Skills available for
Saskatchewan grade 3 math curriculum
IXL's grade 3 skills will
be aligned to the 2007 Saskatchewan Foundational and Learning Objectives soon!
Until then, you can view a complete list of
grade 3
objectives below.
Objectives
are in black
and IXL math skills are in blue. Hold your
mouse over the name of a skill to view a sample problem.
Click on the name of a skill to practise that skill.
Document:
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3
Number
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3.1
Develop number sense.
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3.1.1
Say the number sequence forward and backward from 0 to 1000 by:
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3.1.1.1
5s, 10s, or 100s, using any starting point
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3.1.1.2
3s using starting points that are multiples of 3
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3.1.1.3
4s using starting points that are multiples of 4
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3.1.1.4
25s, using starting points that are multiples of 25
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3.1.2
Represent and describe numbers to 1000, concretely, pictorially and symbolically.
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3.1.3
Compare and order numbers to 1000.
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3.1.4
Estimate quantities less than 1000 using referents.
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3.1.5
Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
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3.1.6
Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as:
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3.1.6.1
adding from left to right
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3.1.6.2
taking one addend to the nearest multiple of ten and then compensating
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3.1.6.3
using doubles.
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3.1.7
Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as:
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3.1.7.1
taking the subtrahend to the nearest multiple of ten and then compensating
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3.1.7.2
thinking of addition
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3.1.7.3
using doubles.
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3.1.8
Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.
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3.1.9
Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals) by:
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3.1.9.1
using personal strategies for adding and subtracting with and without the support of manipulatives
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3.1.9.2
creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially and symbolically.
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3.1.10
Apply mental mathematics strategies and number properties, such as:
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3.1.10.1
using doubles
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3.1.10.2
making 10
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3.1.10.3
using the commutative property
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3.1.10.4
using the property of zero
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3.1.10.5
thinking addition for subtraction to determine answers for basic addition facts and related subtraction facts (to 18).
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3.1.11
Demonstrate an understanding of multiplication to 5 × 5 by:
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3.1.11.1
representing and explaining multiplication using equal grouping and arrays
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3.1.11.2
creating and solving problems in context that involve multiplication
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3.1.11.3
modelling multiplication using concrete and visual representations, and recording the process symbolically
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3.1.11.4
relating multiplication to repeated addition
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3.1.11.5
relating multiplication to division.
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3.1.12
Demonstrate an understanding of division by:
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3.1.12.1
representing and explaining division using equal sharing and equal grouping
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3.1.12.2
creating and solving problems in context that involve equal sharing and equal grouping
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3.1.12.3
modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically
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3.1.12.4
relating division to repeated subtraction
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3.1.12.5
relating division to multiplication. (limited to division related to multiplication facts up to 5 × 5)
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3.1.13
Demonstrate an understanding of fractions by:
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3.1.13.1
explaining that a fraction represents a part of a whole
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3.1.13.2
describing situations in which fractions are used
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3.1.13.3
comparing fractions of the same whole with like denominators.
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3
Patterns and Relations
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3.1
Use patterns to describe the world and solve problems.
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3.1.1
Demonstrate an understanding of increasing patterns by:
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3.1.1.1
describing
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3.1.1.2
extending
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3.1.1.3
comparing
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3.1.1.4
creating
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3.1.1.5
patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
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3.1.2
Demonstrate an understanding of decreasing patterns by:
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3.1.2.1
describing
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3.1.2.2
extending
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3.1.2.3
comparing
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3.1.2.4
creating
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3.1.2.5
patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
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3.2
Represent algebraic expressions in multiple ways.
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3.2.3
Solve one-step addition and subtraction equations involving symbols representing an unknown number.
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3
Shape and Space
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3.1
Use direct or indirect measurement to solve problems.
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3.1.1
Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
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3.1.2
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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3.1.3
Demonstrate an understanding of measuring length (cm, m) by:
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3.1.3.1
selecting and justifying referents for the units cm and m
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3.1.3.2
modelling and describing the relationship between the units cm and m
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3.1.3.3
estimating length using referents
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3.1.3.4
measuring and recording length, width and height.
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3.1.4
Demonstrate an understanding of measuring mass (g, kg) by:
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3.1.4.1
selecting and justifying referents for the units g and kg
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3.1.4.2
modelling and describing the relationship between the units g and kg
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3.1.4.3
estimating mass using referents
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3.1.4.4
measuring and recording mass.
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3.1.5
Demonstrate an understanding of perimeter of regular and irregular shapes by:
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3.1.5.1
estimating perimeter using referents for centimetre or metre
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3.1.5.2
measuring and recording perimeter (cm, m)
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3.1.5.3
constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.
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3.2
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
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3.2.6
Describe 3-D objects according to the shape of the faces, and the number of edges and vertices.
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3.2.7
Sort regular and irregular polygons, including:
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3.2.7.1
triangles
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3.2.7.2
quadrilaterals
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3.2.7.3
pentagons
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3.2.7.4
hexagons
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3.2.7.5
octagons
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3.2.7.6
according to the number of sides.
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3
Statistics and Probability
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3.1
Collect, display and analyze data to solve problems.
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3.1.1
Collect first-hand data and organize it using:
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3.1.1.1
tally marks
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3.1.1.2
line plots
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3.1.1.3
charts
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3.1.1.4
lists
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3.1.1.5
to answer questions.
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3.1.2
Construct, label and interpret bar graphs to solve problems.
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