Parents, I have assembled the following packet for you and your child to see the third grade Math SOLs and examples of what test items may look like. Students are to complete each section of questions after they study the SOL during their homework time. The final packet is due May 23rd and is a test grade. For the remainder of the school year your student will receive one written homework assignment per week. Your child (Monday through Thursday) can also study his/her math notebook or the other resources that I have provided to you in this packet. They have also received an IXL account to work on for a minimum of 15 minutes per night OR a total of 1 hour per week. The hour of IXL will be taken as a homework grade. I will have this packet available on the third grade website to allow hot links for your student to access. In addition to these resources that I have provided for you, the Virginia Department of Education has developed practice test items and a guide that you can access at home. Students will be practicing these items at school, but reinforcement at home is appreciated. The website is http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml Thank you for your support, Casey Williams Third Grade Math Teacher

Reporting Category: Number and Number Sense Number of Items: 10 Standards of Learning: 3.1 The student will a) read and write six-digit numerals and identify the place value and value of each digit; b) round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and c) compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to). Place Value Puzzler www.funbrain.com/tens Brain Pop Jr.: Place Value http://www.brainpopjr.com/math/numbersense/placevalue/preview.weml Brain Pop Jr.: Comparing Numbers http://www.brainpopjr.com/math/numbersense/comparingnumbers/preview.weml 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. Examples of Inverse Operations http://www.aaamath.com/B/g210a_x1.htm 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 =). Puppy Chase http://www.arcademicskillbuilders.com/games/puppy-chase/puppy-chase.html Dirt Bike Comparing Fractions http://www.arcademicskillbuilders.com/games/dirt-bike-comparing-fractions/dirt-bike-comparing-fractions.html National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/grade_g_2.html (scroll to fraction choices) National Library of Virtual Manipulatives: http://nlvm.usu.edu/en/nav/category_g_2_t_1.html Fractions: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm Variety of fraction activities: http://classroom.jc-schools.net/basic/math-fract.html Brain Pop Jr.: Basic Parts of a Whole http://www.brainpopjr.com/math/fractions/basicpartsofawhole/preview.weml

Brain Pop Jr.: More Fractions http://www.brainpopjr.com/math/fractions/morefractions/preview.weml SOL 3.1 1 Which of the following shows “one hundred thirty thousand, sixty-nine” in standard form? A 100,369 B 130,069 C 130,690 D 1,003,069 2 Fred’s Nature Store sold 2,046 pounds of birdseed last month. What is 2,046 rounded to the nearest hundred? A 2,000 B 2,040 C 2,100 D 3,000 3 Which is true? A 4,589 > 4,708 B 4,389> 4,708 C 4,709> 4,708 D 4,609> 4,708 4 A video store has 1,328 movies that can be rented. What is 1,328 rounded to the nearest ten? F 1,300

G 1,310 H 1,320 J 1,330

SOL 3.2

1 Jeffrey used the math fact 6 x 4= 24 to help solve a related problem. Which of these could be the related problem Jeffrey was trying to solve? F ______ 4 =6 G _____ x 4 = 6 H _____ - 4 = 6 J _____+ 4 = 6

SOL 3.3

2 The figure is shaded to represent a fraction. Which model is shaded to represent a fraction with a greater value? F H

G J 3 Debra shaded this circle to represent a fraction.

Which picture models a fraction less than Debra’s fraction? A C B D

4 Joe will write the letter Z on exactly

4

10 of the boxes.

On how many boxes will Joe write the letter Z? A 8

B 6

C 4

D 2

Reporting Category: Computation and Estimation Number of Items: 10 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. POLYA’s Problem Solving Process 1. UNDERSTAND THE PROBLEM 2. DEVISING A PLAN 3. CARRYING OUT THE PLAN 4. LOOKING BACK Practice with multi-step word problems http://www.ixl.com/math/grade-5/multi-step-word-problems Word problems: http://www.softschools.com/quizzes/math/estimation_word_problems/quiz2066.html Grand Slam Math: (Level 1) http://www.mathplayground.com/gsmbegin.html Word Problems with Katie: (Level 1) http://www.mathplayground.com/katiebegin.html Word Problem Database: http://www.mathplayground.com/wpdatabase/wpindex.html

