3.N.1

• Say the number sequence forward and backward from 0 to 1000 by
  • 10s, or 100s, using any starting point
  • 5s, using starting points that are multiples of 5
  • 25s, using starting points that are multiples of 25

[C, CN, ME]

3.PR.1

• Demonstrate an understanding of increasing patterns by
  • describing
  • extending
  • comparing
  • creating
  patterns using manipulatives, diagrams and numbers (to 1000).

[C, CN, PS, R, V]

3.SS.1

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

[CN, ME, R]

3.SP.1

• Collect first hand data and organize it using
  • tally marks
  • line plots
  • charts
  • lists
  to answer questions.

[C, CN, V]

3.N.2

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


[C, CN, V]

3.PR.2

• Demonstrate an understanding of decreasing patterns by
  • describing
  • extending
  • comparing
  • creating
  patterns using manipulatives, diagrams, and numbers (starting  from 1000 or less).    

[C, CN, PS, R, V]

3.SS.2

• 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.

[C, CN, PS, R, V]

3.SP.2

• Construct, label, and interpret bar graphs to solve problems.


[PS, R, V]

3.N.3

• Compare and order numbers to 1000.


[CN, R, V]

3.SS.3

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

[C, CN, ME, PS, R, V]

3.N.4

• Estimate quantities less than 1000 using referents.


[ME, PS, R, V]

3.PR.3

• Solve one-step addition and subtraction equations involving symbols representing an unknown number.

[C, CN, PS, R, V]

3.SS.4

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

[C, CN, ME, PS, R, V]

3.N.5

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


[C, CN, R, V]

3.SS.5

• Demonstrate an understanding of perimeter of regular and irregular shapes by
  • estimating perimeter using referents for centimetre or metre
  • 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

[C, ME, PS, R, V]

3.N.6

• Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as
  • adding from left to right
  • taking one addend to the nearest multiple of ten and then compensating
  • using doubles.

[C, ME, PS, R, V]

3.N.7

• Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as
  • taking the subtrahend to the nearest multiple of ten and then compensating
  • thinking of addition
  • using doubles.

[C, ME, PS, R, V]

3.SS.6

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

[C, CN, PS, R, V]

3.N.8

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

[C, ME, PS, R]

3.SS.7

• Sort regular and irregular polygons including
  • triangles
  • quadrilaterals
  • pentagons
  • hexagons
  • octagons
  according to the number of sides.

[C, CN, R, V]

3.N.9

• Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit numerals) by
  • using personal strategies for adding and subtracting with and without the support  of manipulatives
  • creating and solving problems in contexts that involve addition and subtraction of numbers
  concretely, pictorially, and symbolically.

[C, CN, ME, PS, R]

3.N.10

• Determine addition facts and related subtraction facts (to 18).

[C, CN, ME, R, V]

3.N.11

• 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 involve multiplication
  • modelling multiplication using concrete and visual representations, and recording the process symbolically
  • relating multiplication to repeated addition
  • relating multiplication to division

[C, CN, PS, R]

3.N.12

• 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).

[C, CN, PS, R]

3.N.13

• Demonstrate an understanding of fractions by
  • explaining that a fraction represents a portion of a whole divided into equal parts
  • describing situations in which fractions are used
  • comparing fractions of the same whole with like denominators

[C, CN, ME, R, V]