This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use. An additional source is added from VDOE to provide a foundation for identifying polygons and other support related to working with polygons.

Solving practical problems involving the area and perimeter of rectangles and triangles. Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom. 

Solving practical problems involving decimals Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Exploring the concept of probability -- Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Predicting the likelihood of outcomes and representing probability as a number. Mathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Determining and representing outcomes in a simple event. Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Create models to represent a given probability.  Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

 I created a Google Slide presentation and  game for my students to practice probability.  This lesson supports sol 3.14, investigate and describe the concept of probability as a measurement of chance and list possible outcomes for a single event.  Prior to this lesson, my students did an experiment of chance by tossing a coin.  The Google Slide presentation reviews probability vocabulary and asks students questions about the probability of pulling a certain color marble from a box.  Students turn and talk to their neighbor during the presentation about the chance of an event occurring.  Then, the teacher asks one of the students to stand and tell the class what their neighbor said.  After the presentation, students play a Google Slides game.  I created the game for distance learning but I will be able to use it in the classroom too.

Using a problem solving organizer based on Polya's Problem Solving Process, students will add and subtract decimals in practical problems.

Programming - Debugging lesson is a cross-curricular lesson designed by an Elementary Computer Resource Teacher to support Math instruction. Created By: Amanda Henley Powhatan County Public Schools

This is a lesson that integrates programming in Python or Scratch into 3rd grade math. The focus of this lesson is on polygons.SOL's:Math 3.12The student will a) define polygon; b) identify and name polygons with 10 or fewer sides; and c) combine and subdivide polygons with three or four sides and name the resulting polygon(s).CS 3.2  3.2  The student will construct programs to accomplish tasks as a means of creative expression using a block- or text-based programming language, both independently and collaboratively a. using sequencing; b. using loops (a wide variety of patterns such as repeating patterns or growing patterns); and c. identifying events. 

This is a lesson that integrates programming in Python or Scratch into 3rd grade math. The focus of this lesson is on polygons.SOL's:Math 3.12The student will a) define polygon; b) identify and name polygons with 10 or fewer sides; and c) combine and subdivide polygons with three or four sides and name the resulting polygon(s).CS 3.2  3.2  The student will construct programs to accomplish tasks as a means of creative expression using a block- or text-based programming language, both independently and collaboratively a. using sequencing; b. using loops (a wide variety of patterns such as repeating patterns or growing patterns); and c. identifying events. 

A lesson plan with answer key for incorporating programming with Python and fifth grade geometry SOL's.  

This video is part of the Continue to Know with WHRO TV series. Watch Emily Rathbone teach about properties of addition and multiplication to understand single-step word problems of whole numbers.

This activity involves scanning QR codes fto match up with various forms of decimals (Standard, Expanded, and Word). Students scn the codes and look for the match on another card. If the match is found, the decimal is checked off of the list (page 5), then the QR code on the matched card is scanned for the next decima search.

Create different quadrilaterals using the geoboard and use these shapes to show how information can be transmitted in different ways via a network.

Determining whether a proportional relationship exists between two quantities and making connections between and among representations of a proportional relationship. Representing proportional relationships, including practical situations, determining unit rates, and determining missing values in a ratio table. Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Investigating rational numbers in percent, decimal, and fractional forms Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.