Sartin Misano Standards Paper

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Standards Paper
Mallard Elementary
3rd Grade
Krista Geesaman and Kerri Misiano
September 18, 2007

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Rational of Standards
Bennett Standards:
William John Bennett served as the Secretary of Education under President Ronald
Reagan from 1985 to 1988. With his doctorate in political philosophy from the
University of Texas and his law degree from Havard, Bennett is considered highly
qualified. Bennett’s goals are intended to focus on not only academics but also moral
education.
Virginia Standards of Learning:

Updated consistently, the Virginia Standards of learning were formed by the Virginia
Department of Education and represent a consensus of what parents, teachers, and
school and community administrators believe that the public school system should be
teaching students in grades K through 12.
Texas Standards of Learning:

The Texas Education Agency (TEA) and the State Board of Education (SBOE)
developed the Texas standards of learning known as TEKS – Texas Essential
Knowledge and Skills.
National Science Standards:

The national science standards were completed and released to the public in 1994 after
extensive research. The National Science Teacher Association and the National
research Council worked together to develop the standards. Input for the standards
came from science educators and scientist alike.
National Social Studies Standards:

The National Council for the Social Studies (NCSS) developed these curriculum
standards and published them in 1994. The NCSS Board of Directors that approved the
standards is comprised of educators and people of interest who encourage the study of
the social sciences.
National English Standards:

The National Council of Teachers of English (NCTE) and the International Reading
Association (IRA) developed the national standards for language arts beginning in 1991.
Teachers, administrators, parents, and researchers all played critical roles in forming the
national standards. The standards reflect extensive research on how students learn a
language
National Mathematics Standards:

These standards were the first national educational standards to be introduced in 1989
by the National Council of Teachers of Mathematics (NCTM). These standards address
content, teaching and assessment
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SCIENCE
The third grade set of standards for science reflects an emphasis on the scientific
method. Throughout the course students will be conducting investigations. During the
investigations students will formulate hypotheses, make predictions, collect data, and
make conclusions based on this information. Students will further their knowledge and
use of the metric system. Students will also cover other themes such as simple and
complex machines, physical and chemical properties of matter, life cycles, processes
and properties of Earth and the universe, and the properties of electricity and
magnetism.
_____________________________________________________________________
_
Bennett: Students collect, compare, classify, and record the shape, size, weight, and
texture of different rock and mineral samples.
VA SOL
3.1 The student will plan and conduct investigations in which
a) predictions and observations are made;
b) objects with similar characteristics are classified into at least two sets and two
subsets;
c) questions are developed to formulate hypotheses;
d) volume is measured to the nearest milliliter and liter;
e) length is measured to the nearest centimeter;
f) mass is measured to the nearest gram;
g) data are gathered, charted, and graphed (line plot, picture graph, and bar
graph);
h) temperature is measured to the nearest degree Celsius;
i) time is measured to the nearest minute;
j) inferences are made and conclusions are drawn; and natural events are
sequenced chronologically
Texas Standards
(2) Scientific processes. The student uses scientific inquiry methods during field and
laboratory investigations. The student is expected to:
(A) plan and implement descriptive investigations including asking well-defined

questions, formulating testable hypotheses, and selecting and using equipment and
technology;
(B) collect information by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
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(D) communicate valid conclusions; and
(E) construct simple graphs, tables, maps, and charts to organize, examine and
evaluate information.
National Standards
NS.K-4.1 Science as inquiry
As a result of activities in grades K-4, all students should develop
- Abilities to do scientific inquiry
- Understanding about scientific inquiry
KK SOL S 3.1
Students will plan investigations and formulate reasonable conclusions and
hypotheses. The student will:
a. collect and classify a specimen's volume, length, mass and temperature.
b. evaluate the information by using graphs, tables, maps and charts.
______________________________________________________________________
Bennett: N/A
VA SOL
3.2 The student will investigate and understand simple machines and their uses. Key
concepts include
a) types of simple machines (lever, screw, pulley, wheel and axle, inclined plane,
and wedge);
b) how simple machines function;
c) compound machines (scissors, wheelbarrow, and bicycle); and
d) examples of simple and compound machines found in the school, home, and
work environment.
Texas Standards
(5) Science concepts. The student knows that systems exist in the world. The student is
expected to:
(A) observe and identify simple systems such as a sprouted seed and a wooden toy
car; and
(B) observe a simple system and describe the role of various parts such as a yo-yo and
string.
National Standard
NS.K-4.2 Physical Science
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As a result of the activities in grades K-4, all students should develop an understanding
of:
- Position and motion of objects.
KK SOL S 3.2
The student will explore simple and complex machines and their uses and roles
in our society.
______________________________________________________________________
Bennett: Topics may include... basic physical and chemical properties of matter...
VA SOL
3.3 The student will investigate and understand that objects are made of materials
that can be described by their physical properties. Key concepts include
a) objects are made of one or more materials;
b) materials are composed of parts that are too small to be seen without
magnification; and
c) physical properties remain the same as the material is reduced in size.
Texas Standards
(7) Science concepts. The student knows that matter has physical properties. The
student is expected to:
(A) gather information including temperature, magnetism, hardness, and mass using
appropriate tools to identify physical properties of matter; and
(B) identify matter as liquids, solids, and gases.
National Standard
of:
- Properties of objects and materials
KK SOL S 3.3
Students will understand that matter is made up of physical and chemical
properties. Key concepts include:
a. matter is made up of liquids, solids and gases.
b. objects are made up of 1 or more materials.
c. identifying physical properties of matter using correct tools.
_____________________________________________________________________
Bennett: Topics may include the growth stages of animals; the food chain
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VA SOL
3.4 The student will investigate and understand that behavioral and physical
adaptations allow animals to respond to life needs. Key concepts include
a) methods of gathering and storing food, finding shelter, defending themselves,
and rearing young; and
b) hibernation, migration, camouflage, mimicry, instinct, and learned behavior.
Texas Standards
(8) Science concepts. The student knows that living organisms need food, water, light,
air, a way to dispose of waste, and an environment in which to live. The student is
expected to:
(A) observe and describe the habitats of organisms within an ecosystem;
(B) observe and identify organisms with similar needs that compete with one another
for resources such as oxygen, water, food, or space;
(C) describe environmental changes in which some organisms would thrive, become ill,
or perish; and
(D) describe how living organisms modify their physical environment to meet their
needs such as beavers building a dam or humans building a home.
National Standard
NS.K-4.3 Life Science
of:
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
KK SOL S 3.4
The student will explore ecosystems, habitats, life cycles and environments of
different organisms. Key concepts include:
a. an organism's physical makeup and behavior allows him to adapt to its
environment.
b. describing environmental changes that would effect some organisms
habitats.
c. describe how living organisms can change their physical environment to
meet their needs.
______________________________________________________________________
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Bennett: Topics may include...the food chain.
VA SOL
3.5 The student will investigate and understand relationships among organisms in
aquatic and terrestrial food chains. Key concepts include
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
Texas Standard
(9) Science concepts. The student knows that species have different adaptations that
help them survive and reproduce in their environment. The student is expected to:
(A) observe and identify characteristics among species that allow each to survive and
reproduce; and
(B) analyze how adaptive characteristics help individuals within a species to survive
and reproduce.
National Standard
of:
KK SOL S 3.5
Students will explore the reproductive patterns among species and how the
specific characteristics in their environment help them to survive and reproduce.
Key concepts include:
a. the food chain.
b. the relationship between organisms in aquatic and terrestrial food
chains.
______________________________________________________________________
Bennett: N/A
VA SOL
3.6 The student will investigate and understand that environments support a diversity
of plants and animals that share limited resources. Key concepts include
a) water-related environments (pond, marshland, swamp, stream, river, and
ocean environments);
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b) dry-land environments (desert, grassland, rain forest, and forest

