# Grade 3: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 45 concepts ready. In the app: https://ai.page/roadmap/ca-sk-grade-3 Part of: [Saskatchewan: Mathematics](https://ai.page/roadmap/ca-sk.md) Goal: Saskatchewan curriculum: Mathematics, Grade 3 ## 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 - [Pictograms and tally charts](https://ai.page/c/pictograms-and-tally-charts/index.md): 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. - [Regular and irregular polygons](https://ai.page/c/regular-and-irregular-polygons/index.md): Distinguish between regular and irregular polygons based on reasoning about equal sides and equal angles - [2-D shapes](https://ai.page/c/2-d-shapes/index.md): Recognise and name common 2-D shapes (circles, triangles, rectangles including squares) - [2-D shapes (age 7+)](https://ai.page/c/2-d-shapes-age-7/index.md): Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them - [Sorting 2-D and 3-D shapes](https://ai.page/c/sorting-2-d-and-3-d-shapes/index.md): 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] - [3-D shapes](https://ai.page/c/3-d-shapes/index.md): Recognise and name common 3-D shapes (cubes, cuboids, pyramids, spheres, cylinders, cones) - [Edges, vertices, and faces](https://ai.page/c/edges-vertices-and-faces/index.md): Identify and describe properties of 3-D shapes including the number of edges, vertices, and faces - [Nets of 3-D Shapes](https://ai.page/c/nets-of-3-d-shapes/index.md): 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 - [Calculating with measurements](https://ai.page/c/calculating-with-measurements/index.md): Measure, compare, add, and subtract lengths (m/cm/mm), mass (kg/g), and volume/capacity (l/ml) using standard units - [Measuring Perimeters](https://ai.page/c/measuring-perimeters/index.md): Measure the perimeter of simple 2-D shapes - [Measuring with different units](https://ai.page/c/measuring-with-different-units/index.md): Measure the length of an object using two different length units and describe how the measurements relate to the size of the unit chosen - [Estimating Lengths](https://ai.page/c/estimating-lengths/index.md): 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 - [Measuring Liquids & Masses](https://ai.page/c/measuring-liquids-and-masses/index.md): 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 - [Estimating answers (age 7+)](https://ai.page/c/estimating-answers-age-7/index.md): Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, and hours - [Comparing Time Durations](https://ai.page/c/comparing-time-durations/index.md): Compare durations of events and calculate the time taken by particular events or tasks - [Time Units and Calendar Facts](https://ai.page/c/time-units-and-calendar-facts/index.md): Know the number of seconds in a minute and the number of days in each month, year, and leap year - [Telling time to the minute (age 9+)](https://ai.page/c/telling-time-to-the-minute-age-9/index.md): 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] - [Two-Step Equations](https://ai.page/c/two-step-equations/index.md): Solve two-step word problems using the four operations; represent problems using equations with a letter standing for the unknown quantity - [Understanding fractions](https://ai.page/c/understanding-fractions-2/index.md): Move fluently between real-world situations, diagrams, and symbolic equations involving three-digit numbers and fractions, explaining what each part represents - [Reasoning with Equivalences](https://ai.page/c/reasoning-with-equivalences/index.md): 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 - [Number Pattern Relationships](https://ai.page/c/number-pattern-relationships/index.md): Generate two numerical patterns using two given rules; identify relationships between corresponding terms; form ordered pairs and graph them on a coordinate plane - [Counting forwards and backwards (age 9+)](https://ai.page/c/counting-forwards-and-backwards-age-9/index.md): 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 - [Extending Table Patterns](https://ai.page/c/extending-table-patterns/index.md): Recognise and use repeated reasoning to generalise: extend multiplication table patterns, derive unknown facts from known ones, and describe rules for sequences - [Patterns & Sequences](https://ai.page/c/patterns-and-sequences/index.md): 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, - [Fractions on a number line](https://ai.page/c/fractions-on-a-number-line-maths/index.md): Move fluently between real-world situations, diagrams, number lines, and symbolic equations involving multiplication, fractions, and decimals, explaining what each representation shows - [Fraction Notation](https://ai.page/c/fraction-notation/index.md): 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 - [Comparing fractions](https://ai.page/c/comparing-fractions/index.md): Compare and order unit fractions, and fractions with the same denominator - [Fractions of a whole](https://ai.page/c/fractions-of-a-whole/index.md): 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 - [Comparing fractions (age 8+)](https://ai.page/c/comparing-fractions-age-8/index.md): 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, - [What Multiplication Means](https://ai.page/c/what-multiplication-means/index.md): Interpret products of whole numbers (e.g. 5 × 7 as the total number of objects in 5 groups of 7) - [Arrays for multiplication (age 