British Columbia

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Skills available for British Columbia grade 3 math curriculum

Objectives are in green 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.

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3.C4.1 selecting and justifying referents for the units g and kg

3.C3.1 selecting and justifying referents for the units cm and m

3.A12.1 representing and explaining division using equal sharing and equal grouping

3.A9.1 using personal strategies for adding and subtracting with and without the support of manipulatives

3.A13.1 explaining that a fraction represents a part of a whole

3.A10.1 using doubles

3.C7.1 triangles

3.C5.1 estimating perimeter using referents for centimetre or metre

3.D1.1 tally marks

3.A1 say the number sequence forward and backward from 0 to 1000 by

3.A7.1 taking the subtrahend to the nearest multiple of ten and then compensating

3.D1 collect first-hand data and organize it using

3.B2.1 describing

3.C1 relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years)

3.A1.1 5s, 10s or 100s using any starting point

3.B1 demonstrate an understanding of increasing patterns by

3.A6.1 adding from left to right

3.B1.1 describing

3.A11.1 representing and explaining multiplication using equal grouping and arrays

3.A13.2 describing situations in which fractions are used

3.A11.2 creating and solving problems in context that involve multiplication

3.A10.2 making 10

3.A7.2 thinking of addition

3.B1.2 extending

3.A1.2 3s using starting points that are multiples of 3

3.D1.2 line plots

3.A9.2 creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially, and symbolically

3.A12.2 creating and solving problems in context that involve equal sharing and equal grouping

3.A6.2 taking one addend to the nearest multiple of ten and then compensating

3.C7.2 quadrilaterals

3.B2 demonstrate an understanding of decreasing patterns by

3.C4.2 modelling and describing the relationship between the units g and kg

3.C2 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.A2 represent and describe numbers to 1000, concretely, pictorially, and symbolically

3.C3.2 modelling and describing the relationship between the units cm and m

3.B2.2 extending

3.C5.2 measuring and recording perimeter (cm, m)

3.A6.3 using doubles

3.D1.3 charts

3.A3 compare and order numbers to 1000

3.A10.3 using the commutative property

3.C5.3 constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter

3.C3.3 estimating length using referents

3.A1.3 4s using starting points that are multiples of 4

3.B3 solve one-step addition and subtraction equations involving symbols representing an unknown number

3.C7.3 pentagons

3.C4.3 estimating mass using referents

3.C3 demonstrate an understanding of measuring length (cm, m) by

3.A7.3 using doubles

3.B1.3 comparing

3.A12.3 modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically

3.A11.3 modelling multiplication using concrete and visual representations, and recording the process symbolically

3.A13.3 comparing fractions of the same whole with like denominators

3.B2.3 comparing

3.C3.4 measuring and recording length, width, and height

3.D1.4 lists

3.A11.4 relating multiplication to repeated addition

3.B2.4 creating

3.A10.4 using the property of zero

3.C4.4 measuring and recording mass

3.B1.4 creating

3.A12.4 relating division to repeated subtraction

3.A1.4 25s using starting points that are multiples of 25

3.C7.4 hexagons

3.A4 estimate quantities less than 1000 using referents

3.C4 demonstrate an understanding of measuring mass (g, kg) by

3.A11.5 relating multiplication to division

3.C5 demonstrate an understanding of perimeter of regular and irregular shapes by

3.A5 illustrate, concretely and pictorially, the meaning of place value for numerals to 1000

3.A12.5 relating division to multiplication (limited to division related to multiplication facts up to 5 x 5)

3.B1.5 patterns using manipulatives, diagrams, sounds, and actions (numbers to 1000)

3.D1.5 to answer questions

3.A10.5 thinking addition for subtraction

3.B2.5 patterns using manipulatives, diagrams, sounds, and actions (numbers to 1000)

3.C7.5 octagons

3.C7.6 according to the number of sides

3.C6 describe 3-D objects according to the shape of the faces, and the number of edges and vertices

3.A10.6 to recall basic addition facts to 18 and related subtraction facts

3.A6 describe and apply mental mathematics strategies for adding two 2-digit numerals, such as

3.A7 describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as

3.C7 sort regular and irregular polygons, including

3.A8 apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context

3.A9 demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals) by

3.A10 apply mental mathematics strategies and number properties, such as

3.A11 demonstrate an understanding of multiplication to 5 × 5 by

3.A12 demonstrate an understanding of division by

3.A Number

3.A13 demonstrate an understanding of fractions by

3.B Patterns and Relations

3.C Shape and Space

3.D Statistics and Probability