environments); and
c) population and community.
Texas Standard
expected to:
(A) observe and describe the habitats of organisms within an ecosystem;
(B) observe and identify organisms with similar needs that compete with one another
for resources such as oxygen, water, food, or space;
National Standard
of:
KK SOL S 3.6
The students will examine the differences between dry land environments and
water related environments. They will discover that these environments support a
diversity of plants and animals that share limited resources.
______________________________________________________________________
Bennett: N/A
VA SOL
3.7 The student will investigate and understand the major components of soil, its
origin, and importance to plants and animals including humans. Key concepts
include
a) soil provides the support and nutrients necessary for plant growth;
b) topsoil is a natural product of subsoil and bedrock;
c) rock, clay, silt, sand, and humus are components of soils; and
d) soil is a natural resource and should be conserved.
Texas Standard
(11) Science concepts. The student knows that the natural world includes earth
materials and objects in the sky. The student is expected to:
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(A) identify and describe the importance of earth materials including rocks, soil, water,
and gases of the atmosphere in the local area and classify them as renewable,
nonrenewable, or inexhaustible resources;
(B) identify and record properties of soils such as color and texture, capacity to retain
water, and ability to support the growth of plants.
National Standard
NS.K-4.4 Earth and Space
of:
- Properties of Earth materials
KK SOL S 3.7
The student will investigate the properties of Earth materials such as soil, water
and gases. The students will be expected to:
a. identify renewable and nonrenewable resources.
b. identify properties of soil (color, water retentions and plant growth
support).
c. recognize that soil is a natural resource and should be conserved.
______________________________________________________________________
Bennett: Topics may include...growth stages of animals and the food chain...the moon.
VA SOL
3.8 The student will investigate and understand basic patterns and cycles occurring
in nature. Key concepts include
a) patterns of natural events (day and night, seasonal changes, phases of the
moon, and tides); and
b) animal and plant life cycles.
Texas Standard: N/A
National Standard
of:
- Changes in Earth and sky
KK SOL S 3.8
The students will understand plant and animal life cycles and the different
patterns of natural events including properties of Earth materials and changes in
the Earth and sky.
______________________________________________________________________
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Bennett: N/A
VA SOL
3.9 The student will investigate and understand the water cycle and its relationship to
life on Earth. Key concepts include
a) the energy from the sun drives the water cycle;
b) processes involved in the water cycle (evaporation, condensation,
precipitation);
c) water is essential for living things; and
d) water supply and water conservation.
Texas Standard: N/A
National Standard
of:
KK SOL S 3.9
Students will understand the Earth properties such as the water cycle and its
processes. They will understand the Earth's necessity for water and its supply
and conservation.
______________________________________________________________________
Bennett: Topics may include...the food chain.
VA SOL
3.10 The student will investigate and understand that natural events and human
influences can affect the survival of species. Key concepts include
a) the interdependency of plants and animals;
b) the effects of human activity on the quality of air, water, and habitat;
c) the effects of fire, flood, disease, and erosion on organisms; and
d) conservation and resource renewal.
Texas Standard
expected to:
(C) describe environmental changes in which some organisms would thrive, become
ill, or perish; and
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(D) describe how living organisms modify their physical environment to meet their
needs such as beavers building a dam or humans building a home.
(9) Science concepts. The student knows that species have different adaptations that
help them survive and reproduce in their environment. The student is expected to:
National Standard
of:
KK SOL S 3.10
Students will understand the interdependency of plants and animals and the
natural events that effect survival of the species. Key concepts include:
a. the investigation of the effects of human activity on quality of air, water
and habitats.
b. the effects of disease, fire, floods and erosion on different environments.
c. renewal and conservation of resources
______________________________________________________________________
Bennett: Topics may include...simple rocks and minerals...the solar system.
VA SOL
3.11 The student will investigate and understand different sources of energy. Key
concepts include
a) the sun’s ability to produce light and heat energy;
b) sources of energy (sunlight, water, wind);
c) fossil fuels (coal, oil, natural gas) and wood; and
d) renewable and nonrenewable energy resources.
Texas Standard
(A) identify and describe the importance of earth materials including rocks, soil, water,
and gases of the atmosphere in the local area and classify them as renewable,
nonrenewable, or inexhaustible resources;
(D) describe the characteristics of the Sun.
National Standard
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of:
- Objects in the sky
- Changes in Earth and sky
KK SOL S 3.11
Students will understand the different energy sources in our universe and the
important earth materials including:
a. the sun's energy
b. fossil fuels
c. renewable and nonrenewable energy resources
d. classifying types of rocks, soil, water and gases in the atmosphere
______________________________________________________________________
Bennett: Topics may include...stars and galaxies.
VA SOL: N/A
Texas Standard
(C) identify the planets in our solar system and their position in relation to the Sun.
National Standard
of:
- Objects in the sky
KK SOL S 3.12
The students will understand our solar system and objects in the sky by
identifying the planets in the Milky Way and their position in accordance with the
Sun.
______________________________________________________________________
Bennett: Topics may include..important events and achievements in the history of space
exploration.
VA SOL: N/A
Texas Standard: N/A
National Standard: N/A

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KK SOL S 3.13
Students will explore the history of astronomy including important events, dates
and achievements in space exploration.
______________________________________________________________________
Bennett: Topics may include...electricity and electric charge.
VA SOL: N/A
Texas Standard: N/A
National Standard
of:
- Light, heat, electricity and magnetism.
KK SOL S 3.14
Students will investigate the different properties of light, heat, electricity and
magnetism.
______________________________________________________________________
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SOCIAL STUDIES
Based on these standards, third grade students will continue to strengthen map
skills and develop and understanding of basic economics. Students will be introduced
to the people of ancient Greece, Rome and the West African Empire of Mali. Students
will study the concept and history of democracy and key contributors related to the idea.
Finally, students will study the diversity of American culture and history.
______________________________________________________________________
Bennett: N/A
VA SOL
3.1 The student will explain how the contributions of ancient Greece and Rome
have influenced the present world in terms of architecture, government (direct
and representative democracy), and sports.
Texas Standard
(3.13) Culture. The student understands the role of real and mythical heroes in shaping
the culture of communities, the state, and the nation. The student is expected to:
(C) retell the heroic deeds of characters of Greek and Roman myths
National Standard
NSS-EC.K-4.16 ROLE OF GOVERNMENT
There is an economic role for government in a market economy whenever the benefits
of a government policy outweigh its costs. Governments often provide for
national defense, address environmental concerns, define and protect property
rights, and attempt to make markets more competitive. Most government policies
also redistribute income.
At the completion of Grade 4, students should know the following benchmarks for this
standard:
• Governments provide certain kinds of goods and services in a market economy.
• Governments pay for the goods and services they use or provide by taxing or
borrowing from people.
KK SOL SS 3.1
Students will understand the importance of government and how the
contributions of Greece and Rome have influenced its establishment in our
society.
______________________________________________________________________
Bennett: N/A
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VA SOL
3.2 The student will study the early West African empire of Mali by describing its
oral tradition (storytelling), government (kings), and economic development
(trade).
Texas Standard: N/A
National Standard
NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE
WORLD
• Understands selected attributes and historical development of societies in Africa,

