Northwest Territories

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Skills available for Northwest Territories grade 3 math curriculum

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N Number

  • N.1 Develop number sense.

    • N.1.1 Say the number sequence 0 to 1000 forward and backward by:

      • N.1.1.a 5s, 10s or 100s, using any starting point.

      • N.1.1.b 3s, using starting points that are multiples of 3.

      • N.1.1.c 4s, using starting points that are multiples of 4.

      • N.1.1.d 25s, using starting points that are multiples of 25.

      • N.1.1.1 Extend a given skip counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point.

      • N.1.1.2 Extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3.

      • N.1.1.3 Extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4.

      • N.1.1.4 Extend a given skip counting sequence by 25s, forward and backward, starting at a given multiple of 25.

      • N.1.1.5 Identify and correct errors and omissions in a given skip counting sequence.

      • N.1.1.6 Determine the value of a given set of coins (nickels, dimes, quarters, loonies) by using skip counting.

      • N.1.1.7 Identify and explain the skip counting pattern for a given number sequence.

    • N.1.2 Represent and describe numbers to 1000, concretely, pictorially and symbolically.

      • N.1.2.1 Read a given three-digit numeral without using the word and; e.g., 321 is three hundred twenty-one, NOT three hundred AND twenty-one.

      • N.1.2.2 Read a given number word (0 to 1000).

      • N.1.2.3 Represent a given number as an expression; e.g., 300 – 44 or 20 + 236 for 256.

      • N.1.2.4 Represent a given number, using manipulatives such as base ten materials.

      • N.1.2.5 Represent a given number pictorially.

      • N.1.2.6 Write number words for given multiples of ten to 90.

      • N.1.2.7 Write number words for given multiples of a hundred to 900.

    • N.1.3 Compare and order numbers to 1000.

      • Put numbers up to 1000 in order (3-A.24)

      • N.1.3.1 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 hundred chart, a three hundred chart), a number line or by making references to place value.

      • N.1.3.2 Create as many different 3-digit numerals as possible, given three different digits. Place the numbers in ascending or descending order.

      • N.1.3.3 Identify and explain errors in a given ordered sequence.

      • N.1.3.4 Identify missing numbers in parts of a given hundred chart.

      • N.1.3.5 Identify errors in a given hundred chart.

    • N.1.4 Estimate quantities less than 1000, using referents.

      • N.1.4.1 Estimate the number of groups of ten in a given quantity, using 10 as a referent (known quantity).

      • N.1.4.2 Estimate the number of groups of a hundred in a given quantity, using 100 as a referent.

      • N.1.4.3 Estimate a given quantity by comparing it to a referent.

      • N.1.4.4 Select an estimate for a given quantity by choosing among three possible choices.

      • N.1.4.5 Select and justify a referent for determining an estimate for a given quantity.

    • N.1.5 Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

      • N.1.5.1 Record, in more than one way, the number represented by given proportional materials (e.g., base-ten materials) and non-proportional materials (e.g., money).

      • N.1.5.2 Represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent; e.g., 351 can be represented as three 100s, five 10s and one 1; or two 100s, fifteen 10s and one 1; or three 100s, four 10s and eleven 1s.

      • N.1.5.3 Explain and show, with counters, the meaning of each digit for a given 3-digit numeral with all digits the same; e.g., for the numeral 222, the first digit represents two hundreds (two hundred counters) the second digit represents two tens (twenty counters) and the third digit represents two ones (two counters).

      • N.1.5.4 Explain, using concrete materials, the meaning of zero as a place holder in a given number.

    • N.1.6 Describe and apply mental mathematics strategies for adding two 2-digit numerals.

      • N.1.6.1 Add two given 2-digit numerals, using a mental mathematics strategy, and explain or illustrate the strategy.

      • N.1.6.2 Explain how to use the "adding from left to right" strategy; e.g., to determine the sum of 23 + 46, think 20 + 40 and 3 + 6.

      • N.1.6.3 Explain how to use the "taking one addend to the nearest multiple of ten and then compensating" strategy; e.g., to determine the sum of 28 + 47, think 30 + 47 – 2 or 50 + 28 – 3.

      • N.1.6.4 Explain how to use the "using doubles" strategy; e.g., to determine the sum of 24 + 26, think 25 + 25; to determine the sum of 25 + 26, think 25 + 25 + 1 or doubles plus 1.

      • N.1.6.5 Apply a mental mathematics strategy for adding two given 2-digit numerals.

    • N.1.7 Describe and apply mental mathematics strategies for subtracting two 2-digit numerals.

      • N.1.7.1 Subtract two given 2-digit numerals, using a mental mathematics strategy, and explain or model the strategy used.

