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Grade 3 learners will demonstrate an understanding of how numbers are related to each other, how to estimate quantities, and the meaning of place value and fractions. They will demonstrate an understanding of the meaning of multiplication and division, apply mental math and estimation strategies to add and subtract numbers, and recall the addition and related subtraction facts to 18. Learners will demonstrate an understanding of increasing and decreasing patterns and solve equations. They will demonstrate an understanding of measurement of mass and perimeter using standard measurement units, and of the meaning of the passage of time. Learners will describe objects and sort polygons, and gather first-hand data to answer questions and to construct and interpret graphs.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities, and interests of each learner are met.
Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.
The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.
General Learning Outcome: Develop number sense.
3.N.1. Say the number sequence between any two given numbers forward and backward
[C, CN, ME]
3.N.2. Represent and describe numbers to 1000, concretely, pictorially, and symbolically.
[C, CN, V]
3.N.3. Compare and order numbers to 1000.
[CN, R, V]
3.N.4. Estimate quantities less than 1000 using referents.
[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.N.6. Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as
[C, ME, PS, R, V]
3.N.7. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as
[C, ME, 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.N.9. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by
[C, CN, ME, PS, R]
3.N.10. Apply mental math strategies to determine addition facts and related subtraction facts to 18 (9 + 9)
[C, CN, ME, R, V]
3.N.11. Demonstrate an understanding of multiplication to 5 x 5 by
[C, CN, PS, R]
3.N.12. Demonstrate an understanding of division by
(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
[C, CN, ME, R, V]
General Learning Outcome: Use patterns to describe the world and solve problems.
3.PR.1. Demonstrate an understanding of increasing patterns by
patterns using manipulatives, diagrams, and numbers (to 1000).
[C, CN, PS, R, V]
3.PR.2. Demonstrate an understanding of decreasing patterns by
patterns using manipulatives, diagrams, and numbers (starting from 1000 or less).
[C, CN, PS, R, V]
General Learning Outcome: Represent algebraic expressions in multiple ways.
3.PR.3. Solve one-step addition and subtraction equations involving symbols representing an unknown number.
[C, CN, PS, R, V]
General Learning Outcome: Use direct or indirect measurement to solve problems.
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.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.SS.3. Demonstrate an understanding of measuring length (cm, m), by
[C, CN, ME, PS, R, V]
3.SS.4. Demonstrate an understanding of measuring mass (g, kg) by
[C, CN, ME, PS, R, V]
3.SS.5. Demonstrate an understanding of perimeter of regular and irregular shapes by
[C, ME, PS, R, V]
General Learning Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
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.SS.7. Sort regular and irregular polygons including
according to the number of sides.
[C, CN, R, V]
General Learning Outcome: Collect, display, and analyze data to solve problems.
3.SP.1. Collect first-hand data and organize it to answer questions using
[C, CN, V]
3.SP.2. Construct, label, and interpret bar graphs to solve problems.
[PS, R, V]
Grade 3 - Curriculum Implementation Resources: Web Pages