
3Grade 3 Standards
Top Mathematicians

Number

3.N.1
Say the number sequence forward and backward from 0 to 1000 by:
• 5s, 10s, or 100s, using any starting point
• 3s using starting points that are multiples of 3
• 4s using starting points that are multiples of 4
• 25s, using starting points that are multiples of 25 

3.N.10
Apply mental mathematics strategies and number properties, such as:
• using doubles to recall basic addition facts to 18 and related subtraction facts.
• making 10 to recall basic addition facts to 18 and related subtraction facts.
• using the commutative property to recall basic addition facts to 18 and related subtraction facts.
• using the property of zero to recall basic addition facts to 18 and related subtraction facts.
• thinking addition for subtraction to recall basic addition facts to 18 and related subtraction facts. 
3.N.11
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 involve multiplication
• modelling multiplication using concrete and visual representations, and recording the process symbolically
• relating multiplication to repeated addition
• relating multiplication to division. 

3.235

3.2415

3.2510

3.2615

3.2720


3.N.12
Demonstrate an understanding of division by:
• representing and explaining division using equal sharing and equal grouping (limited to division related to multiplication facts up to 5 × 5)
• creating and solving problems in context that involve equal sharing and equal grouping (limited to division related to multiplication facts up to 5 × 5)
• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically (limited to division related to multiplication facts up to 5 × 5)
• relating division to repeated subtraction (limited to division related to multiplication facts up to 5 × 5)
• relating division to multiplication. (limited to division related to multiplication facts up to 5 × 5) 
3.N.13
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. 

3.295

3.3020

3.3120

3.3220

3.3315


3.N.2
Represent and describe numbers to 1000, concretely, pictorially and symbolically.


3.110

3.210

3.315


3.N.3
Compare and order numbers to 1000.

3.N.4
Estimate quantities less than 1000 using referents.


3.N.5
Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

3.N.6
Describe and apply mental mathematics strategies for adding two 2digit numerals, such as:
• adding from left to right
• taking one addend to the nearest multiple of ten and then compensating
• using doubles. 

3.N.7
Describe and apply mental mathematics strategies for subtracting two 2digit numerals, such as:
• taking the subtrahend to the nearest multiple of ten and then compensating
• thinking of addition
• using doubles. 

3.N.8
Apply estimation strategies to predict sums and differences of two 2digit numerals in a problemsolving context.


3.N.9
Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3digit numerals) by:
• using personal strategies for adding and subtracting with and without the support of manipulatives concretely, pictorially and symbolically.
• creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially and symbolically. 

3.720

3.820

3.920

3.1020

3.1120

3.1220

3.1320

3.1420

3.1520

3.1620


3.N.1

Patterns and Relations

3.PR.1
Demonstrate an understanding of increasing patterns by:
• describing patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)
• extending patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)
• comparing patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)
• creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000) 

3.3415

3.3515

3.3620

3.3715

3.385

3.3920

3.4020

3.4115


3.PR.2
Demonstrate an understanding of decreasing patterns by:
• describing patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
• extending patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
• comparing patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
• creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000). 

3.PR.3
Solve onestep addition and subtraction equations involving symbols representing an unknown number.

3.PR.1

Shape and Space

3.SS.1
Relate the passage of time to common activities using nonstandard and standard units (minutes, hours, days, weeks, months, years).


3.4520

3.4620

3.4710


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 problemsolving context.


3.485


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. 
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. 
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. 

3.525

3.535


3.SS.6
Describe 3D objects according to the shape of the faces, and the number of edges and vertices.


3.545

3.555

3.565

3.575

3.585

3.595


3.SS.7
Sort regular and irregular polygons, including:
• triangles, according to the number of sides.
• quadrilaterals, according to the number of sides.
• pentagons, according to the number of sides.
• hexagons, according to the number of sides.
• octagons, according to the number of sides.

3.SS.1

Statistics & Probability

3.SP.1
Collect firsthand data and organize it using:
• tally marks to answer questions.
• line plots to answer questions.
• charts to answer questions.
• lists to answer questions. 

3.615

3.625

3.635

3.645

3.655

3.665

3.675

3.685

3.6920

3.7015


3.SP.2
Construct, label and interpret bar graphs to solve problems.


3.7115

3.725

3.735


3.SP.1