Nova Scotia

3.N Number

• Students will be expected to demonstrate number sense

  • 3.N01 Students will be expected to say the number sequence forward and backward by:
    • 1s through transitions to 1000
    • 2s, 5s, 10s, or 100s, using any starting point to 1000
    • 3s, using starting points that are multiples of 3 up to 100
    • 4s, using starting points that are multiples of 4 up to 100
    • 25s, using starting points that are multiples of 25 up to 200

    • 3.N01.01 Extend the number sequence by 1s, particularly through transition from decade to decade and century to century.

      • Count forward and backward - up to 1000 (2-A.18)

    • 3.N01.02 Extend a given skip counting sequence by 2s, 5s, 10s, or 100s, forward and backward, using a given starting point.

      • 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)
      • Skip-counting puzzles (3-A.10)

    • 3.N01.03 Extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3 up to 100.

      • Number sequences (3-A.11)

    • 3.N01.04 Extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4 up to 100.

      • Number sequences (3-A.11)

    • 3.N01.05 Extend a given skip counting sequence by 25s, forward and backward, starting at a given multiple of 25 up to 200.

    • 3.N01.06 Identify and correct errors and omissions in a given skip counting sequence.

    • 3.N01.07 Determine the value of a given set of coins (nickels, dimes, quarters, and loonies) by using skip counting.

      • Count money - up to $1 (2-P.2)

    • 3.N01.08 Identify and explain the skip counting pattern for a given number sequence.

  • 3.N02 Students will be expected to represent and partition numbers to 1000.

    • 3.N02.01 Read a given three-digit numeral without using the word "and".

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

    • 3.N02.02 Read a given number word (0 to 1000).

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

    • 3.N02.03 Represent a given number as an expression.

    • 3.N02.04 Represent a given number concretely and pictorially in a variety of ways.

      • Number lines: up to 1000 (3-A.16)

    • 3.N02.05 Write number words for given multiples of ten to 90.

    • 3.N02.06 Write number words for given multiples of a hundred to 900.

    • 3.N02.07 Record numerals for numbers expressed orally, concretely, or pictorially.

      • Place value models up to hundreds (3-B.1)

  • 3.N03 Students will be expected to compare and order numbers up to 1000.

    • 3.N03.01 Place a given set of numbers in ascending or descending order and verify the result using a number chart or other models.

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

    • 3.N03.02 Create as many different 3-digit numerals as possible, given three different digits. Place the numbers in ascending or descending order.

    • 3.N03.03 Identify errors in a given ordered sequence.

    • 3.N03.04 Identify missing numbers in parts of a given number chart and on a number line.

      • Number lines: up to 1000 (3-A.16)

    • 3.N03.05 Identify errors in a given number chart and on a number line.

    • 3.N03.06 Place numbers on a number line containing benchmark numbers for the purpose of comparison.

    • 3.N03.07 Compare numbers based on a variety of methods, and record the comparison using words and symbols (=, > and <).

      • Comparing numbers: up to 1000 (3-A.20)
      • Pick the greatest/least number: up to 1000 (3-A.22)

  • 3.N04 Students will be expected to estimate quantities less than 1000 using referents.

    • 3.N04.01 Estimate the number of groups of ten in a given quantity using 10 as a referent (known quantity).

    • 3.N04.02 Estimate the number of groups of a hundred in a given quantity using 100 as a referent.

    • 3.N04.03 Estimate a given quantity by comparing it to a referent.

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

    • 3.N04.04 Select an estimate for a given quantity by choosing among three possible choices.

    • 3.N04.05 Select and justify a referent for determining an estimate for a given quantity.

  • 3.N05 Students will be expected to illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

    • 3.N05.01 Record, in more than one way, the number represented by given proportional and non-proportional concrete materials in traditional and non-conventional formats.

      • Place value models up to hundreds (3-B.1)

    • 3.N05.02 Represent a given number in different ways using proportional and non-proportional concrete materials and explain how they are equivalent; e.g., 351 can be represented as three 100s, five 10s, and one 1s; or two 100s, fifteen 10s and one 1s; or three 100s, four 10s, and eleven 1s.

