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How to learn Grade 3: Mathematics

Saskatchewan curriculum: Mathematics, Grade 3

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1. Statistics and Probability · Demonstrate understanding of first-hand data using tally marks, charts, lists, bar graphs, and line plots (abstract pictographs), through: • collecting, organizing, and re

  1. Pictograms and tally charts: Interpret and construct simple pictograms, tally charts, block diagrams, and simple tables

2. Shape and Space · Demonstrate understanding of 2-D shapes (regular and irregular) including triangles, quadrilaterals, pentagons, hexagons, and octagons including: • describing • comparing • sorting.

  1. Regular and irregular polygons: Distinguish between regular and irregular polygons based on reasoning about equal sides and equal angles
  2. 2-D shapes: Recognise and name common 2-D shapes (circles, triangles, rectangles including squares)
  3. 2-D shapes (age 7+): Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
  4. Sorting 2-D and 3-D shapes: Compare and sort common 2-D and 3-D shapes and everyday objects by their properties

3. Shape and Space · Demonstrate understanding of 3-D objects by analyzing characteristics including faces, edges, and vertices. [C, V]

  1. 3-D shapes: Recognise and name common 3-D shapes (cubes, cuboids, pyramids, spheres, cylinders, cones)
  2. Edges, vertices, and faces: Identify and describe properties of 3-D shapes including the number of edges, vertices, and faces
  3. Nets of 3-D Shapes: Identify, draw, and interpret nets of common 3-D shapes — cubes, cuboids, triangular prisms, and square-based pyramids — by predicting which 3-D shape a given flat arrangement of faces will fold into, checking whether a net will close completely, and sketching a net from a description or 3-D model; understand the relationship between the number of faces and the structure of the net

4. Shape and Space · Demonstrate understanding of linear measurement (cm and m) including: • selecting and justifying referents • generalizing the relationship between cm and m • estimating length and pe

  1. Calculating with measurements: Measure, compare, add, and subtract lengths (m/cm/mm), mass (kg/g), and volume/capacity (l/ml) using standard units
  2. Measuring Perimeters: Measure the perimeter of simple 2-D shapes
  3. Measuring with different units: Measure the length of an object using two different length units and describe how the measurements relate to the size of the unit chosen
  4. Estimating Lengths: Estimate lengths using units of inches, feet, centimetres, and metres

5. Shape and Space · Demonstrate understanding of measuring mass in g and kg by: • selecting and justifying referents for g and kg • modelling and describing the relationship between g and kg • estimatin

  1. Measuring Liquids & Masses: Measure and estimate liquid volumes and masses of objects using grams, kilograms, and litres; solve one-step word problems involving mass or volume

6. Shape and Space · Demonstrate understanding of the passage of time including: • relating common activities to standard and nonstandard units • describing relationships between units • solving situatio

  1. Estimating answers (age 7+): Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, and hours
  2. Comparing Time Durations: Compare durations of events and calculate the time taken by particular events or tasks
  3. Time Units and Calendar Facts: Know the number of seconds in a minute and the number of days in each month, year, and leap year
  4. Telling time to the minute (age 9+): Solve problems involving converting between units of time (hours↔minutes, minutes↔seconds, years↔months, weeks↔days)

7. Patterns and Relations · Demonstrate understanding of equality by solving one-step addition and subtraction equations involving symbols representing an unknown quantity. [C, CN, ME, R]

  1. Two-Step Equations: Solve two-step word problems using the four operations; represent problems using equations with a letter standing for the unknown quantity
  2. Understanding fractions: Move fluently between real-world situations, diagrams, and symbolic equations involving three-digit numbers and fractions, explaining what each part represents
  3. Reasoning with Equivalences: Recognise and use repeated reasoning to generalise: extend patterns in equivalent fractions and percentage conversions, derive unknown facts from known facts, describe general rules for sequences and predict terms

