New Brunswick

3.N Number

• Develop number sense

  • 3.N1 Say the number sequence forward and backward from 0 to 1000 by: 5s, 10s or 100s using any starting point; 3s using starting points that are multiples of 3; 4s using starting points that are multiples of 4; and 25s using starting points that are multiples of 25.

    • Skip-counting by twos (3-A.1)
    • Skip-counting by fives (3-A.2)
    • Skip-counting by tens (3-A.3)
    • Skip-counting by fives and tens (3-A.4)
    • Skip-counting by twos, fives and tens (3-A.5)
    • Skip-counting stories (3-A.6)
    • Skip-counting sequences (3-A.7)
    • Count forward and backward by fives and tens (3-A.8)
    • Count forward and backward by twos, fives and tens (3-A.9)

  • 3.N2 Represent and describe numbers to 1000, concretely, pictorially and symbolically.

    • Write numbers in words: up to 1000 (3-A.17)

  • 3.N3 Compare and order numbers to 1000.

    • Number lines: up to 1000 (3-A.16)
    • Comparing numbers: up to 1000 (3-A.20)
    • Pick the greatest/least number: up to 1000 (3-A.22)
    • Put numbers up to 1000 in order (3-A.24)

  • 3.N4 Estimate quantities less than 1000 using referents.

    • Estimate to the nearest 10 (3-O.1)

  • 3.N5 Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

    • Place value models up to hundreds (3-B.1)
    • Place value names up to hundreds (3-B.3)
    • Value of a digit: up to hundreds (3-B.5)
    • Convert to/from a number: up to hundreds (3-B.7)
    • Convert between place values: up to hundreds (3-B.9)
    • Convert from expanded form: up to hundreds (3-B.11)
    • Convert between standard and expanded form: up to hundreds (3-B.13)
    • Place value word problems: up to hundreds (3-B.15)

  • 3.N6 Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as: adding from left to right; taking one addend to the nearest multiple of ten and then compensating; and using doubles.

    • Add two numbers up to two digits (3-C.2)

  • 3.N7 Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as: taking the subtrahend to the nearest multiple of ten and then compensating; thinking of addition; and using doubles.

    • Subtract numbers up to two digits (3-D.2)

  • 3.N8 Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem solving context.

    • Estimate sums up to 1000 (3-O.7)
    • Estimate sums: word problems (3-O.9)
    • Estimate differences up to 1000 (3-O.10)
    • Estimate differences: word problems (3-O.12)
    • Estimate sums and differences: word problems (3-O.13)

  • 3.N9 Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals) by: using personal strategies for adding and subtracting with and without the support of manipulatives; and creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially and symbolically.

    • Add two numbers up to two digits (3-C.2)
    • Complete the addition sentence - up to two digits (3-C.3)
    • Balance addition equations - up to two digits (3-C.4)
    • Use models to add three-digit numbers - without regrouping (3-C.5)
    • Use models to add three-digit numbers - with regrouping (3-C.6)
    • Add two numbers up to three digits (3-C.7)
    • Addition input/output tables - up to three digits (3-C.8)
    • Add two numbers up to three digits - word problems (3-C.9)
    • Complete the addition sentence - up to three digits (3-C.10)
    • Balance addition equations - up to three digits (3-C.11)
    • Addition up to three digits: fill in the missing digits (3-C.14)
    • Subtract numbers up to two digits (3-D.2)
    • Complete the subtraction sentence - up to two digits (3-D.3)
    • Balance subtraction equations - up to two digits (3-D.4)
    • Subtract numbers up to three digits (3-D.5)
    • Subtraction input/output tables - up to three digits (3-D.6)
    • Subtract numbers up to three digits - word problems (3-D.7)
    • Complete the subtraction sentence - up to three digits (3-D.8)
    • Balance subtraction equations - up to three digits (3-D.9)
    • Subtraction up to three digits: fill in the missing digits (3-D.10)
    • Addition and subtraction word problems (3-M.10)

  • 3.N10 Apply mental mathematics strategies and number properties, such as: using doubles; making 10; using the commutative property; using the property of zero; and thinking addition for subtraction to recall basic addition facts to 18 and related subtraction facts.

    • Add one-digit numbers (3-C.1)
    • Subtraction facts: up to 18 (3-D.1)

  • 3.N11 Demonstrate an understanding of multiplication to 5 × 5 by: representing and explaining multiplication using equal grouping and arrays; creating and solving problems in context that involve multiplication; modelling multiplication using concrete and visual representations, and recording the process symbolically; relating multiplication to repeated addition; and relating multiplication to division.

    • Count equal groups (3-E.1)
    • Identify multiplication expressions for equal groups (3-E.2)
    • Write multiplication sentences for equal groups (3-E.3)
    • Relate addition and multiplication for equal groups (3-E.4)
    • Identify multiplication expressions for arrays (3-E.5)
    • Write multiplication sentences for arrays (3-E.6)
    • Make arrays to model multiplication (3-E.7)
    • Relate addition and multiplication (3-E.9)
    • Relate multiplication and division for groups (3-I.3)
    • Relate multiplication and division for arrays (3-I.5)
    • Relate multiplication and division (3-I.6)

  • 3.N12 Demonstrate an understanding of division by: representing and explaining division using equal sharing and equal grouping; creating and solving problems in context that involve equal sharing and equal grouping; modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically; relating division to repeated subtraction; and relating division to multiplication (limited to division related to multiplication facts up to 5 × 5).

