• 3
    Grade 3 Standards
Top Mathematicians
  • Geometry
    • 3.G.1.1
      Students will be expected to describe 3-D objects according to the shape of the faces and the number of edges and vertices.
      • Performance Indicators
      - G01.01 Identify the faces, edges, and vertices of given 3-D objects, including spheres, cones, cylinders, pyramids, cubes and other prisms.
      - G01.02 Identify the shape of the faces of a given 3-D object.
      - G01.03 Determine the number of faces, edges, and vertices of a given 3-D object.
      - G01.04 Sort a given set of 3-D objects according to the number of faces, edges, or vertices.
    • 3.G.1.2
      Students will be expected to name, describe, compare, create, and sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides.
      • Performance Indicators
      - G02.01 Classify a given set of regular and irregular polygons according to the number of sides.
      - G02.02 Identify given regular and irregular polygons having different dimensions.
      - G02.03 Identify given regular and irregular polygons having different positions.
  • Measurement and Data
    • 3.MD.1.1
      Students will be expected to relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
      • Performance Indicators
      - M01.01 Select and use a non-standard unit of measure, such as television shows or pendulum swings, to measure the passage of time and explain the choice.
      - M01.02 Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months, and years.
      - M01.03 Provide personal referents for minutes and hours.
      - M01.04 Select and use a standard unit of measure, such as minutes, hours, days, weeks, and months to measure the passage of time and explain the choice.
    • 3.MD.1.2
      Students will be expected to 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 problemsolving context.
      • Performance Indicators
      - M02.01 Determine the number of days in any given month using a calendar.
      - M02.02 Solve a given problem involving the number of seconds in a minute, the number of minutes in an hour, the number of hours in a day, or the number of days in a given month.
      - M02.03 Create a calendar that includes days of the week, dates, and personal events.
    • 3.MD.1.3
      Students will be expected to demonstrate an understanding of measuring length (cm, m) by
      • selecting and justifying 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

      • Performance Indicators
      - M03.01 Provide a personal referent for one centimetre and explain the choice.
      - M03.02 Provide a personal referent for one metre and explain the choice.
      - M03.03 Match a given standard unit to a given referent.
      - M03.04 Show that 100 centimetres is equivalent to 1 metre by using concrete materials.
      - M03.05 Estimate the length of an object using personal referents.
      - M03.06 Determine and record the length and width of a given 2-D shape.
      - M03.07 Determine and record the length, width or height of a given 3-D object.
      - M03.08 Draw a line segment of a given length using a ruler.
      - M03.09 Sketch a line segment of a given length without using a ruler.
    • 3.MD.1.4
      Students will be expected to 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

      • Performance Indicators
      - M04.01 Provide a personal referent for one gram and explain the choice.
      - M04.02 Provide a personal referent for one kilogram and explain the choice.
      - M04.03 Match a given standard unit to a given referent.
      - M04.04 Explain the relationship between 1000 grams and 1 kilogram using a model.
      - M04.05 Estimate the mass of a given object using personal referents.
      - M04.06 Measure, using a balance scale, and record the mass of given everyday objects using the units gram (g) and kilogram (kg).
      - M04.07 Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g, and 1 kg.
      - M04.08 Determine the mass of two given similar objects with different masses and explain the results.
      - M04.09 Determine the mass of an object, change its shape, re-measure its mass and explain the results.
    • 3.MD.1.5
      Students will be expected to 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

      • Performance Indicators
      - M05.01 Measure and record the perimeter of a given regular shape and explain the strategy used.
      - M05.02 Measure and record the perimeter of a given irregular or composite shape and explain the strategy used.
      - M05.03 Construct a shape for a given perimeter (cm, m).
      - M05.04 Construct or draw more than one shape for the same given perimeter.
      - M05.05 Estimate the perimeter of a given shape (cm, m) using personal referents.
  • The Number System
    • 3.NS.1.1
      Students will be expected to 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.

      • Performance Indicators
      - N01.01 Extend the number sequence by 1s, particularly through transition from decade to decade and century to century.
      - N01.02 Extend a given skip counting sequence by 2s, 5s, 10s, or 100s, forward and backward, using a given starting point.
      - N01.03 Extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3 up to 100.
      - N01.04 Extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4 up to 100.
      - N01.05 Extend a given skip counting sequence by 25s, forward and backward, starting at a given multiple of 25 up to 200.
      - N01.06 Identify and correct errors and omissions in a given skip counting sequence.
      - N01.07 Determine the value of a given set of coins (nickels, dimes, quarters, and loonies) by using skip counting.
      - N01.08 Identify and explain the skip counting pattern for a given number sequence.
    • 3.NS.1.10
      Students will be expected to apply mental mathematics strategies and number properties to develop quick recall of basic addition facts to 18 and related basic subtraction facts.
      • Performance Indicators
      - N10.01 Describe a mental mathematics strategy that could be used to determine a given basic addition fact up to 9 + 9.
      - N10.02 Explain how the commutative (order-doesn’t-matter) property and the identity (no-changewith-zero) property can assist in addition fact learning.
      - N10.03 Describe a mental mathematics strategy that could be used to determine a given basic subtraction fact with minuends up to 18 and subtrahends up to 9.
      - N10.04 Recognize which facts could be determined by a given strategy.
      - N10.05 Quickly recall basic addition facts to 18 and related subtraction facts in a variety of contexts
    • 3.NS.1.11
      Students will be expected to demonstrate an understanding of multiplication to 5 × 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