      • N.1.7.2 Explain how to use the "taking the subtrahend to the nearest multiple of ten and then compensating" strategy; e.g., to determine the difference of 48 – 19, think 48 – 20 + 1.

      • N.1.7.3 Explain how to use the "adding on" strategy; e.g., to determine the difference of 62 – 45, think 45 + 5, then 50 + 12 and then 5 + 12.

      • N.1.7.4 Explain how to use the "using doubles" strategy; e.g., to determine the difference of 24 – 12, think 12 + 12 = 24.

      • N.1.7.5 Apply a mental mathematics strategy for subtracting two given 2-digit numerals.

    • N.1.8 Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.

      • N.1.8.1 Estimate the solution for a given problem involving the sum of two 2-digit numerals; e.g., to estimate the sum of 43 + 56, use 40 + 50 (the sum is close to 90).

      • N.1.8.2 Estimate the solution for a given problem involving the difference of two 2-digit numerals; e.g., to estimate the difference of 56 – 23, use 50 – 20 (the difference is close to 30).

    • N.1.9 Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:

    • N.1.10 Apply mental mathematics strategies and number properties in order to understand and recall basic addition facts and related subtraction facts to 18.

      • N.1.10.1 Describe a mental mathematics strategy that could be used to determine a given basic fact, such as:

        • N.1.10.1.a doubles; e.g., for 6 + 8, think 7 + 7.

        • N.1.10.1.b doubles plus one; e.g., for 6 + 7, think 6 + 6 + 1.

        • N.1.10.1.c doubles take away one; e.g., for 6 + 7, think 7 + 7 – 1.

        • N.1.10.1.d doubles plus two; e.g., for 6 + 8, think 6 + 6 + 2.

        • N.1.10.1.e doubles take away two; e.g., for 6 + 8, think 8 + 8 – 2.

        • N.1.10.1.f making 10; e.g., for 6 + 8, think 6 + 4 + 4 or 8 + 2 + 4.

        • N.1.10.1.g commutative property; e.g., for 3 + 9, think 9 + 3.

        • N.1.10.1.h addition for subtraction; e.g., for 13 – 7, think 7 + ? = 13.

      • N.1.10.2 Apply the property of zero to determine a given sum or difference when adding or subtracting zero; e.g., 5 + 0 = 5 and 5 – 0 = 5.

      • N.1.10.3 Provide a rule for determining answers when adding and subtracting zero.

      • N.1.10.4 Apply a mental mathematics strategy to provide a solution to a given basic addition fact up to and including 9 + 9 or a related subtraction fact.

      • N.1.10.5 Demonstrate understanding, recall/memorization and application of addition facts up to and including 9 + 9 and related subtraction facts.

    • N.1.11 Demonstrate an understanding of multiplication to 5 × 5 by:

    • N.1.12 Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 × 5) by:

      • N.1.12.a representing and explaining division using equal sharing and equal grouping.

      • N.1.12.b creating and solving problems in context that involve equal sharing and equal grouping.

      • N.1.12.c modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically.

      • N.1.12.d relating division to repeated subtraction.

      • N.1.12.e relating division to multiplication.

      • N.1.12.1 Identify events from experience that can be described as equal sharing.

      • N.1.12.2 Identify events from experience that can be described as equal grouping.

      • N.1.12.3 Illustrate, with counters or a diagram, a given story problem, presented orally, that involves equal sharing; and solve the problem.

      • N.1.12.4 Illustrate, with counters or a diagram, a given story problem, presented orally, that involves equal grouping; and solve the problem.

      • N.1.12.5 Listen to a story problem; represent the numbers, using manipulatives or a sketch; and record the problem with a number sentence.

      • N.1.12.6 Create and illustrate, with counters, a story problem for a given number sentence; e.g., 6 ÷ 3 = 2.

      • N.1.12.7 Represent a given division expression as repeated subtraction.

      • N.1.12.8 Represent a given repeated subtraction as a division expression.

      • N.1.12.9 Relate division to multiplication by using arrays and writing related number sentences.

      • N.1.12.10 Solve a given problem involving division.

      • N.1.12.11 Demonstrate understanding and recall/memorization of division facts related to multiplication facts to 5 × 5.

    • N.1.13 Demonstrate an understanding of fractions by:

PR Patterns and Relations

  • PR.1 Use patterns to describe the world and to solve problems.

    • PR.1.1 Demonstrate an understanding of increasing patterns by:

      • PR.1.1.a describing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.1.b extending numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.1.c comparing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.1.d creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.1.1 Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues; e.g., for 42, 44, 46… the pattern rule is start at 42 and add 2 each time.