8. Patterns and Relations · Demonstrate understanding of increasing and decreasing patterns including: • observing and describing • extending • comparing • creating patterns using manipulatives, pictures

  1. Number Pattern Relationships: Generate two numerical patterns using two given rules; identify relationships between corresponding terms; form ordered pairs and graph them on a coordinate plane
  2. Counting forwards and backwards (age 9+): Count forwards and backwards in steps of powers of 10 (10, 100, 1000, 10,000, 100,000) for any given number up to 1,000,000
  3. Extending Table Patterns: Recognise and use repeated reasoning to generalise: extend multiplication table patterns, derive unknown facts from known ones, and describe rules for sequences
  4. Patterns & Sequences: Order and arrange combinations of mathematical objects in patterns and sequences

9. Number · Demonstrate understanding of fractions concretely, pictorially, physically, and orally including: • representing • observing and describing situations • comparing • relating to quantity. [C,

  1. Fractions on a number line: Move fluently between real-world situations, diagrams, number lines, and symbolic equations involving multiplication, fractions, and decimals, explaining what each representation shows
  2. Fraction Notation: Read, write, and use fraction notation correctly — fraction, numerator, denominator, unit fraction, non-unit fraction, proper fraction, improper fraction, mixed number, equivalent fraction, simplest form — and understand what each term describes, including the roles of the numerator and denominator in expressing parts of a whole
  3. Comparing fractions: Compare and order unit fractions, and fractions with the same denominator
  4. Fractions of a whole: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a/b as a parts of size 1/b
  5. Comparing fractions (age 8+): Compare two fractions with the same numerator or the same denominator by reasoning about size; record comparisons with >, =, or < symbols

10. Number · Demonstrate understanding of multiplication to 5 x 5 and the corresponding division statements including: • representing and explaining using repeated addition or subtraction, equal grouping,

  1. What Multiplication Means: Interpret products of whole numbers (e.g. 5 × 7 as the total number of objects in 5 groups of 7)
  2. Arrays for multiplication (age 9+): Divide numbers up to four digits by a one-digit number using short division (and place-value/array strategies); interpret remainders appropriately for the context
  3. Multiplicative Comparison: Interpret a multiplication equation as a comparison (e.g. 35 = 5 × 7 means 35 is 5 times as many as 7); represent verbal statements of multiplicative comparisons as equations

11. Number · Demonstrate understanding of addition of whole numbers with answers to 1000 and their corresponding subtractions (limited to 1, 2, and 3-digit numerals) including: • representing strategies f

  1. Adding numbers: Add up to four two-digit numbers using strategies based on place value and properties of operations
  2. Addition and subtraction within 1000: Add and subtract within 1000 using concrete models, drawings, and strategies based on place value; understand composing and decomposing tens and hundreds
  3. Numbers on a number line: Represent whole numbers as lengths on a number line and represent sums and differences within 100 on a number line diagram
  4. Mentally adding hundreds to 3-digit numbers: Mentally add and subtract a three-digit number and hundreds

12. Number · Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including: • representing (including place value) • describing •

  1. The three digits of a three-digit number: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones
  2. Place Value to 1000: Solve number problems and practical problems involving place value of numbers up to 1000
  3. Representing Numbers: Identify, represent, and estimate numbers using different representations including the number line
  4. Numbers to 10,000: Identify, represent, and estimate numbers up to 10,000 using different representations
  5. Ordering Numbers to 1000: Compare and order numbers up to 1000 using >, =, and < symbols, based on place-value understanding
  6. Comparing Large Numbers: Order and compare numbers beyond 1000
  7. Reading and writing numbers (age 9+): Read, write, order, and compare whole numbers up to at least 1,000,000 using base-ten numerals, number names, expanded form, and place-value understanding
  8. Reading and writing numbers to 1000: Read and write numbers to 1000 in numerals, number names, and expanded form
  9. Counting Within 1,000: Count within 1000, including skip-counting by 5s, 10s, and 100s