      • 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)

    • 3.N05.03 Record a given number in additive expanded form.

      • Convert from expanded form: up to hundreds (3-B.11)
      • Convert between standard and expanded form: up to hundreds (3-B.13)

    • 3.N05.04 Record a number represented by base-ten blocks arranged in a non-conventional format.

  • 3.N06 Students will be expected to describe and apply mental mathematics strategies for adding two 2- digit numerals.

    • 3.N06.01 Explain mental mathematics strategies that could be used to determine a sum:
      • Ten and some more
      • Tens and some more
      • Quick addition
      • Addition facts to 10 applied to multiples of 10
      • Addition on the hundred chart
      • Adding on
      • Make ten
      • Compensation
      • Compatible numbers

      • Add multiples of 10 (2-G.6)

    • 3.N06.02 Use and describe a personal strategy for determining a sum.

    • 3.N06.03 Determine a sum of two 2-digit numerals efficiently, using mental mathematics strategies.

      • Add two numbers up to two digits (3-C.2)
      • Complete the addition sentence - up to two digits (3-C.3)

  • 3.N07 Students will be expected to describe and apply mental mathematics strategies for subtracting two 2-digit numerals.

    • 3.N07.01 Explain mental mathematics strategies that could be used to determine a difference:
      • Facts with minuends of 10 or less applied to multiples of 10
      • Quick subtraction
      • Subtraction on the hundred chart
      • Compensation
      • Back through ten

      • Subtract multiples of 10 (2-H.1)
      • Subtraction facts: up to 18 (3-D.1)

    • 3.N07.02 Use and describe a personal strategy for determining a difference.

    • 3.N07.03 Determine a difference of two 2-digit numerals efficiently, using mental mathematics strategies.

      • Subtract numbers up to two digits (3-D.2)
      • Complete the subtraction sentence - up to two digits (3-D.3)

  • 3.N08 Students will be expected to apply estimation strategies to predict sums and differences of 1-, 2-, and 3-digit numerals in a problem-solving context.

    • 3.N08.01 Explain estimation strategies that could be used to determine an approximate sum or difference.

      • Estimate sums up to 1000 (3-O.7)
      • Estimate differences up to 1000 (3-O.10)

    • 3.N08.02 Use and describe a strategy for determining an estimate.

    • 3.N08.03 Estimate the solution for a given story problem involving the sum or difference of up to two 3-digit numerals.

      • Estimate sums: word problems (3-O.9)
      • Estimate differences: word problems (3-O.12)

  • 3.N09 Students will be expected to demonstrate an understanding of addition and subtraction of numbers (limited to 1-, 2-, and 3-digit numerals) with answers to 1000 by:
    • using personal strategies for adding and subtracting with and without the support of manipulatives
    • creating and solving problems in context that involve addition and subtraction of numbers concretely, pictorially, and symbolically

    • 3.N09.01 Model the addition of two or more given numbers using concrete or visual representations and record the process symbolically.

      • Use models to add three-digit numbers - without regrouping (3-C.5)
      • Use models to add three-digit numbers - with regrouping (3-C.6)

    • 3.N09.02 Model the subtraction of two given numbers using concrete or visual representations and record the process symbolically.

    • 3.N09.03 Create an addition or subtraction story problem for a given solution.

    • 3.N09.04 Determine the sum of two given numbers using a personal strategy, e.g., for 326 + 48, record 300 + 60 + 14.

      • Add two numbers up to three digits (3-C.7)
      • Addition input/output tables - up to three digits (3-C.8)
      • Complete the addition sentence - up to three digits (3-C.10)
      • Addition up to three digits: fill in the missing digits (3-C.14)

    • 3.N09.05 Determine the difference of two given numbers using a personal strategy, e.g., for 127 – 38, record 38 + 2 + 80 + 7 or 127 – 20 – 10 – 8.

