Newfoundland and Labrador

Newfoundland and Labrador flag
Skills available for Newfoundland and Labrador 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:

1 Data Analysis

2 Numbers to 1000

  • 2.3N Number

    • 2.3N2 Represent and describe numbers to 1000, concretely, pictorially and symbolically.

    • 2.3N3 Compare and order numbers to 1000.

      • 2.3N3.1 Place a given set of numbers in ascending or descending order, and verify the result by using a hundred chart (e.g., a one hundred chart, a two hundreds chart, a three hundreds chart), a number line or by making references to place value.

      • 2.3N3.2 Create as many different three-digit numerals as possible, given three different digits. Place the numbers in ascending or descending order.

      • 2.3N3.3 Identify and explain errors in a given ordered sequence to 1000.

      • 2.3N3.4 Identify missing numbers in parts of a given hundreds sequence to 1000.

    • 2.3N5 Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

    • 2.3N1 Say the number sequence 0 to 1000 forward and backward by:

      • 2.3N1.a 5s, 10s or 100s, using any starting point

      • 2.3N1.b 3s, using starting points that are multiples of 3

      • 2.3N1.c 4s, using starting points that are multiples of 4

      • 2.3N1.d 25s, using starting points that are multiples of 25.

      • 2.3N1.1 Extend a given skip counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point.

      • 2.3N1.2 Extend a given skip counting sequence by 25s, forward and backward, starting at a given multiple of 25.

      • 2.3N1.3 Identify and correct errors and omissions in a given skip counting sequence.

      • 2.3N1.4 Identify and explain the skip counting pattern for a given number sequence.

      • 2.3N1.5 Determine the value of a given set of coins (nickels, dimes, quarters, loonies) by using skip counting.

      • 2.3N1.6 Extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3.

      • 2.3N1.7 Extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4.

    • 2.3N4 Estimate quantities less than 1000, using referents.

      • 2.3N4.1 Estimate the number of groups of ten in a given quantity, using 10 as a referent (known quantity).

      • 2.3N4.2 Estimate the number of groups of a hundred in a given quantity, using 100 as a referent.

      • 2.3N4.3 Estimate a given quantity by comparing it to a referent.

      • 2.3N4.4 Select an estimate for a given quantity by choosing among three possible choices.

      • 2.3N4.5 Select and justify a referent for determining an estimate for a given quantity.

3 Patterning

4 Geometry

5 Addition and Subtraction

6 Multiplication and Division

7 Fractions

8 Measurement

  • 8.3SS Shape and Space (Measurement)

    • 8.3SS1 Relate the passage of time to common activities, using non-standard and standard units (minutes, hours, days, weeks, months, years).

      • 8.3SS1.1 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.

      • 8.3SS1.2 Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months and years.

      • 8.3SS1.3 Provide personal referents for minutes and hours.

    • 8.3SS2 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.

      • 8.3SS2.1 Determine the number of days in any given month, using a calendar.

      • 8.3SS2.2 Solve a given problem involving the number of seconds in a minute, minutes in an hour or days in a given month.

      • 8.3SS2.3 Create a calendar that includes days of the week, dates and personal events.

    • 8.3SS3 Demonstrate an understanding of measuring length (cm, m) by:

    • 8.3SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by:

      • 8.3SS5.a estimating perimeter, using referents for cm or m

      • 8.3SS5.b measuring and recording perimeter (cm, m)

      • 8.3SS5.c constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

      • 8.3SS5.1 Measure and record the perimeter of a given regular shape, and explain the strategy used.

      • 8.3SS5.2 Measure and record the perimeter of a given irregular shape, and explain the strategy used.

      • 8.3SS5.3 Construct more than one shape for a given perimeter (cm, m).

      • 8.3SS5.4 Estimate the perimeter of a given shape (cm, m), using personal referents.

    • 8.3SS4 Demonstrate an understanding of measuring mass (g, kg) by:

      • 8.3SS4.a selecting and justifying referents for the units g and kg

      • 8.3SS4.b modelling and describing the relationship between the units g and kg

      • 8.3SS4.c estimating mass, using referents

      • 8.3SS4.d measuring and recording mass.

      • 8.3SS4.1 Provide a personal referent for one kilogram, and explain the choice.

      • 8.3SS4.2 Estimate the mass of a given object, using personal referents.

      • 8.3SS4.3 Provide a personal referent for one gram, and explain the choice.

      • 8.3SS4.4 Match a given standard unit to a given referent.

      • 8.3SS4.5 Explain the relationship between 1000 g and 1 kg, using a model.

      • 8.3SS4.6 Measure, using a scale, and record, using the units g and kg, the mass of given everyday objects.

      • 8.3SS4.7 Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g and 1 kg.

      • 8.3SS4.8 Determine the mass of two given similar objects with different masses, and explain the results.

      • 8.3SS4.9 Determine the mass of an object, change its shape, re-measure its mass, and explain the results.