3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts. Multiplication and Division games www.multiplication.com/games www.fun4the brain.com/division.html 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. NCTM: Hopping on the Number Line http://illuminations.nctm.org/LessonDetail.aspx?ID=L53 NCTM: Modeling Multiplication with Streets and Avenues http://illuminations.nctm.org/LessonDetail.aspx?ID=L318 NCTM: Product Game http://illuminations.nctm.org/ActivityDetail.aspx?ID=29 3.7 The student will add and subtract proper fractions having like denominators of 12 or less. National Library of Virtual Manipulatives: http://nlvm.usu.edu/en/nav/category_g_2_t_1.html Variety of fraction activities: http://classroom.jc-schools.net/basic/math-fract.html Soccer Shoot-out http://www.funbrain.com/fractop/index.html Action Fraction http://funschool.kaboose.com/fun-blaster/back-to-school/games/game_action_fraction.html Math Playground Subtracting Fractions http://www.mathplayground.com/fractions_sub.html SOL 3.4 1

2 Every summer Dawn’s mail carrier delivers about 800 mail

envelopes in a week.

• During one week in July he delivered 89 envelopes on

Monday.

• On Tuesday of the same week he delivered 110 envelopes.

About how many more envelopes will Dawn’s mail carrier deliver by the end of the week? F 1,000 G 910 H 600 J 199 3 Natalie earned 256 dollars babysitting over the summer. She also

received money from family and friends on her birthday in August. After her birthday she had a total of 508 dollars. How much money did Natalie get for her birthday?

A 764 dollars B 352 dollars C 264 dollars D 252 dollars 4 Mrs. Boone’s class has a goal of raising 1,500 dollars for this year’s PTA fundraiser. In week one, students brought in 368 dollars. In week two, students brought in 497 dollars. Exactly how much more money must Mrs. Boone’s class raise to reach its goal? A 635 dollars B 865 dollars C 1,365 dollars D 1,868 dollars

SOL 3.5 1 Solve - 8e64

A 8 C 6

B 7 D 5

2 What is the product of 9 and 7?

A 49 C 54

B 56 D 63

SOL 3.6

1 Daniel’s school held a food drive. Daniel was given the task of putting 39 canned goods in 5 baskets. How many canned goods did Daniel’s school collect in all?

F 195

G 155

H 44

J 34

2 Which number line best represents 8 ÷ 4?

A [0dL1d}2dL3d}4dL5d}6dL7d}8d]

B [0dL1d:2d:3d4}dL5d:6d:7d}8d]

C [0dL1d:2d}3dL4d:5d:6d:7d}8d]

D [0dL1d}2dL3d:4d:5d:6d:7d8}d]

SOL 3.7

Reporting Category: Measurement and Geometry Number of Items: 11 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. Show me the money http://www.beaconlearningcenter.com/WebLessons/ShowMeTheMoney/default.htm National Library of Virtual Manipulatives: http://nlvm.usu.edu/en/nav/frames_asid_325_g_1_t_4.html?from=category_g_1_t_4.html Change Maker http://www.funbrain.com/cashreg/index.html Counting Money: http://www.hbschool.com/activity/counting_money/ Brain Pop Jr.: Dollars and Cents http://www.brainpopjr.com/math/money/dollarsandcents/preview.weml 3. 9 The student will estimate and use U.S. Customary and metric units to measure a) length to the nearest .- 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. Measure It http://www.funbrain.com/measure/

Brain Pop Jr.: Inches and Feet http://www.brainpopjr.com/math/measurement/inchesandfeet/preview.weml Brain Pop Jr: Centimeter, Meter, Kilometer http://www.brainpopjr.com/math/measurement/centimetersmeterskilometers/preview.weml Brain Pop Jr.: Cups, Pint, Quarts, Gallons http://www.brainpopjr.com/math/measurement/cupspintsquartsgallons/preview.weml Brain Pop Jr: Grams and Kilograms http://www.brainpopjr.com/math/measurement/gramsandkilograms/preview.weml Brain Pop Jr.: Ounces, Pounds and Tons http://www.brainpopjr.com/math/measurement/ouncespoundsandtons/preview.weml 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. Perimeter and Area http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html Shape Surveyor http://www.funbrain.com/poly/index.html Brain Pop Jr.: Perimeter http://www.brainpopjr.com/math/measurement/perimeter/preview.weml 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. Elapsed time quiz http://marg.mhost.com/MathGr5/elapsedtime.htm Change the clock http://nlvm.usu.edu/en/nav/frames_asid_318_g_1_t_4.html?from=category_g_1_t_4.html Time http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Measurement, then find activities.)