      • Performance Indicators
      - N11.01 Identify events from experience that can be described as multiplication.
      - N11.02 Represent a given story problem (orally, shared reading, written) using manipulatives or diagrams and record in a number sentence.
      - N11.03 Represent a given multiplication expression as repeated addition.
      - N11.04 Represent a given repeated addition as multiplication.
      - N11.05 Create and illustrate a story problem for a given number sentence and/or expression.
      - N11.06 Represent, concretely or pictorially, equal groups for a given number sentence.
      - N11.07 Represent a given multiplication expression using an array.
      - N11.08 Create an array to model the commutative property of multiplication.
      - N11.09 Relate multiplication to division by using arrays and writing related number sentences.
      - N11.10 Solve a given problem in context involving multiplication.
    • 3.NS.1.12
      Students will be expected to 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 × 5.)

      • Performance Indicators
      - N12.01 Identify events from experience that can be described as equal sharing.
      - N12.02 Identify events from experience that can be described as equal grouping.
      - N12.03 Illustrate, with counters or a diagram, a given story problem involving equal sharing, presented orally or through shared reading, and solve the problem.
      - N12.04 Illustrate, with counters or a diagram, a given story problem involving equal grouping, presented orally or through shared reading, and solve the problem.
      - N12.05 Listen to a story problem, represent the numbers using manipulatives or a diagram and record the problem with a number sentence and/or expression.
      - N12.06 Create and illustrate with counters, a story problem for a given number sentence and/or expression.
      - N12.07 Represent a given division sentence and/or expression as repeated subtraction.
      - N12.08 Represent a given repeated subtraction as a division sentence.
      - N12.09 Relate division to multiplication by using arrays and writing related number sentences.
      - N12.10 Solve a given problem involving division.
    • 3.NS.1.13
      Students will be expected to 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

      • Performance Indicators
      - N13.01 Describe everyday situations where fractions are used.
      - N13.02 Represent a given fraction concretely or pictorially.
      - N13.03 Identify, model, and explain the meaning of numerator and denominator.
      - N13.04 Sort a given set of diagrams of regions into those that represent equal parts and those that do not, and explain the sorting.
      - N13.05 Name and record the fraction represented by the shaded and non-shaded parts of a given region.
      - N13.06 Compare given fractions with the same denominator using models.
    • 3.NS.1.2
      Students will be expected to represent and partition numbers to 1000.
      • Performance Indicators
      - N02.01 Read a given three-digit numeral without using the word and.
      - N02.02 Read a given number word (0 to 1000).
      - N02.03 Represent a given number as an expression.
      - N02.04 Represent a given number concretely and pictorially in a variety of ways.
      - N02.05 Write number words for given multiples of ten to 90.
      - N02.06 Write number words for given multiples of a hundred to 900.
      - N02.07 Record numerals for numbers expressed orally, concretely, or pictorially.
    • 3.NS.1.3
      Students will be expected to compare and order numbers up to 1000.
      • Performance Indicators
      - N03.01 Place a given set of numbers in ascending or descending order and verify the result using a number chart or other models.
      - N03.02 Create as many different 3-digit numerals as possible, given three different digits. Place the numbers in ascending or descending order.
      - N03.03 Identify errors in a given ordered sequence.
      - N03.04 Identify missing numbers in parts of a given number chart and on a number line.
      - N03.05 Identify errors in a given number chart and on a number line.
      - N03.06 Place numbers on a number line containing benchmark numbers for the purpose of comparison.
      - N03.07 Compare numbers based on a variety of methods, and record the comparison using words and symbols (=, > and <).
    • 3.NS.1.4
      Students will be expected to estimate quantities less than 1000 using referents.
      • Performance Indicators
      - N04.01 Estimate the number of groups of ten in a given quantity using 10 as a referent (known quantity).
      - N04.02 Estimate the number of groups of a hundred in a given quantity using 100 as a referent.
      - N04.03 Estimate a given quantity by comparing it to a referent.
      - N04.04 Select an estimate for a given quantity by choosing among three possible choices.
      - N04.05 Select and justify a referent for determining an estimate for a given quantity.
    • 3.NS.1.5
      Students will be expected to illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
      • Performance Indicators
      - N05.01 Record, in more than one way, the number represented by given proportional and nonproportional concrete materials in traditional and non-conventional formats.
      - N05.02 Represent a given number in different ways using proportional and non-proportional concrete materials and explain how they are equivalent; e.g., 351 can be represented as three 100s, five 10s, and one 1s; or two 100s, fifteen 10s and one 1s; or three 100s, four 10s, and eleven 1s.
      - N05.03 Record a given number in additive expanded form.
      - N05.04 Record a number represented by base-ten blocks arranged in a non-conventional format.
    • 3.NS.1.6
      Students will be expected to describe and apply mental mathematics strategies for adding two 2- digit numerals.
      • Performance Indicators
      - N06.01 Explain mental mathematics strategies that could be used to determine a sum.
      • Ten and some more
      • Tens and some more
      • Quick addition
      • Addition facts to 10 applied to multiples of 10
      • Addition on the hundred chart
      • Adding on
      • Make ten
      • Compensation
      • Compatible numbers
      - N06.02 Use and describe a personal strategy for determining a sum.
      - N06.03 Determine a sum of two 2-digit numerals efficiently, using mental mathematics strategies.
    • 3.NS.1.7
      Students will be expected to describe and apply mental mathematics strategies for subtracting two 2-digit numerals.
      • Performance Indicators
      - N07.01 Explain mental mathematics strategies that could be used to determine a difference.
      • Facts with minuends of 10 or less applied to multiples of 10
      • Quick subtraction
      • Subtraction on the hundred chart
      • Compensation
      • Back through ten
      - N07.02 Use and describe a personal strategy for determining a difference.
      - N07.03 Determine a difference of two 2-digit numerals efficiently, using mental mathematics strategies.
    • 3.NS.1.8
      Students will be expected to apply estimation strategies to predict sums and differences of 1, 2, and 3-digit numerals in a problem-solving context.
      • Performance Indicators
      - N08.01 Explain estimation strategies that could be used to determine an approximate sum or difference.
      - N08.02 Use and describe a strategy for determining an estimate.
      - N08.03 Estimate the solution for a given story problem involving the sum or difference of up to two 3-digit numerals.
    • 3.NS.1.9
      Students will be expected to 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

