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.B2.1 describing

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

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

3.A10.1 using doubles

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

3.A6.1 adding from left to right

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

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

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

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

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

3.B1.1 describing

3.C7.1 triangles

3.D1.1 tally marks

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

3.B1 demonstrate an understanding of increasing patterns by

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

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

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

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

3.B2.2 extending

3.B2 demonstrate an understanding of decreasing patterns by

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

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

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

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.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.A7.2 thinking of addition

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

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

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

3.C7.2 quadrilaterals

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

3.A10.2 making 10

3.B1.2 extending

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

3.C3.3 estimating length using referents

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

3.B1.3 comparing

3.A7.3 using doubles

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

3.A6.3 using doubles

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

3.C4.3 estimating mass using referents

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

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

3.C7.3 pentagons

3.B2.3 comparing

3.A3 compare and order numbers to 1000

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

3.A10.3 using the commutative property

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

3.D1.3 charts

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

3.A4 estimate quantities less than 1000 using referents

3.A10.4 using the property of zero

3.B2.4 creating

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

3.A12.4 relating division to repeated subtraction

3.C7.4 hexagons

3.A11.4 relating multiplication to repeated addition

3.D1.4 lists

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

3.B1.4 creating

3.C4.4 measuring and recording mass

3.C7.5 octagons

3.A11.5 relating multiplication to division

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

3.A10.5 thinking addition for subtraction

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.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.C7.6 according to the number of sides

3.C7 sort regular and irregular polygons, including

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

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