Prince Edward Island

3.N Number

• 3.N1 Say the number sequence forward and backward from 0 to 1000 by:

  • 3.N1.1 5s, 10s or 100s using any starting point

    • Skip-counting puzzles (3-A.10)

  • 3.N1.2 3s using starting points that are multiples of 3

  • 3.N1.3 4s using starting points that are multiples of 4

  • 3.N1.4 25s using starting points that are multiples of 25.

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

  • Even or odd (3-A.12)
  • Even or odd: arithmetic rules (3-A.13)
  • Write numbers in words: up to 1000 (3-A.17)
  • Roman numerals I, V, X, L, C, D, M (3-A.19)

• 3.N3 Compare and order numbers to 1000.

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

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

  • Round money amounts (3-O.4)
  • Rounding puzzles (3-O.5)

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

  • Place value models up to thousands (3-B.2)
  • Place value names up to hundreds (3-B.3)
  • 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:

  • 3.N6.1 adding from left to right

  • 3.N6.2 taking one addend to the nearest multiple of ten and then compensating

  • 3.N6.3 using doubles.

• 3.N7 Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as:

  • 3.N7.1 taking the subtrahend to the nearest multiple of ten and then compensating

  • 3.N7.2 thinking of addition

  • 3.N7.3 using doubles.

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

• 3.N9 Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals) by:

  • 3.N9.1 using personal strategies for adding and subtracting with and without the support of manipulatives

    • Complete the addition sentence - up to three digits (3-C.10)
    • Add three or more numbers up to three digits each (3-C.12)
    • 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)

  • 3.N9.2 creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially and symbolically.

    • Add three or more numbers up to three digits - word problems (3-C.13)
    • Subtract numbers up to three digits - word problems (3-D.7)

• 3.N10 Apply mental mathematics strategies and number properties, such as:

  • 3.N10.1 using doubles

  • 3.N10.2 making 10

  • 3.N10.3 using the commutative property

    • Properties of addition (3-C.24)

  • 3.N10.4 using the property of zero

    • Properties of addition (3-C.24)

  • 3.N10.5 thinking addition for subtraction to recall basic addition facts to 18 and related subtraction facts.

• 3.N11 Demonstrate an understanding of multiplication to 5 × 5 by:

  • 3.N11.1 representing and explaining multiplication using equal grouping and arrays

    • 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)

  • 3.N11.2 creating and solving problems in context that involve multiplication

  • 3.N11.3 modelling multiplication using concrete and visual representations, and recording the process symbolically

    • Write multiplication sentences for equal groups (3-E.3)
    • Write multiplication sentences for arrays (3-E.6)
    • Make arrays to model multiplication (3-E.7)

  • 3.N11.4 relating multiplication to repeated addition

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

  • 3.N11.5 relating multiplication to division.

    • 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)
    • Division facts up to 10: find the missing number (3-K.12)

• 3.N12 Demonstrate an understanding of division by:

  • 3.N12.1 representing and explaining division using equal sharing and equal grouping

    • 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)

  • 3.N12.2 creating and solving problems in context that involve equal sharing and equal grouping

    • Division facts up to 10: true or false? (3-K.10)
    • Division facts up to 10: sorting (3-K.11)
    • Division sentences up to 10: true or false? (3-K.14)

  • 3.N12.3 modeling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically

  • 3.N12.4 relating division to repeated subtraction

  • 3.N12.5 relating division to multiplication. (limited to division related to multiplication facts up to 5 × 5)

    • Relate multiplication and division for groups (3-I.3)
    • Relate multiplication and division for arrays (3-I.5)
    • Divide by 1 (3-J.1)
    • Divide by 2 (3-J.2)
    • Divide by 3 (3-J.3)
    • Divide by 4 (3-J.4)
    • Divide by 5 (3-J.5)

• 3.N13 Demonstrate an understanding of fractions by:

  • 3.N13.1 explaining that a fraction represents a part of a whole

    • 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 (3-X.12)

  • 3.N13.2 describing situations in which 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.N13.3 comparing fractions of the same whole with like denominators.

    • Graph and compare fractions with like denominators on number lines (3-Z.3)
    • Compare fractions with like denominators (3-Z.6)
    • Order fractions with like denominators (3-Z.8)

3.PR Patterns and Relations

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

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

• 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 Shape and Space

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

  • Elapsed time word problems (3-S.7)

• 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.

  • Relate time units (3-S.10)

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

  • 3.SS3.1 selecting and justifying referents for the units cm and m

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

  • 3.SS3.2 modeling and describing the relationship between the units cm and m

    • Compare units of length (3-U.5)

  • 3.SS3.3 estimating length using referents

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

  • 3.SS3.4 measuring and recording length, width and height.

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

  • 3.SS4.1 selecting and justifying referents for the units g and kg

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

  • 3.SS4.2 modeling and describing the relationship between the units g and kg

    • Compare units of mass (3-U.8)

  • 3.SS4.3 estimating mass using referents

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

  • 3.SS4.4 measuring and recording mass.

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

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

  • 3.SS5.1 estimating perimeter using referents for centimetre or metre

  • 3.SS5.2 measuring and recording perimeter (cm, m)

    • Perimeter of rectangles (3-W.1)
    • Perimeter of polygons (3-W.2)
    • Perimeter of rectilinear shapes (3-W.3)
    • Perimeter: find the missing side length (3-W.5)

  • 3.SS5.3 constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

• 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)

• 3.SS7 Sort regular and irregular polygons, according to the number of sides including:

  • 3.SS7.1 triangles

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

  • 3.SS7.2 quadrilaterals

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

  • 3.SS7.3 pentagons

  • 3.SS7.4 hexagons

  • 3.SS7.5 octagons

3.SP Statistics and Probability

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

  • Interpret bar graphs (3-T.9)
  • Create bar graphs (3-T.10)

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