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3Grade 3 Standards
Top Mathematicians
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Number
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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 -
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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. -
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3.235
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3.2415
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3.2510
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3.2615
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3.2720
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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. -
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3.295
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3.3020
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3.3120
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3.3220
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3.3315
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3.N.2
Represent and describe numbers to 1000, concretely, pictorially and symbolically.
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3.110
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3.210
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3.315
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3.N.3
Compare and order numbers to 1000.
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3.N.4
Estimate quantities less than 1000 using referents.
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3.N.5
Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
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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. -
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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. -
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3.N.8
Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.
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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 concretely, pictorially and symbolically.
• creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially and symbolically. -
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3.720
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3.820
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3.920
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3.1020
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3.1120
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3.1220
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3.1320
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3.1420
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3.1520
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3.1620
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3.N.1
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Statistics & Probability
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3.SP.1
Collect first-hand data and organize it using:
• tally marks to answer questions.
• line plots to answer questions.
• charts to answer questions.
• lists to answer questions. -
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3.615
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3.625
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3.635
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3.645
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3.655
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3.665
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3.675
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3.685
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3.6920
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3.7015
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3.SP.2
Construct, label and interpret bar graphs to solve problems.
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3.7115
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3.725
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3.735
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3.SP.1
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Shape and Space
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3.SS.1
Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
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3.4520
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3.4620
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3.4710
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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.
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3.485
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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. -
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3.525
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3.535
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3.SS.6
Describe 3-D objects according to the shape of the faces, and the number of edges and vertices.
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3.545
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3.555
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3.565
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3.575
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3.585
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3.595
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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.
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3.SS.1
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Patterns and Relations
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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) -
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3.3415
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3.3515
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3.3620
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3.3715
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3.385
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3.3920
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3.4020
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3.4115
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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). -
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3.PR.3
Solve one-step addition and subtraction equations involving symbols representing an unknown number.
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3.PR.1