      • PR.1.1.2 Identify the pattern rule of a given increasing pattern, and extend the pattern for the next three terms.

      • PR.1.1.3 Identify and explain errors in a given increasing pattern.

      • PR.1.1.4 Locate and describe various increasing patterns found on a hundred chart, such as horizontal, vertical and diagonal patterns.

      • PR.1.1.5 Compare numeric patterns of counting by 2s, 5s, 10s, 25s and 100s.

      • PR.1.1.6 Create a concrete, pictorial or symbolic representation of an increasing pattern for a given pattern rule.

      • PR.1.1.7 Create a concrete, pictorial or symbolic increasing pattern; and describe the relationship, using a pattern rule.

      • PR.1.1.8 Solve a given problem, using increasing patterns.

      • PR.1.1.9 Identify and describe increasing patterns in the environment.

      • PR.1.1.10 Identify and apply a pattern rule to determine missing elements for a given pattern.

      • PR.1.1.11 Describe the strategy used to determine missing elements in a given increasing pattern.

    • PR.1.2 Demonstrate an understanding of decreasing patterns by:

      • PR.1.2.a describing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.2.b extending numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.2.c comparing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.2.d creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

      • PR.1.2.1 Describe a given decreasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues.

      • PR.1.2.2 Identify the pattern rule of a given decreasing pattern, and extend the pattern for the next three terms.

      • PR.1.2.3 Identify and explain errors in a given decreasing pattern.

      • PR.1.2.4 Identify and describe various decreasing patterns found on a hundred chart, such as horizontal, vertical and diagonal patterns.

      • PR.1.2.5 Compare decreasing numeric patterns of counting backward by 2s, 5s, 10s, 25s and 100s.

      • PR.1.2.6 Create a concrete, pictorial or symbolic decreasing pattern for a given pattern rule.

      • PR.1.2.7 Create a concrete, pictorial or symbolic decreasing pattern; and describe the relationship, using a pattern rule.

      • PR.1.2.8 Solve a given problem, using decreasing patterns.

      • PR.1.2.9 Identify and describe decreasing patterns in the environment.

      • PR.1.2.10 Identify and apply a pattern rule to determine missing elements for a given pattern.

      • PR.1.2.11 Describe the strategy used to determine missing elements in a given decreasing pattern.

    • PR.1.3 Sort objects or numbers, using one or more than one attribute.

      • PR.1.3.1 Classify a given set of numbers according to the number of digits.

      • PR.1.3.2 Classify a given set of numbers as odd or even.

      • PR.1.3.3 Classify a given set of numbers as fractions or whole numbers.

      • PR.1.3.4 Determine the difference between two given pre-sorted sets of objects that have been sorted based on two attributes, and explain a possible sorting rule used to sort them.

      • PR.1.3.5 Record the sorting of a set of objects, using tools such as Venn diagrams.

      • PR.1.3.6 Sort a given set of objects or numbers in more than one way, and explain how the sorting rules are different.

  • PR.2 Represent algebraic expressions in multiple ways.

    • PR.2.4 Solve one-step addition and subtraction equations involving a symbol to represent an unknown number.

      • PR.2.4.1 Explain the purpose of the symbol in a given addition or subtraction equation with one unknown; e.g., in the equation 3 + ? = 10, the triangle represents the number that would make the equation true.

      • PR.2.4.2 Create an addition or subtraction equation with one unknown to represent a given combining or separating action.

      • PR.2.4.3 Provide an alternative symbol for the unknown in a given addition or subtraction equation.

      • PR.2.4.4 Solve, using manipulatives, a given addition or subtraction equation with one unknown that represents combining or separating actions.

      • PR.2.4.5 Solve a given addition or subtraction equation with one unknown, using a variety of strategies, including guess and test.

      • PR.2.4.6 Solve a given addition or subtraction equation when the unknown is on the left or the right side of the equation.

      • PR.2.4.7 Explain why the unknown in a given addition or subtraction equation has only one value.

SS Shape and Space

  • SS.1 Use direct and indirect measurement to solve problems.

    • SS.1.1 Relate the passage of time to common activities, using nonstandard and standard units (minutes, hours, days, weeks, months, years).

      • SS.1.1.1 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.

      • SS.1.1.2 Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months and years.

      • SS.1.1.3 Provide personal referents for minutes and hours.

    • SS.1.2 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.

      • SS.1.2.1 Determine the number of days in any given month, using a calendar.

      • SS.1.2.2 Solve a given problem involving the number of seconds in a minute, minutes in an hour or days in a given month.