the Americas, Asia, and Europe
KK SOL SS 3.2
Students will understand selected elements and progressions in history
concerning the West African empire of Mali.
______________________________________________________________________
Bennett: Students will learn about Columbus, the impact of European settlers arrival...
VA SOL
3.3 The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de
Léon, Jacques Cartier, and Christopher Newport;
b) identifying reasons for exploring, the information gained, and the results
from the travels.
Texas Standard
(3.1) History. The student understands how individuals, events, and ideas have
influenced the history of various communities. The student is expected to:
(A) describe how individuals, events, and ideas have changed communities over time;
(B) identify individuals such as Pierre-Charles L'Enfant who have helped to shape
communities; and
(C) describe how individuals such as Christopher Columbus and Meriwether Lewis and
William Clark have contributed to the expansion of existing communities or to the
creation of new communities.
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National Standard
NSS-USH.K-4.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC
PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO
CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE
Understands the causes and nature of movements of large groups of people into and
within the United States, now and long ago
KK SOL SS 3.3
Students will investigate the discoveries of Christopher Columbus,
Meriwether Lewis, Pierre-Charles Le'Enfant, Juan Ponce' De Leon, Jacque
Cartier and Christopher Newport by identifying their reasons for exploring,
the information they obtained, and the historical impacts and results from
their travels.
______________________________________________________________________
Bennett: As they trace the explorer's paths, students refine their map and globe reading
skills, identifying latitude, longitude, the equator, the continents, the oceans, the
hemispheres, and the poles.
VA SOL
3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) describing the physical and human characteristics of Greece, Rome, and
West Africa;
c) explaining how the people of Greece, Rome, and West Africa adapted to
and/or changed their environment to meet their needs.
Texas Standard
(3.5) Geography. The student understands the concepts of location, distance, and
direction on maps and globes. The student is expected to:
(A) use cardinal and intermediate directions to locate places such as the Amazon River,
Himalayan Mountains, and Washington D.C. on maps and globes;
(B) use a scale to determine the distance between places on maps and globes;
(C) identify and use the compass rose, grid, and symbols to locate places on maps and
globes; and
(D) draw maps of places and regions that contain map elements including a title,
compass rose, legend, scale, and grid system.
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National Standard
NSS-G.K-12.2 PLACES AND REGIONS
As a result of their activities in grades K-12, all students should
• Understand the physical and human characteristics of places.
• Understand that people create regions to interpret Earth's complexity.
• Understand how culture and experience influence people's perceptions of places
and regions.
KK SOL SS 3.4
Students will develop their map and globe reading skills by understanding
latitude, longitude, the equator, oceans, continents, poles and
hemispheres.
They will identify these specifics of places including:
a. Greece, Rome and West Africa
They will be able to draw maps of these places including map elements such as:
a. title, compass rose, legend, scale and grid system
______________________________________________________________________
VA SOL
3.5 The student will develop map skills by
a) positioning and labeling the seven continents and four oceans to create a
world map;
b) using the equator and prime meridian to identify the four hemispheres;
c) locating the countries of Spain, England, and France;
d) locating the regions in the Americas explored by Christopher Columbus
(San Salvador in the Bahamas), Juan Ponce de Léon (near St. Augustine,
Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport
(Jamestown, Virginia);
e) locating specific places on a simple letter-number grid system.
Texas Standard
(A) use cardinal and intermediate directions to locate places such as the Amazon River,
Himalayan Mountains, and Washington D.C. on maps and globes;
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globes; and
(D) draw maps of places and regions that contain map elements including a title,
compass rose, legend, scale, and grid system.
National Standard
and regions.
KK SOL SS 3.5
Students will be able to identify specific regions on a map or globe using latitude
and longitude. Regions include:
a. oceans, continents, prime meridian and equator
b. the countries of Spain, England and France
c. regions in the Americas marked by famous explorers
d. rivers and mountains
______________________________________________________________________
VA SOL
3.6 The student will interpret geographic information from maps, tables, graphs,
and charts.
Texas Standard
globes; and
National Standard
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and regions.
KK SOL SS 3.6
Students should interpret geographical information from maps, graphs, tables
and charts. They will understand:
a. the distance between places on maps and globes
b. how to use the compass rose, grid and symbols to identify specific
places on a map.
______________________________________________________________________
Bennett: N/A
VA SOL
3.7 The student will explain how producers use natural resources (water, soil,
wood, and coal), human resources (people at work), and capital resources
(machines, tools, and buildings) to produce goods and services for consumers.
Texas Standard: N/A
National Standard
NSS-EC.K-4.1 SCARCITY
Productive resources are limited. Therefore, people cannot have all the goods and
services they want; as a result, they must choose some things and give up
others.
Productive resources are the natural resources, human resources, and capital
goods available to make goods and services. Natural resources, such as land, are "gifts
of nature;" they are present without human intervention. Human resources are the
quantity and quality of human effort directed toward producing goods and services.
KK SOL SS 3.7
Students will understand natural, human and capital resources and how
producers use them. Key concepts include:
a. the definition of each type of resource
b. productive resources are limited
c. natural resources are present without human intervention
d. human resources help to produce goods and services
______________________________________________________________________
Bennett: N/A
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VA SOL
3.8 The student will recognize the concepts of specialization (being an expert in
one job, product, or service) and interdependence (depending on others) in the
production of goods and services (in ancient Greece, Rome, the West African
empire of Mali, and in the present).
Texas Standard
(3.7) Economics. The student understands the concept of an economic system. The
(A) define and identify examples of scarcity;
(B) explain the impact of scarcity on the production, distribution, and consumption of
goods and services;
(C) explain the impact of scarcity on interdependence within and among communities;
and
(D) explain the concept of a free market.
National Standard
NSS-EC.K-4.1 SCARCITY
Productive resources are limited. Therefore, people cannot have all the goods and
services they want; as a result, they must choose some things and give up
others.
Capital goods are goods that are produced and used to make other goods and services.
Human capital refers to the quality of labor resources, which can be improved
through investments in education, training, and health.
KK SOL SS 3.8
Students will understand the economic system and the concepts of specialization
and independence in the production of goods and services. They will
identify examples and impacts of scarcity and the concept of a free
market. Concentrated regions include:
a. Greece, Rome and the West African empire of Mali
______________________________________________________________________
Bennett: N/A
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VA SOL
3.9 The student will identify examples of making an economic choice and will
explain the idea of opportunity cost (what is given up when making a choice).
Texas Standard: N/A
KK SOL SS 3.9
The students will understand the idea of opportunity cost and examples of
making an economic choice.
______________________________________________________________________
Bennett: N/A
VA SOL
3.10 The student will recognize why government is necessary in the classroom,
school, and community by
a) explaining the purpose of rules and laws;
b) explaining that the basic purposes of government are to make laws, carry
out laws, and decide if laws have been broken;
c) explaining that government protects the rights and property of individuals.
Texas Standard
(3.9) Government. The student understands the basic structure and functions of local
government. The student is expected to:
(A) describe the basic structure of government in the local community;
(B) identify services commonly provided by local governments;
(C) identify local government officials and explain how they are chosen;
(D) explain how local government services are financed; and
(E) explain the importance of the consent of the governed to the functions of local
government.
National Standard
NSS-EC.K-4.16 ROLE OF GOVERNMENT
There is an economic role for government in a market economy whenever the benefits
of a government policy outweigh its costs. Governments often provide for
national defense, address environmental concerns, define and protect property
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rights, and attempt to make markets more competitive. Most government policies
also redistribute income.
At the completion of Grade 4, students should know the following benchmarks for this
standard:
• Governments provide certain kinds of goods and services in a market economy.
• Governments pay for the goods and services they use or provide by taxing or
borrowing from people.
KK SOL SS 3.10
Students will understand why governments are necessary in the classroom,
school, society and nation by exploring the needs for laws and rights and
property of individuals. Key concepts include:
a. the structure of local and national government's in the U.S.
b. the election of government officials and how they are nominated
c. services the government supplies to the public
d. how local and national governments are financed
______________________________________________________________________
Bennett: N/A
VA SOL
3.11 The student will explain the importance of the basic principles that form the
foundation of a republican form of government by
a) describing the individual rights to life, liberty, and the pursuit of happiness;
and equality under the law;
b) identifying the contributions of George Washington, Thomas Jefferson,
Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King,
Jr.;
c) recognizing that Veterans Day and Memorial Day honor people who have
served to protect the country’s freedoms.
Texas Standard: N/A
National Standard
• Understands how democratic values came to be, and how they have been
exemplified by people, events, and symbols
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KK SOL SS 3.11
Students will understand and identify the two political parties in our nation and
the contributions to these parties from men and women including:
George Washington, Thomas Jefferson, Rosa Parks, Thurgood Marshall
and Martin Luther King Jr.
______________________________________________________________________
Bennett: Civics instruction examines... religious tolerances and local government.
VA SOL
3.12 The student will recognize that Americans are a people of diverse ethnic
origins, customs, and traditions, who are united by the basic principles of a
republican form of government and respect for individual rights and freedoms.
Texas Standard
(3.11) Citizenship. The student understands the impact of individual and group
decisions on communities in a democratic society. The student is expected to:
(B) identify examples of actions individuals and groups can take to improve the
community.
National Standard
• Understands how democratic values came to be, and how they have been
exemplified by people, events, and symbols
• Understands the folklore and other cultural contributions from various regions of
the United States and how they helped to form a national heritage
KK SOL SS 3.12
Students will understand the diversity in our nation in ethnicity, customs and
traditions. They will understand both republican and democratic parties
and perspectives. Key concepts include:
a. how the parties came to be
b. the impact of community groups to better society
c. cultural contributions from various regions in the U.S.
d. republican form of government and individual rights and freedoms
______________________________________________________________________
Bennett: History lessons explore the culture, beliefs and daily life of selected native
American peoples.
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VA SOL: N/A
Texas Standard: N/A
National Standard
NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE
WORLD
• Understands selected attributes and historical developments of societies in