      • Subtract numbers up to three digits (3-D.5)
      • Subtraction input/output tables - up to three digits (3-D.6)
      • Complete the subtraction sentence - up to three digits (3-D.8)
      • Subtraction up to three digits: fill in the missing digits (3-D.10)

    • 3.N09.06 Solve a given problem involving the sum or difference of two given numbers.

      • Add two numbers up to three digits - word problems (3-C.9)
      • Subtract numbers up to three digits - word problems (3-D.7)
      • Addition and subtraction word problems (3-M.10)
      • Two-step addition and subtraction word problems (3-M.15)

  • 3.N10 Students will be expected to apply mental mathematics strategies and number properties to develop quick recall of basic addition facts to 18 and related basic subtraction facts.

    • 3.N10.01 Describe a mental mathematics strategy that could be used to determine a given basic addition fact up to 9 + 9.

      • Add one-digit numbers (3-C.1)

    • 3.N10.02 Explain how the commutative (order-doesn't-matter) property and the identity (no-change-with-zero) property can assist in addition fact learning.

      • Properties of addition (3-C.24)
      • Add using properties (3-C.25)

    • 3.N10.03 Describe a mental mathematics strategy that could be used to determine a given basic subtraction fact with minuends up to 18 and subtrahends up to 9.

    • 3.N10.04 Recognize which facts could be determined by a given strategy.

    • 3.N10.05 Quickly recall basic addition facts to 18 and related subtraction facts in a variety of contexts.

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

  • 3.N11 Students will be expected to 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 involves multiplication
    • modelling multiplication using concrete and visual representations and recording the process symbolically
    • relating multiplication to repeated addition
    • relating multiplication to division

    • 3.N11.01 Identify events from experience that can be described as multiplication.

    • 3.N11.02 Represent a given story problem (orally, shared reading, written) using manipulatives or diagrams and record in a number sentence.

      • Multiplication facts up to 5: word problems (3-H.6)

    • 3.N11.03 Represent a given multiplication expression as repeated addition.

      • Relate addition and multiplication for equal groups (3-E.4)
      • Relate addition and multiplication (3-E.9)

    • 3.N11.04 Represent a given repeated addition as multiplication.

      • Relate addition and multiplication for equal groups (3-E.4)
      • Relate addition and multiplication (3-E.9)

    • 3.N11.05 Create and illustrate a story problem for a given number sentence and/or expression.

    • 3.N11.06 Represent, concretely or pictorially, equal groups for a given number sentence.

      • Count equal groups (3-E.1)
      • Identify multiplication expressions for equal groups (3-E.2)
      • Write multiplication sentences for equal groups (3-E.3)

    • 3.N11.07 Represent a given multiplication expression using an array.

      • Identify multiplication expressions for arrays (3-E.5)
      • Write multiplication sentences for arrays (3-E.6)

    • 3.N11.08 Create an array to model the commutative property of multiplication.

      • Make arrays to model multiplication (3-E.7)

    • 3.N11.09 Relate multiplication to division by using arrays and writing related number sentences.

      • 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.N11.10 Solve a given problem in context involving multiplication.

      • Multiplication facts up to 5: word problems (3-H.6)

  • 3.N12 Students will be expected to 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
    • relating division to multiplication (Limited to division related to multiplication facts up to 5 × 5)

    • 3.N12.01 Identify events from experience that can be described as equal sharing.

    • 3.N12.02 Identify events from experience that can be described as equal grouping.

      • Divide by counting equal groups (3-I.1)
      • Write division sentences for groups (3-I.2)

    • 3.N12.03 Illustrate, with counters or a diagram, a given story problem involving equal sharing, presented orally or through shared reading, and solve the problem.

      • Division facts up to 5: word problems (3-L.4)

    • 3.N12.04 Illustrate, with counters or a diagram, a given story problem involving equal grouping, presented orally or through shared reading, and solve the problem.

      • Division facts up to 5: word problems (3-L.4)

    • 3.N12.05 Listen to a story problem, represent the numbers using manipulatives or a diagram and record the problem with a number sentence and/or expression.