      • SS.1.2.3 Create a calendar that includes days of the week, dates and personal events.

    • SS.1.3 Demonstrate an understanding of measuring length (cm, m) by:

      • SS.1.3.a selecting and justifying referents for the units cm and m.

      • SS.1.3.b modelling and describing the relationship between the units cm and m.

      • SS.1.3.c estimating length, using referents.

      • SS.1.3.d measuring and recording length, width and height.

      • SS.1.3.1 Provide a personal referent for one centimetre, and explain the choice.

      • SS.1.3.2 Provide a personal referent for one metre, and explain the choice.

      • SS.1.3.3 Match a given standard unit to a given referent.

      • SS.1.3.4 Show that 100 cm is equivalent to 1 m by using concrete materials.

      • SS.1.3.5 Estimate the length of an object, using personal referents.

      • SS.1.3.6 Determine and record the length and width of a given 2-D shape.

      • SS.1.3.7 Determine and record the length, width or height of a given 3-D object.

      • SS.1.3.8 Draw a line segment of a given length, using a ruler.

      • SS.1.3.9 Sketch a line segment of a given length without using a ruler.

    • SS.1.4 Demonstrate an understanding of measuring mass (g, kg) by:

      • SS.1.4.a selecting and justifying referents for the units g and kg.

      • SS.1.4.b modelling and describing the relationship between the units g and kg.

      • SS.1.4.c estimating mass, using referents.

      • SS.1.4.d measuring and recording mass.

      • SS.1.4.1 Provide a personal referent for one gram, and explain the choice.

      • SS.1.4.2 Provide a personal referent for one kilogram, and explain the choice.

      • SS.1.4.3 Match a given standard unit to a given referent.

      • SS.1.4.4 Explain the relationship between 1000 g and 1 kg, using a model.

      • SS.1.4.5 Estimate the mass of a given object, using personal referents.

      • SS.1.4.6 Determine and record the mass of a given 3-D object.

      • SS.1.4.7 Measure, using a scale, and record, using the units g and kg, the mass of given everyday objects.

      • SS.1.4.8 Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g and 1 kg.

      • SS.1.4.9 Determine the mass of two given similar objects with different masses, and explain the results.

      • SS.1.4.10 Determine the mass of an object, change its shape, re-measure its mass, and explain the results.

    • SS.1.5 Demonstrate an understanding of perimeter of regular and irregular shapes by:

      • SS.1.5.a estimating perimeter, using referents for cm or m.

      • SS.1.5.b measuring and recording perimeter (cm, m).

      • SS.1.5.c constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

      • SS.1.5.1 Measure and record the perimeter of a given regular shape, and explain the strategy used.

      • SS.1.5.2 Measure and record the perimeter of a given irregular shape, and explain the strategy used.

      • SS.1.5.3 Construct a shape for a given perimeter (cm, m).

      • SS.1.5.4 Construct or draw more than one shape for a given perimeter.

      • SS.1.5.5 Estimate the perimeter of a given shape (cm, m), using personal referents.

  • SS.2 Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

    • SS.2.6 Describe 3-D objects according to the shape of the faces and the number of edges and vertices.

    • SS.2.7 Sort regular and irregular polygons, including:

      • SS.2.7.a triangles according to the number of sides.

      • SS.2.7.b quadrilaterals according to the number of sides.

      • SS.2.7.c pentagons according to the number of sides.

      • SS.2.7.d hexagons according to the number of sides.

      • SS.2.7.e octagons according to the number of sides.

      • SS.2.7.1 Classify a given set of regular and irregular polygons according to the number of sides.

      • SS.2.7.2 Identify given regular and irregular polygons that have different dimensions.

      • SS.2.7.3 Identify given regular and irregular polygons that have different orientations.

SP Statistics and Probability

  • SP.1 Collect, display and analyze data to solve problems.

    • SP.1.1 Collect first-hand data and organize it using:

      • SP.1.1.a tally marks to answer questions.

      • SP.1.1.b line plots to answer questions.

      • SP.1.1.c charts to answer questions.

      • SP.1.1.d lists to answer questions.

      • SP.1.1.1 Record the number of objects in a given set, using tally marks.

      • SP.1.1.2 Determine the common attributes of line plots by comparing line plots in a given set.

      • SP.1.1.3 Organize a given set of data, using tally marks, line plots, charts or lists.

      • SP.1.1.4 Collect and organize data, using tally marks, line plots, charts and lists.

      • SP.1.1.5 Answer questions arising from a given line plot, chart or list.

      • SP.1.1.6 Answer questions using collected data.

    • SP.1.2 Construct, label and interpret bar graphs to solve problems.