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STANDARDS

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US-VA

Math

Virginia Math

Grade 3: 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.
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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).
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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.
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3.NS.2

The student will demonstrate an understanding of the base 10 system to compare and order whole numbers up to 9,999.

3.NS.2.a

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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3.NS.2.b

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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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.
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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.
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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.
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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.NS.4

The student will solve problems, including those in context, that involve counting, comparing, representing, and making change for money amounts up to $5.00.

3.NS.4.a

Determine the value of a collection of bills and coins whose total is $5.00 or less.
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3.NS.4.b

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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3.NS.4.c

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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3.NS.4.d

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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