__FIRST NINE WEEKS:__

SOL 3.1 The student will

a) read and write six-digit numerals and identify the place value and value of each digit;

b) roundwholenumbers,9,999orless,tothenearestten,hundred,andthousand;and

c) compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to).

SOL 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.

SOL 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.

SOL 3.17 The student will

a) collect and organize data, using observations, measurements, surveys, or experiments;

b) constructalineplot,apicturegraph,orabargraphtorepresentthedata;and

c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

__Second Nine Weeks:__

SOL 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.

SOL 3.5 The student will recall multiplication facts through the fives table, and the corresponding division facts.

SOL 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.

SOL 3 .12 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.

SOL 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.

SOL 3.20 The student will

a) investigate the identity and the commutative properties for addition and multiplication; and Property and

Identity Commutative Number sentence

b) identify examples of the identity and commutative properties for addition and multiplication.

__Third Nine Weeks:__

SOL 3.3 The student will a) name and write fractions (including mixed numbers) represented by a model; 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 =).

SOL 3.5 The student will recall all multiplication facts through the nines table, and the corresponding division facts.

SOL 3.7 The student will add and subtract proper fractions having like denominators of 12 or less.

SOL 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.

SOL 3.15 The student will identify and draw representations of points, line segments, rays, angles, and lines

Point Line Segment Ray Angle Vertex Endpoint

SOL 3.16 The student will identify and describe congruent and noncongruent plane figures.

Fourth Nine Weeks:

Fourth Nine Weeks:

3.5 The student will recall all multiplication facts through the twelves table, and the corresponding division facts.

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.

3.9 The student will estimate and use U.S. Customary and metric units to measure a) length to the nearest 1-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 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 b) determine elapsed time in one-hour increments over a 12-hour period.

SOL 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

SOL 3.18 The student will investigate and describe the concept of probability as chance and list possible