Africa, the Americas, Asia, and Europe
KK SOL SS 3.13
Students will understand selected attributes and historical elements of the
culture and beliefs of key native American tribes.
______________________________________________________________________
Bennett: Students learn about.. the influence of Native American traditions and
contemporary society and the location of major Indian tribes and settlements
on maps.
VA SOL: N/A
Texas Standard: N/A
KK SOL SS 3.14
Students will understand how Native American traditions influenced
contemporary society. The will locate major Indian tribes and settlements
on maps.
______________________________________________________________________
Bennett: Additional instruction in geography focuses on the travels and adventures of

such significant explorers as Marco Polo, the Vikings, Sir Frances Drake,
Balboa, Daniel Boone, Henry Hudson, Lewis and Clark and Admiral Peary.
VA SOL: N/A
Texas Standard
(3.1) History. The student understands how individuals, events, and ideas have
influenced the history of various communities. The student is expected to:
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C) describe how individuals such as Christopher Columbus and Meriwether Lewis and
William Clark have contributed to the expansion of existing communities or to the
creation of new communities.
(3.13) Culture. The student understands the role of real and mythical heroes in shaping
the culture of communities, the state, and the nation. The student is expected to:
(A) identify the heroic deeds of state and national heroes such as Daniel Boone and
Davy Crockett;
KK SOL SS 3.15
Students will investigate the explorations of Christopher Columbus, Meriwether
Lewis, William Clark, Marco Polo, the Vikings, Sir Frances Drake, Balboa,
Daniel Boone, Henry Hudson, Admiral Peary, Daniel Boone and Davy
Crockett. Key elements include:
a. how they have influenced individuals, events and ideas that have
shaped communities
______________________________________________________________________
Bennett: Civics instruction examines the Massachusetts and Virginia setllements and
their ideas about religious tolerances and local government.
VA SOL: N/A
Texas Standard: N/A
KK SOL SS 3.16
Students will understand the governments and religious tolerances of the
Massachusetts and Virginia settlements.
______________________________________________________________________
26
ENGLISH
The third grade standards for language arts focus on three key units, oral
language, reading and writing. Within oral language students will concentrate on
improving informal and formal communication skills as they participate in group
discussions and prepare and deliver speeches in front of the class. In reading, students
engage a wide variety of literary genres concentrating on reading grade level
appropriate material with fluency and comprehension and identifying parts of a story
(theme, plot, setting, etc.). In writing, students will participate in writing for a variety of
purposes with emphasis on correct use of language structure, neat penmanship and
organization. Students will research by gathering information from a variety of sources.
Bennett: Reading work includes exercise in choral speaking to allow children to refine
their oral language capabilities.
VA SOL
3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking
questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
Texas Standard
3.1
The student is expected to:
(B) respond appropriately and courteously to directions and questions (K-3);
3.3
(A) choose and adapt spoken language appropriate to the audience, purpose, and
occasion, including use of appropriate volume and rate (K-3);
(B) use verbal and nonverbal communication in effective ways such as making
announcements, giving directions, or making introductions (K-3);
(C) ask and answer relevant questions and make contributions in small or large group
discussions (K-3);
National Standard
NL-ENG.K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
27
KK SOL E 3.1
The student will exhibit effective communication skills in both formal and
informal settings.
a. use of appropriate volume
b. contribute to group discussions by asking and answering questions
c. use of effective vocabulary
d. display solid basis of knowledge in the subject area addressed
______________________________________________________________________
Bennett: Reading work includes exercise in choral speaking to allow children to refine
their oral language capabilities.
VA SOL
3.2 The student will present brief oral reports.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use grammatically correct language and specific vocabulary to communicate
ideas.
Texas Standard
3.3
(A) choose and adapt spoken language appropriate to the audience, purpose, and
occasion, including use of appropriate volume and rate (K-3);
(B) use verbal and nonverbal communication in effective ways such as making
announcements, giving directions, or making introductions (K-3);
(C) ask and answer relevant questions and make contributions in small or large group
discussions (K-3);
National Standard
different purposes.
KK SOL E 3.2
Student will present oral reports and short speeches.
a. use of appropriate language and communication both verbally and
nonverbally.
b. use of appropriate volume
c. use of effective vocabulary
d. clear organization of ideas
28
e. speak clearly at an understandable rate