    • 3.N12.06 Create and illustrate with counters, a story problem for a given number sentence and/or expression.

    • 3.N12.07 Represent a given division sentence and/or expression as repeated subtraction.

    • 3.N12.08 Represent a given repeated subtraction as a division sentence.

    • 3.N12.09 9 Relate division to multiplication by using arrays and writing related number sentences.

      • 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.N12.10 Solve a given problem involving division.

      • Division facts up to 5: word problems (3-L.4)

  • 3.N13 Students will be expected to demonstrate an understanding of fractions by:
    • explaining that a fraction represents a part of a whole
    • describing situations in which fractions are used
    • comparing fractions of the same whole with like denominators

    • 3.N13.01 Describe everyday situations where fractions are used.

      • 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)

    • 3.N13.02 Represent a given fraction concretely or pictorially.

      • 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)

    • 3.N13.03 Identify, model, and explain the meaning of numerator and denominator.

      • Identify halves, thirds and fourths (3-X.2)

    • 3.N13.04 Sort a given set of diagrams of regions into those that represent equal parts and those that do not, and explain the sorting.

      • Identify equal parts (3-X.1)

    • 3.N13.05 Name and record the fraction represented by the shaded and non-shaded parts of a given region.

      • 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)

    • 3.N13.06 Compare given fractions with the same denominator using models.

      • Compare fractions using models (3-Z.1)
      • Compare fractions using number lines (3-Z.2)
      • Compare fractions with like denominators (3-Z.6)

3.PR Patterns and Relations

• Patterns - Students will be expected to use patterns to describe the world and solve problems.

  • 3.PR01 Students will be expected to demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds, and actions.

    • 3.PR01.01 Identify and describe increasing patterns.

    • 3.PR01.02 Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues.

    • 3.PR01.03 Extend a pattern, using the pattern rule, for the next three terms.

      • 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.PR01.04 Compare numeric patterns.

      • Compare number patterns (4-L.8)

    • 3.PR01.05 Identify and explain errors in a given increasing pattern.

    • 3.PR01.06 Create a concrete, pictorial, or symbolic representation of an increasing pattern for a given pattern rule.

      • Growing patterns (3-Q.5)

    • 3.PR01.07 Create a concrete, pictorial, or symbolic increasing pattern and describe the pattern rule.

    • 3.PR01.08 Solve a given problem using increasing patterns.

    • 3.PR01.09 Identify and describe the strategy used to determine a missing term in a given increasing pattern.

      • Complete an increasing number pattern (4-L.9)

    • 3.PR01.10 Use ordinal numbers (to 100th) to refer to or to predict terms within an increasing pattern.

  • 3.PR02 Students will be expected to demonstrate an understanding of decreasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds, and actions.

    • 3.PR02.01 Identify and describe decreasing patterns.

    • 3.PR02.02 Describe a given decreasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues.

    • 3.PR02.03 Extend a pattern using the pattern rule for the next three terms.

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

    • 3.PR02.04 Compare numeric patterns.

      • Compare number patterns (4-L.8)

    • 3.PR02.05 Identify and explain errors in a given decreasing pattern.

    • 3.PR02.06 Create a concrete, pictorial, or symbolic representation of a decreasing pattern for a given pattern rule.

    • 3.PR02.07 Create a concrete, pictorial, or symbolic decreasing pattern and describe the pattern rule.

    • 3.PR02.08 Solve a given problem using decreasing patterns.

    • 3.PR02.09 Identify and describe the strategy used to determine a missing term in a given decreasing pattern.

    • 3.PR02.10 Use ordinal numbers (to 100th) to refer to or to predict terms within a decreasing pattern.

• Variables and Equations - Students will be expected to represent algebraic expressions in multiple ways.

  • 3.PR03 Students will be expected to solve one-step addition and subtraction equations involving symbols representing an unknown number.

    • 3.PR03.01 Explain the purpose of the symbol in a given addition and in a given subtraction equation with one unknown.

