• 3
    Grade 3 Standards
Top Mathematicians
  • Number
    • 3.N.1.1
      number concepts to 1000
      counting:
      - skip-counting by any number from any starting point, increasing and decreasing (i.e., forward and backward)
      - skip-counting is related to multiplication
      - investigating place-value based counting patterns (e.g., counting by 10s, 100s; bridging over a century; noticing the role of zero as a placeholder 698, 699, 700, 701; noticing the predictability of our number system)
      Numbers to 1000 can be arranged and recognized:
      - comparing and ordering numbers
      - estimating large quantities
      place value:
      - 100s, 10s, and 1s
      - understanding the relationship between digit places and their values, to 1000 (e.g., the digit 4 in 342 has the value of 40 or 4 tens)
      - understanding the importance of 0 as a place holder (e.g., in the number 408, the zero indicates that there are 0 tens)
      instructional resource: Math in a Cultural Context, by Jerry Lipka
  • Computational Fluency
  • Patterning
    • 3.P.3.1
      increasing and decreasing patterns
      creating patterns using concrete, pictorial, and numerical representations
      representing increasing and decreasing patterns in multiple ways
      generalizing what makes the pattern increase or decrease (e.g., doubling, adding 2)
    • 3.P.3.2
      pattern rules using words and numbers, based on concrete experiences
      from a concrete pattern, describing the pattern rule using words and numbers
      predictability in song rhythm and patterns
      Share examples of local First Peoples art with the class, and ask students to notice patterns in the artwork.
  • Geometry & Measurement
    • 3.GM.4.1
      measurement, using standard units (linear, mass, and capacity)
      linear measurements, using standard units (e.g., centimetre, metre, kilometre)
      capacity measurements, using standard units (e.g., millilitre, litre)
      Introduce concepts of perimeter, area, and circumference (the distance around); use of formula and pi to calculate not intended — the focus is on the concepts.
      area measurement, using square units (standard and non-standard)
      mass measurements, using standard units (e.g., gram, kilogram)
      estimation of measurements, using standard referents (e.g., If this cup holds 100 millilitres, about how much does this jug hold?)
    • 3.GM.4.2
      construction of 3D shapes
      identifying 3D objects according to the 2D shapes of the faces and the number of edges and vertices (e.g., construction of nets, skeletons)
      describing the attributes of 3D objects (e.g., faces, edges, vertices)
      identifying 3D objects by their mathematical terms (e.g., sphere, cube, prism, cone, cylinder)
      comparing 3D objects (e.g., How are rectangular prisms and cubes the same or different?)
      understanding the preservation of shape (e.g., the orientation of a shape will not change its properties)
      jingle dress bells, bentwood box, birch bark baskets, pithouses
    • 3.GM.4.3
      time concepts
      understanding concepts of time (e.g., second, minute, hour, day, week, month, year)
      understanding the relationships between units of time
      Telling time is not expected at this level.
      estimating time, using environmental references and natural daily/seasonal cycles, temperatures based on weather systems, traditional calendar
  • Data & Probability
  • Financial Literacy
    • 3.FL.6.1
      Fluency with coins and bills to 100 dollars, and earning and payment
      counting mixed combinations of coins and bills up to $100:
      - totalling up a set of coins and bills
      - using different combinations of coins and bills to make the same amount
      understanding that payments can be made in flexible ways (e.g., cash, cheques, credit, electronic transactions, goods and services)
      understanding that there are different ways of earning money to reach a financial goal (e.g., recycling, holding bake sales, selling items, walking a neighbour’s dog)
      Using pictures of First Peoples trade items (e.g., dentalium shells, dried fish, or tools when available) with the values indicated on the back, have students play a trading game.