______________________________________________________________________
Bennett: N/A
VA SOL
3.3 The student will apply word-analysis skills when reading.
a) Use knowledge of all vowel patterns.
b) Use knowledge of homophones.
c) Decode regular multisyllabic words.
Texas Standard
3.5
(A) decode by using all letter-sound correspondences within a word (1-3);
(B) blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(C) identify multisyllabic words by using common syllable patterns (1-3);
National Standard
NL-ENG.K-12.6 APPLYING KNOWLEDGE
Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and nonprint texts.
KK SOL E 3.3
Students will apply knowledge of language structure by identifying multisyllabic
words and homophones and blending letter sounds with common
vowel spelling patterns.
______________________________________________________________________
Bennett: Students expand vocabulary and comprehension skills while they read and
discuss various literary forms. Independent reading...is the significant part
of each day.
VA SOL
3.4 The student will use strategies to read a variety of fiction and nonfiction
materials.
a) Preview and use text formats.
b) Set a purpose for reading.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Read fiction and nonfiction fluently and accurately.
f) Reread and self-correct when necessary.
Texas Standard
29
3.6
(A) read regularly in independent-level materials (texts in which no more than
approximately 1 in 20 words is difficult for the reader) (3);
(B) read regularly in instructional-level materials that are challenging but manageable
(texts in which no more than approximately 1 in 10 words is difficult for the reader; the
"typical" third grader reads 80 wpm) (3);
(C) read orally from familiar texts with fluency (accuracy, expression, appropriate
phrasing, and attention to punctuation) (3);
(D) self-select independent-level reading such as by drawing on personal interests, by
relying on knowledge of authors and different types of texts, and/or by estimating text
difficulty (1-3); and
(E) read silently for increasing periods of time (2-3).
3.11
(B) distinguish fiction from nonfiction, including fact and fantasy (K-3);
(F) understand literary forms by recognizing and distinguishing among such types of
text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and
autobiographies (3-7);
National Standard
NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE
Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
KK SOL E 3.4
Students will read both fiction and nonfiction and understand that reading builds
vocabulary and an understanding of the literary forms. The students will:
a. use and preview text formats.
b. apply meaning clues, language structure, and phonetic strategies.
c. use context to clarify meaning of unfamiliar words.
______________________________________________________________________
discuss various literary forms: legends and fables.
VA SOL
3.5 The student will read and demonstrate comprehension of fiction.
a) Set a purpose for reading.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.
d) Compare and contrast settings, characters, and events.
e) Identify the author’s purpose.
f) Ask and answer questions.
30
g) Draw conclusions about character and plot.

h) Organize information and events logically.
i) Summarize major points found in fiction materials.
j) Understand basic plots of fairy tales, myths, folktales, legends, and fables.
Texas Standard
3.11
(D) compare communication in different forms such as contrasting a dramatic
performance with a print version of the same story or comparing story variants (2-8);
(E) understand and identify literary terms such as title, author, illustrator, playwright,
theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5);
(G) compare communications in different forms, including contrasting a dramatic
performance with a print version of the same story (3);
(H) analyze characters, including their traits, feelings, relationships, and changes (1-3);
(I) identify the importance of the setting to a story's meaning (1-3); and
(J) recognize the story problem(s) or plot (1-3).
National Standard
experience.
KK SOL E 3.5
The student will understand and identify a fictional story's plot, setting,
characters, themes, symbols, structures and the author's purpose for a story.
a. summarize and organize events of a story
b. compare and contrast the elements of two different stories
c. Understand basic plots of fairy tales, myths, folktales, legends, and

fables.
______________________________________________________________________
discuss various literary forms: nonfiction articles.
VA SOL
3.6 The student will continue to read and demonstrate comprehension of nonfiction.
31
a) Identify the author’s purpose.

b) Make connections between previous experiences and reading selections.
c) Ask and answer questions about what is read.
d) Draw conclusions.
e) Organize information and events logically.
f) Summarize major points found in nonfiction materials.
g) Identify the characteristics of biographies and autobiographies.
h) Compare and contrast the lives of two persons as described in biographies
and/or autobiographies.
Texas Standard
3.11
(B) distinguish fiction from nonfiction, including fact and fantasy (K-3);
National Standard
experience.
KK SOL E 3.6
The student will understand and identify a nonfiction story's plot, setting,
characters, themes, symbols, structures and the author's purpose for a story.
a. summarize and organize events of a nonfiction story
b. compare and contrast the elements of two different nonfiction stories
c. Understand basic plots of fairy tales, myths, folktales, legends, and

fables.
d. Identify the characteristics of biographies and autobiographies.
______________________________________________________________________
Bennett: At the library, students learn basic reference skills with table of contents,
indexes, atlases, dictionaries, encyclopedias and the card catalog.
VA SOL
32
3.7 The student will demonstrate comprehension of information from a variety of print
resources.
a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books,
including online reference materials.
b) Use available technology.
Texas Standard
3.12
(D) use multiple sources, including print such as an encyclopedia, technology, and
experts, to locate information that addresses questions (2-3);
National Standard
NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS

Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to
create and communicate knowledge.
KK SOL E 3.7
Students will use multiple resources from libraries, databases, computer
networks and video to gather information in order to communicate knowledge.
Students will:
a. use a dictionary, thesaurus, internet and encyclopedias and other
reference books in both print and nonprint formats in order to gather
information
______________________________________________________________________
Bennett: Attention to...penmanship continues.
VA SOL
3.8 The student will write legibly in cursive.
Texas Standard
3.15
(A) gain more proficient control of all aspects of penmanship (3);
National Standard
different purposes.
33
KK SOL E 3.8
The student will be skillful in all aspects of writing and penmanship.
______________________________________________________________________
Bennett: Lessons in writing emphasize formal process (outlining, drafting, revising and
editing). Independent... writing is the significant part of each day.
VA SOL
3.9 The student will write descriptive paragraphs.
a) Develop a plan for writing.
b) Focus on a central idea.
c) Group related ideas.
d) Include descriptive details that elaborate the central idea.
e) Revise writing for clarity.
Texas Standard
3.18
(A) generate ideas for writing by using prewriting techniques such as drawing and listing
key thoughts (2-3);
(B) develop drafts (1-3);
(C) revise selected drafts for varied purposes, including to achieve a sense of audience,
precise word choices, and vivid images (1-3);
(D) edit for appropriate grammar, spelling, punctuation, and features of polished writing
(2-3);
(E) use available technology for aspects of writing such as word processing, spell
checking, and printing (2-3); and
(F) demonstrate understanding of language use and spelling by bringing selected
pieces frequently to final form, "publishing" them for audiences (2-3).
National Standard
NL-ENG.K-12.5 COMMUNICATION STRATEGIES
Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of
purposes.
KK SOL E 3.9
Students will use a variety of strategies as they write and have the ability to
communicate and process elements effectively for different purposes. Students
will:
a. develop, revise and edit drafts for correct grammar and word usage
b. develop a central theme or idea and support it with sub points and
descriptors
34
______________________________________________________________________
Bennett: Independent writing...is the significant part of each day.
VA SOL
3.10 The student will write stories, letters, simple explanations, and short reports
across all content areas.
a) Use a variety of planning strategies.
b) Organize information according to the type of writing.
c) Identify the intended audience.
d) Revise writing for specific vocabulary and information.
e) Use available technology.
Texas Standard
3.14
(A) write to record ideas and reflections (K-3);
(B) write to discover, develop, and refine ideas (1-3);
(C) write to communicate with a variety of audiences (1-3); and
(D) write in different forms for different purposes such as lists to record, letters to invite
or thank, and stories or poems to entertain (1-3).
National Standard
NL-ENG.K-12.5 COMMUNICATION STRATEGIES
Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of
purposes.
KK SOL E 3.10
Students will write stories, letters and short report in a variety of topics and
subjects areas. Students will:
a. plan and organize information
b. identify the audience
c. revise and rewrite for correct grammar and vocabulary usage.
d. write to discover and learn
______________________________________________________________________
Bennett: Grammatical instruction covers subject and predicate rules and the function of
adverbs. Attention to spelling...continues.
VA SOL
35
3.11 The student will edit writing for correct grammar, capitalization, punctuation, and
spelling.
a) Use complete and varied sentences.
b) Use the word I in compound subjects.
c) Use past and present verb tense.
d) Use singular possessives.
e) Use commas in a simple series.
f) Use simple abbreviations.
g) Use apostrophes in contractions with pronouns.
h) Use correct spelling for high-frequency sight words, including irregular plurals.
Texas Standard
3.15
(B) use capitalization and punctuation such as commas in a series, apostrophes in
contractions such as can't and possessives such as Robin's, quotation marks, proper
nouns, and
abbreviations with increasing accuracy (3).
3.17
(A) use correct irregular plurals such as sheep (3);
(B) use singular and plural forms of regular nouns and adjust verbs for agreement (3);
(C) compose elaborated sentences in written texts and use the appropriate end
punctuation (3);
(D) compose sentences with interesting, elaborated subjects (2-3); and
(E) edit writing toward standard grammar and usage, including subject-verb agreement;
pronoun agreement, including pronouns that agree in number; and appropriate verb
tenses, including to be, in final drafts (2-3).
National Standard
NL-ENG.K-12.6 APPLYING KNOWLEDGE
Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and nonprint texts.
KK SOL E 3.11
Students will edit writing for grammar, capitalization, punctuation and spelling
errors.
a. use complete sentences with past and present verb usage
b. use commas, apostrophes, abbreviations and contractions
c. use singular and plural nouns
_____________________________________________________________________
Bennett: Students expand vocabulary and comprehension while they read and discuss
various literary forms: poems and plays.
36
VA SOL: N/A
Texas Standard
3.10
(A) respond to stories and poems in ways that reflect understanding and interpretation
in discussion (speculating, questioning), in writing, and through movement, music, art,
and drama (2-3);
(B) demonstrate understanding of informational text in a variety of ways through writing,
illustrating, developing demonstrations, and using available technology (2-3);
(C) support interpretations or conclusions with examples drawn from text (2-3); and
(D) connect ideas and themes across texts (1-3).
National Standard
experience.
KK SOL E 3.12
Students will demonstrate knowledge of reading by writing and responding to
short stories and poems. Students will:
a. support conclusions with examples drawn from the text
b. connect ideas and themes from different texts
______________________________________________________________________
Bennett: Lesson in writing emphasize...more advanced compositional skills: word