    • Divide by counting equal groups (3-I.1)
    • Write division sentences for groups (3-I.2)
    • Relate multiplication and division for groups (3-I.3)
    • Write division sentences for arrays (3-I.4)
    • Relate multiplication and division for arrays (3-I.5)
    • Relate multiplication and division (3-I.6)

  • 3.N13 Demonstrate an understanding of fractions by: explaining that a fraction represents a part of a whole; describing situations in which fractions are used; and comparing fractions of the same whole with like denominators.

    • Identify equal parts (3-X.1)
    • Identify halves, thirds and fourths (3-X.2)
    • Make halves, thirds and fourths (3-X.3)
    • Make sixths and eighths (3-X.4)
    • Make halves, thirds, fourths, sixths and eighths (3-X.5)
    • Understand fractions: fraction bars (3-X.6)
    • Understand fractions: area models (3-X.7)
    • Show fractions: fraction bars (3-X.8)
    • Show fractions: area models (3-X.9)
    • Match fractions to models: halves, thirds and fourths (3-X.10)
    • Match unit fractions to models (3-X.11)
    • Match fractions to models (3-X.12)
    • Fractions of number lines: unit fractions (3-X.13)
    • Fractions of number lines (3-X.14)
    • Identify unit fractions on number lines (3-X.15)
    • Identify fractions on number lines (3-X.16)
    • Unit fractions: modelling word problems (3-X.20)
    • Fractions of a whole: modelling word problems (3-X.21)
    • Fractions of a group: word problems (3-X.22)
    • Compare fractions with like denominators (3-Z.6)

3.PR Patterns & Relations

• Use patterns to describe the world and solve problems

  • 3.PR1 Demonstrate an understanding of increasing patterns by: describing; extending; comparing; and creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).

    • Repeating patterns (3-Q.1)
    • Find the next shape in a repeating pattern (3-Q.2)
    • Complete a repeating pattern (3-Q.3)
    • Make a repeating pattern (3-Q.4)
    • Growing patterns (3-Q.5)
    • Find the next shape in a growing pattern (3-Q.6)
    • Find the next row in a growing pattern (3-Q.7)
    • Use a rule to complete a number pattern (3-Q.8)

  • 3.PR2 Demonstrate an understanding of decreasing patterns by: describing; extending; comparing; and creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).

    • Use a rule to complete a number pattern (3-Q.8)

• Represent algebraic expressions in multiple ways

  • 3.PR3 Solve one-step addition and subtraction equations involving symbols representing an unknown number.

    • Solve for the variable: addition and subtraction (3-N.2)
    • Write variable equations to represent word problems: addition and subtraction (3-N.5)

3.SS Shapes & Space

• Use direct or indirect measurement to solve problems

  • 3.SS1 Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).

    • Read a calendar (3-S.8)
    • Reading schedules - 12-hour time (3-S.14)
    • Reading schedules - 24-hour time (3-S.15)
    • Timelines (3-S.16)

  • 3.SS2 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.

    • Convert between seconds, minutes and hours (3-S.9)
    • Relate time units (3-S.10)

  • 3.SS3 Demonstrate an understanding of measuring length (cm, m) by: selecting and justifying referents for the units cm and m; modelling and describing the relationship between the units cm and m; estimating length using referents; and measuring and recording length, width and height.

    • Measure using a centimetre ruler (3-U.3)
    • Which unit of length is appropriate? (3-U.4)

  • 3.SS4 Demonstrate an understanding of measuring mass (g, kg) by: selecting and justifying referents for the units g and kg; modelling and describing the relationship between the units g and kg; estimating mass using referents; and measuring and recording mass.

    • Which unit of mass is appropriate? (3-U.7)
    • Compare units of mass (3-U.8)
    • Convert units of mass (3-U.9)

  • 3.SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter using referents for centimetre or metre; measuring and recording perimeter (cm, m); constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

    • Perimeter of rectangles (3-W.1)
    • Perimeter of polygons (3-W.2)
    • Perimeter of rectilinear shapes (3-W.3)
    • Perimeter of figures on grids (3-W.4)
    • Perimeter: find the missing side length (3-W.5)
    • Perimeter: word problems (3-W.6)

• Describe 3-D objects and 2-D shapes, and analyze the relationships

  • 3.SS6 Describe 3-D objects according to the shape of the faces, and the number of edges and vertices.

    • Identify three-dimensional shapes (3-V.6)
    • Count vertices, edges and faces (3-V.7)
    • Identify faces of three-dimensional shapes (3-V.8)
    • Nets of three-dimensional shapes (3-V.9)
    • Shapes of everyday objects I (3-V.10)
    • Shapes of everyday objects II (3-V.11)

  • 3.SS7 Sort regular and irregular polygons, including: triangles; quadrilaterals; pentagons; hexagons; and octagons according to the number of sides.

    • Identify two-dimensional shapes (3-V.1)
    • Is it a polygon? (3-V.12)

3.SP Statistics & Probability

• Collect, display and analyze data to solve problems

  • 3.SP1 Collect first-hand data and organize it using: tally marks; line plots; charts; and lists to answer questions.

    • Interpret line plots (3-T.12)
    • Create line plots (3-T.13)
    • Interpret frequency charts (3-T.14)
    • Create frequency charts (3-T.15)

  • 3.SP2 Construct, label and interpret bar graphs to solve problems.

    • Interpret bar graphs (3-T.9)
    • Create bar graphs (3-T.10)
    • Use bar graphs to solve problems (3-T.11)