9+)](https://ai.page/c/arrays-for-multiplication-age-9/index.md): 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 - [Multiplicative Comparison](https://ai.page/c/multiplicative-comparison-maths/index.md): 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 - [Adding numbers](https://ai.page/c/adding-numbers/index.md): Add up to four two-digit numbers using strategies based on place value and properties of operations - [Addition and subtraction within 1000](https://ai.page/c/addition-and-subtraction-within-1000/index.md): Add and subtract within 1000 using concrete models, drawings, and strategies based on place value; understand composing and decomposing tens and hundreds - [Numbers on a number line](https://ai.page/c/numbers-on-a-number-line/index.md): Represent whole numbers as lengths on a number line and represent sums and differences within 100 on a number line diagram - [Mentally adding hundreds to 3-digit numbers](https://ai.page/c/mentally-adding-hundreds-to-3-digit-numbers/index.md): 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 • - [The three digits of a three-digit number](https://ai.page/c/the-three-digits-of-a-three-digit-number/index.md): Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones - [Place Value to 1000](https://ai.page/c/place-value-to-1000/index.md): Solve number problems and practical problems involving place value of numbers up to 1000 - [Representing Numbers](https://ai.page/c/representing-numbers/index.md): Identify, represent, and estimate numbers using different representations including the number line - [Numbers to 10,000](https://ai.page/c/numbers-to-10-000/index.md): Identify, represent, and estimate numbers up to 10,000 using different representations - [Ordering Numbers to 1000](https://ai.page/c/ordering-numbers-to-1000/index.md): Compare and order numbers up to 1000 using >, =, and < symbols, based on place-value understanding - [Comparing Large Numbers](https://ai.page/c/comparing-large-numbers/index.md): Order and compare numbers beyond 1000 - [Reading and writing numbers (age 9+)](https://ai.page/c/reading-and-writing-numbers-age-9/index.md): 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 - [Reading and writing numbers to 1000](https://ai.page/c/reading-and-writing-numbers-to-1000/index.md): Read and write numbers to 1000 in numerals, number names, and expanded form - [Counting Within 1,000](https://ai.page/c/counting-within-1-000/index.md): Count within 1000, including skip-counting by 5s, 10s, and 100s ## Health: 0 of 100 Of its 45 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Pictograms and tally charts has no explanation yet - Regular and irregular polygons has no explanation yet - 2-D shapes has no explanation yet - 2-D shapes (age 7+) comes before Edges, vertices, and faces, which it needs - 2-D shapes (age 7+) has no explanation yet - Sorting 2-D and 3-D shapes comes before Edges, vertices, and faces, which it needs - Sorting 2-D and 3-D shapes has no explanation yet - 3-D shapes has no explanation yet - Edges, vertices, and faces has no explanation yet - Nets of 3-D Shapes has no explanation yet - Calculating with measurements has no explanation yet - Measuring Perimeters has no explanation yet - Measuring with different units has no explanation yet - Estimating Lengths has no explanation yet - Measuring Liquids & Masses has no explanation yet - Estimating answers (age 7+) has no explanation yet - Comparing Time Durations has no explanation yet - Time Units and Calendar Facts has no explanation yet - Telling time to the minute (age 9+) has no explanation yet - Two-Step Equations has no explanation yet - Understanding fractions has no explanation yet - Reasoning with Equivalences has no explanation yet - Number Pattern Relationships has no explanation yet - Counting forwards and backwards (age 9+) has no explanation yet - Extending Table Patterns has no explanation yet - Patterns & Sequences has no explanation yet - Fractions on a number line has no explanation yet - Fraction Notation has no explanation yet - Comparing fractions has no explanation yet - Fractions of a whole has no explanation yet - Comparing fractions (age 8+) has no explanation yet - What Multiplication Means has no explanation yet - Arrays for multiplication (age 9+) has no explanation yet - Multiplicative Comparison has no explanation yet - Adding numbers has no explanation yet - Addition and subtraction within 1000 comes before The three digits of a three-digit number, which it needs - Addition and subtraction within 1000 has no explanation yet - Numbers on a number line has no explanation yet - Mentally adding hundreds to 3-digit numbers comes before The three digits of a three-digit number, which it needs - Mentally adding hundreds to 3-digit numbers has no explanation yet - The three digits of a three-digit number has no explanation yet - Place Value to 1000 has no explanation yet - Representing Numbers has no explanation yet - Numbers to 10,000 has no explanation yet - Ordering Numbers to 1000 has no explanation yet - Comparing Large Numbers has no explanation yet - Reading and writing numbers (age 9+) has no explanation yet - Reading and writing numbers to 1000 has no explanation yet - Counting Within 1,000 has no explanation yet Credit: The structure of Saskatchewan curriculum: Mathematics (https://curriculum.gov.sk.ca/CurriculumHome?id=153); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.