Alberta

Alberta flag
Skills available for Alberta grade 3 math curriculum

Objectives are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

Show alignments for:

N Number

PR Patterns and Relations

  • PR.1 Use patterns to describe the world and to solve problems.

    • PR.1.1 Demonstrate an understanding of increasing patterns by:

    • PR.1.2 Demonstrate an understanding of decreasing patterns by:

      • PR.1.2.a describing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.2.b extending numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.2.c comparing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.2.d creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.2.1 Describe a given decreasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues.

      • PR.1.2.2 Identify the pattern rule of a given decreasing pattern, and extend the pattern for the next three terms.

      • PR.1.2.3 Identify and explain errors in a given decreasing pattern.

      • PR.1.2.4 Identify and describe various decreasing patterns found on a hundred chart, such as horizontal, vertical and diagonal patterns.

      • PR.1.2.5 Compare decreasing numeric patterns of counting backward by 2s, 5s, 10s, 25s and 100s.

      • PR.1.2.6 Create a concrete, pictorial or symbolic decreasing pattern for a given pattern rule.

      • PR.1.2.7 Create a concrete, pictorial or symbolic decreasing pattern; and describe the relationship, using a pattern rule.

      • PR.1.2.8 Solve a given problem, using decreasing patterns.

      • PR.1.2.9 Identify and describe decreasing patterns in the environment.

      • PR.1.2.10 Identify and apply a pattern rule to determine missing elements for a given pattern.

      • PR.1.2.11 Describe the strategy used to determine missing elements in a given decreasing pattern.

    • PR.1.3 Sort objects or numbers, using one or more than one attribute.

  • PR.2 Represent algebraic expressions in multiple ways.

    • PR.2.4 Solve one-step addition and subtraction equations involving a symbol to represent an unknown number.

      • PR.2.4.1 Explain the purpose of the symbol in a given addition or subtraction equation with one unknown; e.g., in the equation 3 + ? = 10, the triangle represents the number that would make the equation true.

      • PR.2.4.2 Create an addition or subtraction equation with one unknown to represent a given combining or separating action.

      • PR.2.4.3 Provide an alternative symbol for the unknown in a given addition or subtraction equation.

      • PR.2.4.4 Solve, using manipulatives, a given addition or subtraction equation with one unknown that represents combining or separating actions.

      • PR.2.4.5 Solve a given addition or subtraction equation with one unknown, using a variety of strategies, including guess and test.

      • PR.2.4.6 Solve a given addition or subtraction equation when the unknown is on the left or the right side of the equation.

      • PR.2.4.7 Explain why the unknown in a given addition or subtraction equation has only one value.

SS Shape and Space

  • SS.1 Use direct and indirect measurement to solve problems.

    • SS.1.1 Relate the passage of time to common activities, using nonstandard and standard units (minutes, hours, days, weeks, months, years).

      • SS.1.1.1 Select and use a nonstandard unit of measure, such as television shows or pendulum swings, to measure the passage of time, and explain the choice.

      • SS.1.1.2 Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months and years.

      • SS.1.1.3 Provide personal referents for minutes and hours.

    • SS.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.

      • SS.1.2.1 Determine the number of days in any given month, using a calendar.

      • SS.1.2.2 Solve a given problem involving the number of seconds in a minute, minutes in an hour or days in a given month.

      • SS.1.2.3 Create a calendar that includes days of the week, dates and personal events.

    • SS.1.3 Demonstrate an understanding of measuring length (cm, m) by:

    • SS.1.4 Demonstrate an understanding of measuring mass (g, kg) by:

      • SS.1.4.a selecting and justifying referents for the units g and kg.

      • SS.1.4.b modelling and describing the relationship between the units g and kg.

      • SS.1.4.c estimating mass, using referents.

      • SS.1.4.d measuring and recording mass.

      • SS.1.4.1 Provide a personal referent for one gram, and explain the choice.

      • SS.1.4.2 Provide a personal referent for one kilogram, and explain the choice.

      • SS.1.4.3 Match a given standard unit to a given referent.

      • SS.1.4.4 Explain the relationship between 1000 g and 1 kg, using a model.

      • SS.1.4.5 Estimate the mass of a given object, using personal referents.

      • SS.1.4.6 Determine and record the mass of a given 3-D object.

      • SS.1.4.7 Measure, using a scale, and record, using the units g and kg, the mass of given everyday objects.

      • SS.1.4.8 Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g and 1 kg.

      • SS.1.4.9 Determine the mass of two given similar objects with different masses, and explain the results.

      • SS.1.4.10 Determine the mass of an object, change its shape, re-measure its mass, and explain the results.

    • SS.1.5 Demonstrate an understanding of perimeter of regular and irregular shapes by:

      • SS.1.5.a estimating perimeter, using referents for cm or m.

      • SS.1.5.b measuring and recording perimeter (cm, m).

      • SS.1.5.c constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

      • SS.1.5.1 Measure and record the perimeter of a given regular shape, and explain the strategy used.

      • SS.1.5.2 Measure and record the perimeter of a given irregular shape, and explain the strategy used.

      • SS.1.5.3 Construct a shape for a given perimeter (cm, m).

      • SS.1.5.4 Construct or draw more than one shape for a given perimeter.

      • SS.1.5.5 Estimate the perimeter of a given shape (cm, m), using personal referents.

  • SS.2 Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

SP Statistics and Probability