Grade 3 - Mathematics (2016)

NUMBER General Outcome Develop number sense.

PATTERNS AND RELATIONS (Patterns) General Outcome Use patterns to describe the world and to solve problems.

PATTERNS AND RELATIONS (Variables and Equations) General Outcome Represent algebraic expressions in multiple ways.

SHAPE AND SPACE (Measurement) General Outcome Use direct and indirect measurement to solve problems.

SHAPE AND SPACE (3-D Objects and 2-D Shapes) General Outcome Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

STATISTICS AND PROBABILITY (Data Analysis) General Outcome Collect, display and analyze data to solve problems.

Say the number sequence 0 to 1000 forward and backward by:

Represent and describe numbers to 1000, concretely, pictorially and symbolically

Compare and order numbers to 1000.

Estimate quantities less than 1000, using referents.

Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

Describe and apply mental mathematics strategies for adding two 2-digit numerals

Describe and apply mental mathematics strategies for subtracting two 2-digit numerals.

Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context

Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:

Apply mental mathematics strategies and number properties in order to understand and recall basic addition facts and related subtraction facts to 18.

Demonstrate an understanding of multiplication to 5 × 5 by:

Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 × 5) by:

Demonstrate an understanding of fractions by:

Demonstrate an understanding of increasing patterns by:

Demonstrate an understanding of decreasing patterns by:

Sort objects or numbers, using one or more than one attribute

Solve one-step addition and subtraction equations involving a symbol to represent an unknown number.

Relate the passage of time to common activities, using nonstandard and standard units (minutes, hours, days, weeks, months, years).

Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem-solving context.

Demonstrate an understanding of measuring length (cm, m) by:

Demonstrate an understanding of measuring mass (g, kg) by:

Demonstrate an understanding of perimeter of regular and irregular shapes by:

Describe 3-D objects according to the shape of the faces and the number of edges and vertices.

Sort regular and irregular polygons, including:

Collect first-hand data and organize it using:

Construct, label and interpret bar graphs to solve problems.

5s, 10s or 100s, using any starting point

3s, using starting points that are multiples of 3

4s, using starting points that are multiples of 4

25s, using starting points that are multiples of 25.

using personal strategies for adding and subtracting with and without the support of manipulatives

creating and solving problems in context that involve addition and subtraction of numbers.

representing and explaining multiplication using equal grouping and arrays

creating and solving problems in context that involve multiplication

modelling multiplication using concrete and visual representations, and recording the process symbolically

relating multiplication to repeated addition

relating multiplication to division.

representing and explaining division using equal sharing and equal grouping

creating and solving problems in context that involve equal sharing and equal grouping

modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically

relating division to repeated subtraction

relating division to multiplication.

explaining that a fraction represents a part of a whole

describing situations in which fractions are used

comparing fractions of the same whole that have like denominators.

describing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

extending numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

comparing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

describing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

extending numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

comparing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

selecting and justifying referents for the units cm and m

modelling and describing the relationship between the units cm and m

estimating length, using referents

measuring and recording length, width and height

selecting and justifying referents for the units g and kg

modelling and describing the relationship between the units g and kg

estimating mass, using referents

measuring and recording mass.

estimating perimeter, using referents for cm or m 

measuring and recording perimeter (cm, m

constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter

triangles according to the number of sides

quadrilaterals according to the number of sides

pentagons according to the number of sides

hexagons according to the number of sides

octagons according to the number of sides

tally marks to answer questions

line plots to answer questions

charts to answer questions

lists to answer questions