read and write six-digit whole numbers in standard form, expanded form, and word form.
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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).
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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.
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Compare two whole numbers, each 9,999 or less, using symbols (>, <, =, ≠) and/or words (greater than, less than, equal to, not equal to), with and without models.
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Order up to three whole numbers, each 9,999 or less, represented with and without models, from least to greatest and greatest to least.
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Identify a fraction represented by a model as the sum of unit fractions.
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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).
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.
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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.
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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.
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.
Represent equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, or 10, using region/area models and length models.
Determine the value of a collection of bills and coins whose total is $5.00 or less.
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Construct a set of bills and coins to total a given amount of money whose value is $5.00 or less.
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Compare the values of two sets of coins or two sets of bills and coins, up to $5.00, with words (greater than, less than, equal to) and/or symbols (>, <, =) using concrete or pictorial models.
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Solve contextual problems to make change from $5.00 or less by using counting on or counting back strategies with concrete or pictorial models.
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