3.12 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Measurement, then find activities.) 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. Temperature: http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Measurement, then find activities.) http://www.mathsisfun.com/measure/thermometer.html 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. 2D Shapes http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htm Geometry http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Geometry, then find activities.) http://jmathpage.com/JIMSGeometrypage.html 3.15 The student will identify and draw representations of points, line segments, rays, angles, and lines. Geometry http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Geometry, then find activities.) http://illuminations.nctm.org/activitydetail.aspx?id=22 3.16 The student will identify and describe congruent and noncongruent plane figures. Geometric transformation http://www.misterteacher.com/transformationsquiz.html Geometry http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Geometry, then find activities.) http://www.learner.org/courses/teachingmath/grades3_5/session_02/section_02_b.html

d p N p P p

d

n p

d

d n

n p

q

SOL 3.8 1 Victor has some money. If the prices shown include tax, which of the following snacks can Victor buy with his money? F $1.35 G $1.29 H $1.25 J $1.09 2 Brent has $5.00. He bought a hot dog and fries for the amount in the box. Use the grids to help you solve the problem.

Hot Dog and Fries

How much change will Brent have left? ____________

SOL 3.9

2 What is the length of the butterfly’s wingspan to the nearest half inch? F 2 G 2 H 6 J 6

12

12

SOL 3.10 (Students could also see a question on area in this section.) 1 Use your inch ruler to answer this question. Which is closest to the perimeter of the figure shown? A 3 inches

B 7 inches

C 16 inches

D 19 inches

SOL 3.11(Students should also be prepared to tell time to the nearest minute.)

1 The basketball game ended at 7:35 P.M. If the game lasted 2 hours, at what time did the game begin? F 10:35 P.M. G 9:35 P.M. H 6:35 P.M. J 5:35 P.M.

SOL 3.12 1 Shelby rented a movie that had to be returned 48 hours later. How

many days are in 48 hours? F 1 H 3

G 2 J 4

SOL 3.13

SOL 3.14

SOL 3.15 1 Which is pictured in the diagram?

SOL 3.16

Reporting Category: Probability, Statistics, Patterns, Functions, and Algebra Number of Items: 9 Standards of Learning: 3.17 The student will a) 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.

Graphing http://www.gamequarium.com/data.html Graphs http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Data Analysis & Probability, then find activities.) Graph http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Data Analysis & Probability, then find activities.) http://www.internet4classrooms.com/skill_builders/data_analysis_math_third_3rd_grade.htm 3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation. Probability games http://www.free-training-tutorial.com/probability-games.html Probability http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Data Analysis & Probability, then find activities.) http://jmathpage.com/JIMSProbabilitypage.html http://www.harcourtschool.com/activity/elab2004/gr4/24.html

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. Numerical and Geometrical Patterns http://www.free-training-tutorial.com/sequences-games.html Patterns http://nlvm.usu.edu/en/nav/vlibrary.html (Choose Algebra, then find activities.) http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/5_Patterns/index.html http://www.shodor.org/interactivate/activities/PatternGenerator/ 3.20 The student will a) investigate the identity and the commutative properties for addition and multiplication; and b) identify examples of the identity and commutative properties for addition and multiplication. Model Equations on Scale http://www.mathplayground.com/AlgebraEquations.html Properties: http://nlvm.usu.edu/en/nav/vlibrary.html (choose Algebra, then find activities.)

SOL 3.17

SOL 3.18

SOL 3.19

SOL 3.20 1 Which property tells you that 3 x 11 and 11 x 3 are equivalent

expressions? F Commutative Property of Addition

G Identity Property of Addition

H Identity Property of Multiplication

J Commutative Property of Multiplication