selection (synonyms, antonyms and homonyms) detailing and paragraphing.
VA SOL: N/A
Texas Standard
3.8
(D) demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for
example, by sorting, classifying, and identifying related words) (3).
National Standard
different purposes.
37
KK SOL E 3.13
Students will identify synonyms, antonyms and multi-meaning words by
identifying related words.
______________________________________________________________________
38
MATHEMATICS
The third grade standards place an emphasis on the use of manipulatives and
concrete models to represent concepts that are to be discovered. The major themes
covered in third grade mathematics include: place value, fractions and decimals,
multiplication and division facts, currency, measurement of length, volume,
weight/mass, time and temperature with various units, geometry, probability and
patterns.
______________________________________________________________________
Bennett: Manipulatives are used throughout to extend concepts of place value to other
bases.
VA SOL
3.1 The student will read and write six-digit numerals and identify the place value
for each digit.
3.2 The student will round a whole number, 9,999 or less, to the nearest ten,
hundred, and thousand.
3.3 The student will compare two whole numbers between 0 and 9,999, using
symbols (>, <, or = ) and words (greater than, less than, or equal to).
Texas Standard
(3.1) Number, operation, and quantitative reasoning. The student uses place value
to communicate about increasingly large whole numbers in verbal and written form,
including money. The student is expected to:
(A) use place value to read, write (in symbols and words), and describe the value of
whole numbers through 999,999;
(B) use place value to compare and order whole numbers through 9,999;
National Standard
NM-NUM.3-5.1
Understand numbers, ways of representing numbers, relationships among numbers,
and number systems
KK SOL M 3.1
Students will demonstrate knowledge of numbers between 0 and 9,999 by:
a. Identifying place value
b. Rounding whole numbers to the nearest ten, hundred, and thousand
39
c. Comparing two whole numbers using symbols (>, < and =) and words
(greater than, less than, and equal to)
d. Using manipulatives to represent place value in other bases
______________________________________________________________________
Bennett: N/A
VA SOL
3.4 The student will recognize and use the inverse relationships between
addition/subtraction and multiplication/division to complete basic fact
sentences. Students will use these relationships to solve problems such as 5 +
3 = 8 and 8 – 3 = ____.
Texas Standard: N/A
National Standard
NM-NUM.3-5.2
Understand meanings of operations and how they relate to one another
identify and use relationships between operations, such as division as the inverse of
multiplication, to solve problems;
KK SOL M 3.2
The student will identify and understand inverse relationships between
operations (addition/subtraction and multiplication/division) and solve problems.
______________________________________________________________________
Bennett: Students master...and solve story problems that involve whole number
operations, fractions, mixed numbers and decimals. Manipulatives are used
throughout...to add and subtract decimals and to find equivalent fractions.
VA SOL
3.5 The student will
a) divide regions and sets to represent a fraction; and
b) name and write the fractions represented by a given model (area/region,
length/measurement, and set). Fractions (including mixed numbers) will
include halves, thirds, fourths, eighths, and tenths.
3.6 The student will compare the numerical value of two fractions having like and
unlike denominators, using concrete or pictorial models involving areas/regions,
lengths/measurements, and sets.
3.7 The student will read and write decimals expressed as tenths and hundredths,
using concrete materials and models.
Texas Standards
40
(3.2) Number, operation, and quantitative reasoning. The student uses fraction
names and symbols to describe fractional parts of whole objects or sets of objects. The
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation
using concrete models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets
of objects with denominators of 12 or less; and
(D) construct concrete models of equivalent fractions for fractional parts of whole
objects.
National Standards
NM-NUM.3-5.1
and number systems
develop understanding of fractions as parts of unit wholes, as parts of a
collection, as locations on number lines, and as divisions of whole numbers;
• use models, benchmarks, and equivalent forms to judge the size of fractions;
• recognize and generate equivalent forms of commonly used fractions, decimals,
and percents
KK SOL M 3.3
Students will demonstrate knowledge of whole numbers, fractions, mixed
numbers and decimals. Students will:
a. Use concrete models to show whole numbers, fractions and mixed
numbers
b. Compare fractions with like and unlike denominators
c. Use manipulatives to express decimals as tenths and hundredths
d. Solve problems involving whole numbers, fractions, mixed numbers and
decimals.
______________________________________________________________________
Bennett: Students...develop computational proficiency with two and three digit addition
and subtraction.
VA SOL
3.8 The student will solve problems involving the sum or difference of two whole
numbers, each 9,999 or less, with or without regrouping, using various
computational methods, including calculators, paper and pencil, mental
computation, and estimation.
Texas Standard
41
(3.3) Number, operation, and quantitative reasoning. The student adds and
subtracts to solve meaningful problems involving whole numbers. The student is
expected to:
(B) select addition or subtraction and use the operation to solve problems involving
whole numbers through 999.
National Standard
NM-NUM.3-5.3
Compute fluently and make reasonable estimates
select appropriate methods and tools for computing with whole numbers from among
mental computation, estimation, calculators, and paper and pencil according to
the context and nature of the computation and use the selected method or tools.
KK SOL M 3.4
The students will solve addition and subtraction problems involving two whole
numbers using a wide range of methods – calculators, paper and pencil,
mental computation and estimation.
______________________________________________________________________
Bennett: Students master the multiplication table and two and three digit multiplication
and division with single digit divisors.
VA SOL
3.9 The student will recall the multiplication and division facts through the nines
table.
3.10 The student will represent multiplication and division, using area and set
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.
Texas Standard
(3.4) Number, operation, and quantitative reasoning. The student recognizes and
solves problems in multiplication and division situations. The student is expected to:
(A) learn and apply multiplication facts through the tens using concrete models;
(B) solve and record multiplication problems (one-digit multiplier); and
(C) use models to solve division problems and use number sentences to record the
solutions.
National Standard
NM-ALG.3-5.2
Represent and analyze mathematical situations and structures using algebraic symbols
42
• identify such properties as commutativity, associativity, and distributivity and use

