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.A6.1 adding from left to right

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.B1 demonstrate an understanding of increasing patterns by

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

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

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

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

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

3.A10.1 using doubles

3.D1.1 tally marks

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

3.B2.1 describing

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

3.B1.1 describing

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

3.C7.1 triangles

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

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

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.C7.2 quadrilaterals

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

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

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

3.B2 demonstrate an understanding of decreasing patterns by

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

3.D1.2 line plots

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

3.B2.2 extending

3.B1.2 extending

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

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

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

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

3.A7.2 thinking of addition

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

3.A10.2 making 10

3.A3 compare and order numbers to 1000

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

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

3.C4.3 estimating mass using referents

3.C7.3 pentagons

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

3.B2.3 comparing

3.C3.3 estimating length using referents

3.A6.3 using doubles

3.D1.3 charts

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

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

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

3.A10.3 using the commutative property

3.B1.3 comparing

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

3.A7.3 using doubles

3.C4.4 measuring and recording mass

3.B2.4 creating

3.A10.4 using the property of zero

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

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.D1.4 lists

3.A11.4 relating multiplication to repeated addition

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

3.A4 estimate quantities less than 1000 using referents

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

3.A11.5 relating multiplication to division

3.D1.5 to answer questions

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

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

3.C7.5 octagons

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

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

3.A10.5 thinking addition for subtraction

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

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

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