Grade 3 Math

Outcomes

Strand: Number
GLO: Develop Number Sense
SLO’s:
1. Say the number sequence 0 to 1000 forward and backward 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
2. Represent and describe numbers to 1000, concretely, pictorially and symbolically.
3. Compare and order numbers to 1000.
4. Estimate quantities less than 1000, using referents.
5. Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
6. Describe and apply mental mathematics strategies for adding two 2-digit numerals.
7. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals.
8. Apply estimation strategies to predict sums and differences of two 2-digit numerals in a
problem-solving context.
9. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000
(limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:
● using personal strategies for adding and subtracting with and without the support of
manipulatives
● creating and solving problems in context that involve addition and subtraction of
numbers.
10. Apply mental mathematics strategies and number properties in order to understand and
recall basic addition facts and related subtraction facts to 18
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.
12. Demonstrate an understanding of division (limited to division related to multiplication
facts up to 5 × _5) by:
● representing and explaining division using equal sharing and equal grouping
● creating and solving problems in context that involve equal sharing and equal grouping
● modelling equal sharing and equal grouping using concrete and visual representations,
and recording the process symbolically
● relating division to repeated subtraction
● relating division to multiplication.
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 that have like denominators.

Strand: Patterns and Relations (Patterns)

GLO: Use patterns to describe the world and to solve problems.
SLO’s:
1. Demonstrate an understanding of increasing patterns by:
● describing
● extending
● comparing
● creating numerical (numbers to 1000) and non-numerical patterns using manipulatives,
diagrams, sounds and actions.
2. Demonstrate an understanding of decreasing patterns by:
● describing
● extending
● comparing
● creating numerical (numbers to 1000) and non-numerical patterns using manipulatives,
diagrams, sounds and actions.
3. Sort objects or numbers, using one or more than one attribute.

Strand: Patterns and Relations (Variables and Equations)

GLO: Represent algebraic expressions in multiple ways
SLO’s:
4. Solve one-step addition and subtraction equations involving a symbol to represent an
unknown number.

Strand: Shape and Space (Measurement)

GLO: Use direct and indirect measurement to solve problems.
SLO’s:
1. Relate the passage of time to common activities, using nonstandard and standard units
(minutes, hours, days, weeks, months, years).
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.
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.
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.
5. Demonstrate an understanding of perimeter of regular and irregular shapes by:
● estimating perimeter, using referents for cm or m
● 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.

Strand: Shape and Space (3-D and 2-D Objects)

GLO: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them.
SLO’s:
6. Describe 3-D objects according to the shape of the faces and the number of edges and
vertices.
7. Sort regular and irregular polygons, including:
● triangles
● quadrilaterals
● pentagons
● hexagons
● octagons
according to the number of sides.

Strand: Statistics and Probability (Data Analysis)

GLO: Collect, display, and analyze data to solve problems
SLO’s:
1. Collect first-hand data and organize it using:
● tally marks
● line plots
● charts
● lists
to answer questions.
2. Construct, label and interpret bar graphs to solve problems.
Unit Timeline:

Guide:
Numbers to 1,000 (Jump Math Unit 2) SLO’s: Number Sense #1, 2, 3, 4, 5, 6, 7, 8, 9
Addition and Subtraction (Unit 3, 15) SLO’s: Number Sense # 6, 7, 8, 9, 10, Variables and
Equations #4
Measurement (Unit 13, 16, 4, 14) SLO’s: Measurement #1-5
Patterns (Unit 1, 11) SLO’s: Patterns #1-3
Multiplication and Division (Unit 6, 7, 10, 12) SLO’s: Number Sense #11-13
3D Objects and 2D Shapes (Unit 5, 8, 17) SLO’s: 3-D and 2-D Objects #6-7
Data Analysis (Unit 9, 18) SLO’s: Data Analysis #1-2
Daily Math (Spiraling Curriculum): Mon.- Number Sense, Patterns and Equations, Tues.-
Number Sense, Wed.- Geometry and Spatial Sense, Thurs.- Measurement, Fri.- Data
Analysis, Mental Math Strategies, & Daily Word Problem Solving
Assessment-

Formative: Daily Math (assessment for learning), Whiteboard Work, Steve Wybourney
Activities (Esti-Mystery, SPLAT), Center Activities/ Related Math games, Mental Math
(Musical Math, whole-group activities), supplementary activities with manipulatives

Summative: Skill Checks, Unit Tests

Resources: Jump Math, Mathology, Mathletics, Math Prodigy, NSWT units, Brain Ninjas

Math Blocks: Period 2-3 (8:40-9:40, 1 hour daily)

2021
Week Monday Tuesday Wednesday Thursday Friday

1: First Day of
31-3 School

2: Labour Day-
6-10 No School

3:
13-17

4: My first day! Staff Meeting Beginning

20-24 Teacher’s
Conference

5: No School- PD Day, No
27-1 NTR Day students
 6:
4-8

7: No School-
11-15 Thanksgiving
Holiday

8: Swimming Lessons Swimming Swimming

18-22 Swimming Lessons Lessons
Lessons 10-10:30 am 10-10:30 am
10-10:30 am

9:
25-29

10:
1-5

11: Remembrance No School, In

8-12 Day- No Lieu Day
School

12: No School, In
15-19 Lieu Day for
PT
Conferences

13:
22-26

14: Divisional PLC’s

29-3 and
School-Based
PD

15:
6-10

16:
13-17

B R E A K
2022
Week Monday Tuesday Wednesday Thursday Friday

17: Classes
3-7 Resume

18:
10-14

19:
17-21

20: District
24-28 Inservice

21: Semester 2
31-4 Begins

22:
7-11

23: Valentine’s Day

14-18

24: No School, In No School, In ATA Teacher’s ATA Teacher’s

21-25 Family Day, Lieu Day Lieu Day for Convention Convention
No School PT
Conferences

25:
28-4

26:
7-11

27: District
14-18 Wellness Day,
No School

28: Divisional PLC’s

21-25 and
School-Based
PD

29:
28-1
 30:
4-8

31: Easter Break,

11-15 15-24

32:
25-29

33:
2-6

34: PAT’s PAT’s

9-13

35: School Based

16-20 PD, No
students

36: No School,
23-27 Victoria Day

37:
30-3

38:
6-10

39:
13-17

40: National
20-24 Indigenous
People’s Day

41: Last Day,

27-1 Half-day ☺