them to compute with whole numbers;
• represent the idea of a variable as an unknown quantity using a letter or a
symbol;
• express mathematical relationships using equations.
KK SOL M 3.5
Students will learn and recall multiplication/division tables through the tens:
a. Using concrete models
b. Solving problems involving multiplication of two whole numbers
c. Solving problems involving division using number sentences.
_____________________________________________________________________
Bennett: Manipulatives are used throughout to add and subtract decimals and to find
equivalent fractions.
VA SOL
3.11 The student will add and subtract with proper fractions having like
denominators of 10 or less, using concrete materials and pictorial models
representing areas/regions, lengths/measurements, and sets.
3.12 The student will add and subtract with decimals expressed as tenths, using
concrete materials, pictorial representations, and paper and pencil.
Texas Standard
(3.2) Number, operation, and quantitative reasoning. The student uses fraction
names and symbols to describe fractional parts of whole objects or sets of objects. The
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation
using concrete models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets
of objects with denominators of 12 or less; and
(D) construct concrete models of equivalent fractions for fractional parts of whole
objects.
43
National Standard
NM-NUM.3-5.1
and number systems
develop understanding of fractions as parts of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers;
• use models, benchmarks, and equivalent forms to judge the size of fractions;
• recognize and generate equivalent forms of commonly used fractions, decimals,
and percents;
NM-NUM.3-5.3
Compute fluently and make reasonable estimates
develop and use strategies to estimate computations involving fractions and decimals in
situations relevant to students' experience;
• use visual models, benchmarks, and equivalent forms to add and subtract
commonly used fractions and decimals;
KK SOL M 3.6
Students will show an understanding of fractions and decimals by:
a. Using manipulatives to add and subtract fractions
b. Using manipulatives to add and subtract decimals
______________________________________________________________________
Bennett: N/A
VA SOL
3.13 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 coins or bills,
and make change.
Texas Standard: N/A
KK SOL M 3.7
Students will demonstrate knowledge of the United States currency by:
a. Counting the values of coins and bills up to $5.00
b. Comparing values of coins and bills
c. Making change
_____________________________________________________________________
Bennett: In geometry and measurement, students learn units of length, area, volume,
weight...measure area and volume using squares and cubes.
VA SOL
44
3.14 The student will estimate and then use actual measuring devices with metric
and U.S. Customary units to measure
a) length — inches, feet, yards, centimeters, and meters;
b) liquid volume — cups, pints, quarts, gallons, and liters; and
c) weight/mass — ounces, pounds, grams, and kilograms.
Texas Standard
(3.11) Measurement. The student selects and uses appropriate units and procedures to
measure length and area. The student is expected to:
(A) estimate and measure lengths using standard units such as inch, foot, yard,
centimeter, decimeter, and meter;
(B) use linear measure to find the perimeter of a shape; and
(C) use concrete models of square units to determine the area of shapes.
National Standards
NM-MEA.3-5.1
Understand measurable attributes of objects and the units, systems, and processes of
measurement
• understand such attributes as length, area, weight, volume, and size of angle and
select the appropriate type of unit for measuring each attribute;
understand the need for measuring with standard units and become familiar with
standard units in the customary and metric systems;
• carry out simple unit conversions, such as from centimeters to meters, within a
system of measurement;
select and use benchmarks to estimate measurements;
• develop, understand, and use formulas to find the area of rectangles and related
triangles and parallelograms;
• develop strategies to determine the surface areas and volumes of rectangular
solids.
NM-MEA.3-5.2
Apply appropriate techniques, tools, and formulas to determine measurements
• develop strategies for estimating the perimeters, areas, and volumes of irregular
shapes;
• select and apply appropriate standard units and tools to measure length, area,
volume, weight, time, temperature, and the size of angles;
KK SOL M 3.8
Students will use the correct devices to measure length, volume and weight/mass
in both metric units and U.S. Customary units.
______________________________________________________________________
Bennett: In geometry and measurement students learn units of time.

45
VA SOL
3.15 The student will tell time to the nearest five-minute interval and to the nearest
minute, using analog and digital clocks.
3.16 The student will identify equivalent periods of time, including relationships
among days, months, and years, as well as minutes and hours.
Texas Standard
(3.12) Measurement. The student measures time and temperature. The student is
expected to:
(A) tell and write time shown on traditional and digital clocks;
National Standard
NM-MEA.3-5.2
select and apply appropriate standard units and tools to measure length, area, volume,
weight, time, temperature, and the size of angles;
KK SOL M 3.9
Students will measure time in minutes, hours, days, months and years and
understand the relationship between each unit of time.
______________________________________________________________________
Bennett: N/A
VA SOL
3.17 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.
Texas Standard
(3.12) Measurement. The student measures time and temperature. The student is
expected to:
(B) use a thermometer to measure temperature.
(3.13) Measurement. The student applies measurement concepts. The student is

