Menu
Search
Home / Outcomes / Math / Grade Three

Grade Three

 GRADE THREE 

               Students will be expected to:

N01 - say the number sequence forward and backward by

               - 1s through transitions to 1000

               - 2s, 5s, 10s, or 100s, using any starting point to 1000

               - 3s, using starting points that are multiples of 3 up to 100

               - 4s, using starting points that are multiples of 4 up to 100

               - 25s, using starting points that are multiples of 25 up to 200

N02 - represent and partition numbers to 1000

N03 - compare and order numbers up to 1000

N04 - estimate quantities less than 1000 using referents

N05 - illustrate, concretely and pictorially, the meaning of place value for numerals to 1000

N06 - describe and apply mental mathematics strategies for adding two 2-digit numerals

N07 - describe and apply mental mathematics strategies for subtracting two 2-digit numerals

N08 - apply estimation strategies to predict sums and differences of 1-, 2-, and 3-digit numerals in a problem-solving context

N09 - demonstrate an understanding of addition and subtraction of numbers (limited to 1-, 2-, and 3-digit numerals) with answers to 1000 by

               - 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 concretely, pictorially, and symbolically

N10 - apply mental mathematics strategies and number properties to develop quick recall of basic addition facts to 18 and related basic subtraction facts

N11 - demonstrate an understanding of multiplication to 5 x 5 by

               - representing and explaining multiplication using equal grouping and arrays

               - creating and solving problems in context that involves multiplication

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

                         - relating multiplication to repeated addition

                         - relating multiplication to division

N12 - demonstrate an understanding of division by

                         - 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

(limited to division related to multiplication facts up to 5 x 5)

N13 - demonstrate an understanding of fractions by

                         - explaining that a fraction represents a part of a whole

                         - describing situations in which fractions are used

                         - comparing fractions of the same whole with like denominators

PR01 - demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds, and actions

PR02 - demonstrate an understanding of decreasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds, and actions

PR03 - solve one-step addition and subtraction equations involving symbols representing an unknown number

M01 - relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years)

M02 - relate the number of seconds to a minute, the numbers of minutes to an hour, the numbers of hours to a day, and the number of days to a month in a problem-solving context

M03 - demonstrate an understanding of measuring length (cm, m) by

                         - selecting and justifying the referents for the units centimetre or metre (cm, m)

                         - modelling and describing the relationship between the units centimetre or metre (cm, m)

                         - estimating length using referents

                         - measuring and recording length, width, and height

M04 - demonstrate an understanding of measuring mass (g, kg) by

                         - selecting and justifying referents for the units gram and kilogram (g, kg)

                         - modelling and describing the relationship between the units gram and kilogram (g, kg)

                         - estimating mass using referents

                         - measuring and recording mass

M05 - demonstrate an understanding of perimeter of regular, irregular, and composite shapes by

                         - estimating perimeter using referents for centimetre or metre (cm, m)

                         - measuring and recording perimeter (cm, m)

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

G01 - describe 3-D objects according to the shape of the faces and the number of edges and vertices

G02 - name, describe, compare, create, and sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides

SP01 - collect first-hand data and organize it using tally marks, line plots, charts, and lists to answer questions

SP02 - construct, label, and interpret bar graphs to solve problems 

 

                    

 

                   


See also
Recommend this page to a friend! Prepare to print