      • Performance Indicators
      - N09.01 Model the addition of two or more given numbers using concrete or visual representations and record the process symbolically.
      - N09.02 Model the subtraction of two given numbers using concrete or visual representations and record the process symbolically.
      - N09.03 Create an addition or subtraction story problem for a given solution.
      - N09.04 Determine the sum of two given numbers using a personal strategy, e.g., for 326 + 48, record 300 + 60 + 14.
      - N09.05 Determine the difference of two given numbers using a personal strategy, e.g., for 127 – 38, record 2 + 80 + or 127 – 20 – 10 – 8.
      - N09.06 Solve a given problem involving the sum or difference of two given numbers.
  • Patterns and Relations
    • 3.RP.1.1
      Students will be expected to 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.
      • Performance Indicators
      - PR01.01 Identify and describe increasing patterns.
      - PR01.02 Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues.
      - PR01.03 Extend a pattern, using the pattern rule, for the next three terms.
      - PR01.04 Compare numeric patterns.
      - PR01.05 Identify and explain errors in a given increasing pattern.
      - PR01.06 Create a concrete, pictorial, or symbolic representation of an increasing pattern for a given pattern rule.
      - PR01.07 Create a concrete, pictorial, or symbolic increasing pattern and describe the pattern rule.
      - PR01.08 Solve a given problem using increasing patterns.
      - PR01.09 Identify and describe the strategy used to determine a missing term in a given increasing pattern.
      - PR01.10 Use ordinal numbers (to 100th) to refer to or to predict terms within an increasing pattern.
    • 3.RP.1.2
      Students will be expected to 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.
      • Performance Indicators
      - PR02.01 Identify and describe decreasing patterns.
      - PR02.02 Describe a given decreasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues.
      - PR02.03 Extend a pattern using the pattern rule for the next three terms.
      - PR02.04 Compare numeric patterns.
      - PR02.05 Identify and explain errors in a given decreasing pattern.
      - PR02.06 Create a concrete, pictorial, or symbolic representation of a decreasing pattern for a given pattern rule.
      - PR02.07 Create a concrete, pictorial, or symbolic decreasing pattern and describe the pattern rule.
      - PR02.08 Solve a given problem using decreasing patterns.
      - PR02.09 Identify and describe the strategy used to determine a missing term in a given decreasing pattern.
      - PR02.10 Use ordinal numbers (to 100th) to refer to or to predict terms within a decreasing pattern.
    • 3.RP.1.3
      Students will be expected to solve one-step addition and subtraction equations involving symbols representing an unknown number.
      • Performance Indicators
      - PR03.01 Explain the purpose of the symbol in a given addition and in a given subtraction equation with one unknown.
      - PR03.02 Create an addition or subtraction equation with one unknown to represent a given combination or separate action.
      - PR03.03 Provide an alternative symbol for the unknown in a given addition or subtraction equation.
      - PR03.04 Solve a given addition or subtraction equation that represents combining or separating actions with one unknown using manipulatives.
      - PR03.05 Solve a given addition or subtraction equation with one unknown using a variety of strategies including guess and check.
      - PR03.06 Explain why the unknown in a given addition or subtraction equation has only one value.
  • Statistics & Probability