expected to measure to solve problems involving length, area, temperature, and time.
National Standard
NM-MEA.3-5.2
select and apply appropriate standard units and tools to measure length, area, volume,
weight, time, temperature, and the size of angles;
46
KK SOL M 3.10
Students will use the proper device to measure the temperature to the nearest
degree in Celsius and Fahrenheit.
______________________________________________________________________
Bennett: N/A
VA SOL
3.18 The student will analyze two-dimensional (plane) and three-dimensional (solid)
geometric figures (circle, square, rectangle, triangle, cube, rectangular solid
[prism], square pyramid, sphere, cone, and cylinder) and identify relevant
properties, including the number of corners, square corners, edges, and the
number and shape of faces, using concrete models.
Texas Standard
(3.8) Geometry and spatial reasoning. The student uses formal geometric vocabulary.
The student is expected to name, describe, and compare shapes and solids using
formal geometric vocabulary.
National Standard
NM-GEO.3-5.1
Analyze characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships
• identify, compare, and analyze attributes of two- and three-dimensional shapes
and develop vocabulary to describe the attributes;
• classify two- and three-dimensional shapes according to their properties and
develop definitions of classes of shapes such as triangles and pyramids;
• investigate, describe, and reason about the results of subdividing, combining,
and transforming shapes;
• explore congruence and similarity;
• make and test conjectures about geometric properties and relationships and
develop logical arguments to justify conclusions.
KK SOL M 3.11
Students will analyze the following characteristics of two-dimensional (plane) and
three-dimensional (solid) shapes:
a. Number of corners, square corners and edges
b. Number and shape of faces
______________________________________________________________________
Bennett: N/A
47
VA SOL
3.19 The student will identify and draw representations of line segments and angles,
using a ruler or straightedge.
3.20 The student, given appropriate drawings or models, will identify and describe
congruent and symmetrical, two-dimensional (plane) figures, using tracing
procedures.
Texas Standard
(3.9) Geometry and spatial reasoning. The student recognizes congruence and
symmetry. The student is expected to:
(A) identify congruent shapes;
(B) create shapes with lines of symmetry using concrete models and technology; and
(C) identify lines of symmetry in shapes.
National Standard
NM-GEO.3-5.1
Analyze characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships
• identify, compare, and analyze attributes of two- and three-dimensional shapes
and develop vocabulary to describe the attributes;
• classify two- and three-dimensional shapes according to their properties and
develop definitions of classes of shapes such as triangles and pyramids;
• investigate, describe, and reason about the results of subdividing, combining,
and transforming shapes;
• explore congruence and similarity;
• make and test conjectures about geometric properties and relationships and
develop logical arguments to justify conclusions.
KK SOL M 3.12
Using the appropriate material, students will draw line segments and angles.
Students will identify congruent and symmetrical plane figures.
______________________________________________________________________
Bennett: In geometry and measurement students learn and interpret bar and picture
graphs with units greater than one. Class projects involve the collection, display and
analysis of data and include simple experiments and probability.
VA SOL
3.21 The student, given grid paper, will
48
a) collect and organize data on a given topic of his/her choice, using

observations, measurements, surveys, or experiments; and
b) construct a line plot, a picture graph, or a bar graph to represent the
results. Each graph will include an appropriate title and key.
3.22 The student will read and interpret data represented in line plots, bar graphs,
and picture graphs and write a sentence analyzing the data.
3.23 The student will investigate and describe the concept of probability as chance
and list possible results of a given situation.
Texas Standard
(3.14) Probability and statistics. The student solves problems by collecting,

organizing, displaying, and interpreting sets of data. The student is expected to:
(A) collect, organize, record, and display data in pictographs and bar graphs where
each picture or cell might represent more than one piece of data;
(B) interpret information from pictographs and bar graphs; and
(C) use data to describe events as more likely, less likely, or equally likely.
National Standard
NM-DATA.3-5.1
Formulate questions that can be addressed with data and collect, organize, and
display relevant data to answer
• design investigations to address a question and consider how data-collection
methods affect the nature of the data set;
• collect data using observations, surveys, and experiments;
• represent data using tables and graphs such as line plots, bar graphs, and line
graphs;
• recognize the differences in representing categorical and numerical data
NM-DATA.3-5.4
Understand and apply basic concepts of probability
• describe events as likely or unlikely and discuss the degree of likelihood using
such words as certain, equally likely, and impossible;
• predict the probability of outcomes of simple experiments and test the
predictions;
• understand that the measure of the likelihood of an event can be represented by
a number from 0 to 1.
KK SOL M 3.13
The students will collect, organize and analyze data:
a. Using a line plot, pictograph or bar graph to organize data
b. Investigate probability as it relates to their data
49
______________________________________________________________________
Bennett: N/A
VA SOL
3.24 The student will recognize and describe a variety of patterns formed using
concrete objects, numbers, tables, and pictures, and extend the pattern, using
the same or different forms (concrete objects, numbers, tables, and pictures).
3.25 The student will

a) investigate and create patterns involving numbers, operations (addition
and multiplication), and relations that model the identity and commutative
properties for addition and multiplication; and
b) demonstrate an understanding of equality by recognizing that the equal
sign (=) links equivalent quantities, such as 4 • 3 = 2 • 6.
Texas Standard: N/A
National Standard
NM-ALG.3-5.1
Understand patterns, relations, and functions
• describe, extend, and make generalizations about geometric and numeric
patterns;
• represent and analyze patterns and functions, using words, tables, and graphs.
NM-ALG.3-5.2
Represent and analyze mathematical situations and structures using algebraic symbols
• identify such properties as commutativity, associativity, and distributivity and use
them to compute with whole numbers;
• represent the idea of a variable as an unknown quantity using a letter or a
symbol;
• express mathematical relationships using equations.
KK SOL M 3.14
The student will show and understanding of patterns by:
a. Recognizing, describing and extending patterns using concrete objects,
numbers, tables and pictures.
b. Exploring and producing patterns that involve numbers and operations
that model the identity and commutative properties for addition and
multiplication.
______________________________________________________________________
50
Resources
Education World. Retrieved September 19, 2007, from Education World

Web site: http://www.educationworld.com/standards/
Texas Education Agency. Retrieved September 19, 2007, from Texas

Education Agency Web site: http://www.tea.state.tx.us/teks/
VA Standards of Learning. Retrieved September 19, 2007, from VA

Standards of Learning Web site:
http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml

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1

Krista Geesaman and Kerri Misiano

September 18, 2007

Virginia Standards of Learning:

Texas Standards of Learning:

National Science Standards:

National Social Studies Standards:

National English Standards:

National Mathematics Standards:

(A) plan and implement descriptive investigations including asking well-defined

(B) collect information by observing and measuring;

(D) communicate valid conclusions; and

(B) identify matter as liquids, solids, and gases.

(A) observe and describe the habitats of organisms within an ecosystem;

Bennett: Topics may include...the food chain.

b) dry-land environments (desert, grassland, rain forest, and forest

(A) observe and describe the habitats of organisms within an ecosystem;

Texas Standard: N/A

Texas Standard: N/A

Bennett: Topics may include...the food chain.

Bennett: Topics may include...simple rocks and minerals...the solar system.

(D) describe the characteristics of the Sun.

Bennett: Topics may include...stars and galaxies.

Texas Standard: N/A

National Standard: N/A

Bennett: Topics may include...electricity and electric charge.

Texas Standard: N/A

Texas Standard: N/A

• Understands selected attributes and historical development of societies in Africa,

• Understand the physical and human characteristics of places.

Texas Standard: N/A

(A) define and identify examples of scarcity;

(D) explain the concept of a free market.

Texas Standard: N/A

National Standard: N/A

(A) describe the basic structure of government in the local community;

(B) identify services commonly provided by local governments;

(D) explain how local government services are financed; and

Texas Standard: N/A

Bennett: Civics instruction examines... religious tolerances and local government.

Texas Standard: N/A

• Understands selected attributes and historical developments of societies in

Texas Standard: N/A

National Standard: N/A

Bennett: Additional instruction in geography focuses on the travels and adventures of

National Standard: N/A

Texas Standard: N/A

National Standard: N/A

e. speak clearly at an understandable rate

g) Draw conclusions about character and plot.

a. summarize and organize events of a story

b. compare and contrast the elements of two different stories

c. Understand basic plots of fairy tales, myths, folktales, legends, and

a) Identify the author’s purpose.

a. summarize and organize events of a nonfiction story

b. compare and contrast the elements of two different nonfiction stories

c. Understand basic plots of fairy tales, myths, folktales, legends, and

d. Identify the characteristics of biographies and autobiographies.

NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS

Bennett: Attention to...penmanship continues.

(A) gain more proficient control of all aspects of penmanship (3);

The student will be skillful in all aspects of writing and penmanship.

Bennett: Independent writing...is the significant part of each day.