    • 3.PR03.02 Create an addition or subtraction equation with one unknown to represent a given combination or separate action.

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

    • 3.PR03.03 Provide an alternative symbol for the unknown in a given addition or subtraction equation.

    • 3.PR03.04 Solve a given addition or subtraction equation that represents combining or separating actions with one unknown using manipulatives.

      • Solve for the variable: addition and subtraction (3-N.2)

    • 3.PR03.05 Solve a given addition or subtraction equation with one unknown using a variety of strategies including guess and check.

      • Solve for the variable: addition and subtraction (3-N.2)

    • 3.PR03.06 Explain why the unknown in a given addition or subtraction equation has only one value.

3.M Measurement

• Students will be expected to use direct and indirect measure to solve problems.

  • 3.M01 Students will be expected to relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).

    • 3.M01.01 Select and use a non-standard unit of measure, such as television shows or pendulum swings, to measure the passage of time and explain the choice.

    • 3.M01.02 Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months, and years.

    • 3.M01.03 Provide personal referents for minutes and hours.

    • 3.M01.04 Select and use a standard unit of measure, such as minutes, hours, days, weeks, and months to measure the passage of time and explain the choice.

      • A.M. or P.M. (3-S.4)
      • Timelines (3-S.16)

  • 3.M02 Students will be expected to relate the number of seconds to a minute, the numbers of minutes to an hour, the numbers of hours to a day, and the number of days to a month in a problem-solving context.

    • 3.M02.01 Determine the number of days in any given month using a calendar.

      • Read a calendar (3-S.8)

    • 3.M02.02 Solve a given problem involving the number of seconds in a minute, the number of minutes in an hour, the number of hours in a day, or the number of days in a given month.

      • Convert between seconds, minutes and hours (3-S.9)
      • Relate time units (3-S.10)
      • Convert between hours and fractions of hours (3-S.12)

    • 3.M02.03 Create a calendar that includes days of the week, dates, and personal events.

  • 3.M03 Students will be expected to demonstrate an understanding of measuring length (cm, m) by:
    • selecting and justifying referents for the units centimetre or metre (cm, m)
    • modelling and describing the relationship between the units centimetre or metre (cm, m)
    • estimating length using referents
    • measuring and recording length, width, and height

    • 3.M03.01 Provide a personal referent for one centimetre and explain the choice.

    • 3.M03.02 Provide a personal referent for one metre and explain the choice.

    • 3.M03.03 Match a given standard unit to a given referent.

      • Which unit of length is appropriate? (3-U.4)

    • 3.M03.04 Show that 100 centimetres is equivalent to 1 metre by using concrete materials.

    • 3.M03.05 Estimate the length of an object using personal referents.

      • Which unit of length is appropriate? (3-U.4)

    • 3.M03.06 Determine and record the length and width of a given 2-D shape.

      • Measure using a centimetre ruler (3-U.3)

    • 3.M03.07 Determine and record the length, width or height of a given 3-D object.

      • Measure using a centimetre ruler (3-U.3)

    • 3.M03.08 Draw a line segment of a given length using a ruler.

    • 3.M03.09 Sketch a line segment of a given length without using a ruler.

  • 3.M04 Students will be expected to demonstrate an understanding of measuring mass (g, kg) by:
    • selecting and justifying referents for the units gram and kilogram (g, kg)
    • modelling and describing the relationship between the units gram and kilogram (g, kg)
    • estimating mass using referents; measuring and recording mass

    • 3.M04.01 Provide a personal referent for one gram and explain the choice.

    • 3.M04.02 Provide a personal referent for one kilogram and explain the choice.

    • 3.M04.03 Match a given standard unit to a given referent.

      • Which unit of mass is appropriate? (3-U.7)

    • 3.M04.04 Explain the relationship between 1000 grams and 1 kilogram using a model.

    • 3.M04.05 Estimate the mass of a given object using personal referents.

      • Which unit of mass is appropriate? (3-U.7)

    • 3.M04.06 Measure, using a balance scale, and record the mass of given everyday objects using the units gram (g) and kilogram (kg).

    • 3.M04.07 Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g, and 1 kg.

    • 3.M04.08 Determine the mass of two given similar objects with different masses and explain the results.

    • 3.M04.09 Determine the mass of an object, change its shape, re-measure its mass and explain the results.

  • 3.M05 Students will be expected to demonstrate an understanding of perimeter of regular, irregular, and composite shapes by:
    • estimating perimeter using referents for centimetre or metre (cm, m)
    • measuring and recording perimeter (cm, m)
    • create different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter

    • 3.M05.01 Measure and record the perimeter of a given regular shape and explain the strategy used.

      • Perimeter of rectangles (3-W.1)
      • Perimeter of polygons (3-W.2)

    • 3.M05.02 Measure and record the perimeter of a given irregular or composite shape and explain the strategy used.

      • Perimeter of rectilinear shapes (3-W.3)
      • Perimeter of figures on grids (3-W.4)

    • 3.M05.03 Construct a shape for a given perimeter (cm, m).

    • 3.M05.04 Construct or draw more than one shape for the same given perimeter.

    • 3.M05.05 Estimate the perimeter of a given shape (cm, m) using personal referents.

3.G Geometry

• 3-D Objects and 2-D Shapes - Students will be describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.

  • 3.G01 Students will be expected to describe 3-D objects according to the shape of the faces and the number of edges and vertices.

    • 3.G01.01 Identify the faces, edges, and vertices of given 3-D objects, including spheres, cones, cylinders, pyramids, cubes and other prisms.

      • Count vertices, edges and faces (3-V.7)
      • Identify faces of three-dimensional shapes (3-V.8)

    • 3.G01.02 Identify the shape of the faces of a given 3-D object.

      • Identify faces of three-dimensional shapes (3-V.8)

    • 3.G01.03 Determine the number of faces, edges, and vertices of a given 3-D object.

      • Count vertices, edges and faces (3-V.7)

    • 3.G01.04 Sort a given set of 3-D objects according to the number of faces, edges, or vertices.

      • Identify three-dimensional shapes (3-V.6)

  • 3.G02 Students will be expected to name, describe, compare, create, and sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides.

    • 3.G02.01 Classify a given set of regular and irregular polygons according to the number of sides.

      • Identify two-dimensional shapes (3-V.1)

    • 3.G02.02 Identify given regular and irregular polygons having different dimensions.

      • Is it a polygon? (3-V.12)

    • 3.G02.03 Identify given regular and irregular polygons having different positions.

      • Is it a polygon? (3-V.12)

3.SP Statistics and Probability

• Data Analysis - Students will be expected to collect, display, and analyze data to solve problems.

  • 3.SP01 Students will be expected to collect first-hand data and organize it using tally marks, line plots, charts, and lists to answer questions.

    • 3.SP01.01 Record the number of objects in a given set using tally marks.

    • 3.SP01.02 Determine the common attributes of line plots by comparing line plots in a given set.

    • 3.SP01.03 Organize a given set of data using tally marks, line plots, charts, or lists.

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

    • 3.SP01.04 Collect and organize data using tally marks, line plots, charts, and lists.

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

    • 3.SP01.05 Answer questions arising from a given line plot, chart, or list.

      • Read a table (3-T.4)
      • Interpret line plots (3-T.12)
      • Interpret frequency charts (3-T.14)

    • 3.SP01.06 Answer questions using collected data.

  • 3.SP02 Students will be expected to construct, label, and interpret bar graphs to solve problems.

    • 3.SP02.01 Determine the common attributes, title, and axes of bar graphs by comparing bar graphs in a given set.

    • 3.SP02.02 Create bar graphs from a given set of data including labelling the title and axes.

      • Create bar graphs (3-T.10)

    • 3.SP02.03 Draw conclusions from a given bar graph to solve problems.

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

    • 3.SP02.04 Solve problems by constructing and interpreting a bar graph.

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