Saskatchewan

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Skills available for Saskatchewan 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.

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N Number

P Patterns and Relations

SS3 Shape and Space

  • SS3.1 Demonstrate understanding of the passage of time including:

  • SS3.2 Demonstrate understanding of measuring mass in g and kg by:

    • SS3.2.1 selecting and justifying referents for g and kg

    • SS3.2.2 modelling and describing the relationship between g and kg

    • SS3.2.3 estimating mass using referents

    • SS3.2.4 measuring and recording mass.

    • SS3.2.a Observe and describe situations relevant to self, family, and community that involve measuring mass.

    • SS3.2.b Create and solve situational questions that involve the estimating or measuring of mass using g or kg.

    • SS3.2.c Analyze 3-D objects to determine personal referents for 1 kg, 100 g, 10 g, and 1 g.

    • SS3.2.d Analyze the relationships between 1 g, 10 g, 100 g, 1000 g, and 1 kg and explain the strategies used (e.g., 1 kg is heavier than 100 g, 10 g, and 1 g, or 1 kg is the same mass as 1000 g.)

    • SS3.2.e Select, with justification, an appropriate unit for measuring the mass of a given 3-D objects (e.g., kg would be used to measure a motorbike).

    • SS3.2.f Determine, using a scale, and record the mass of an object relevant to one's self, family, or community.

    • SS3.2.g Estimate the mass of an object relevant to one's self, family, or community and explain the strategy used.

    • SS3.2.h Directly compare the mass of two 3-D objects and then verify the comparison by measuring the actual masses using a scale.

    • SS3.2.i Generalize statements about the mass of a specific amount of matter when reformed into different shapes or sizes (e.g, use clay to make an object, measure the mass of the object, reform the clay into another object and measure the mass of the two objects; an empty balloon versus a full balloon; or water versus ice).

    • SS3.2.j Observe and document conversations, mass media reports, and other forms of text that use the term "weight" rather than "mass".

  • SS3.3 Demonstrate understanding of linear measurement (cm and m) including:

    • SS3.3.1 selecting and justifying referents

    • SS3.3.2 generalizing the relationship between cm and m

    • SS3.3.3 estimating length and perimeter using referents

    • SS3.3.4 measuring and recording length, width, height, and perimeter.

    • SS3.3.a Observe and describe situations relevant to self, family, and community that involve measuring lengths, including perimeter, in cm or m.

    • SS3.3.b Measure and compare different lengths on 3-D objects to select personally relevant referents for 1 cm, 10 cm, and 1 m.

    • SS3.3.c Create models to generalize a numerical relationship between cm and m (i.e., 100 cm is equivalent to 1 metre).

    • SS3.3.d Pose and solve situational questions that involve the estimating or measuring of length (including perimeter) using cm or m.

    • SS3.3.e Identify and determine the length of the dimensions of a personally relevant 2-D shape or 3-D object.

    • SS3.3.f Explain why sometimes different names are used for different length measurements (e.g., height, width, or depth).

    • SS3.3.g Sketch a line segment of an estimated length and describe the strategy used.

    • SS3.3.h Draw a line segment of a given length and explain the process used.

    • SS3.3.i Relate measuring using a referent for 10 cm to skip counting quantities by 10s.

    • SS3.3.j Create a picture of a 2-D shape with specified length and width (or length and height) and explain whether the 2-D shape was constructed using estimates or actual lengths.

    • SS3.3.k Measure and record the perimeter of regular 2-D polygons and circles located on 3-D objects, and explain the strategy used.

    • SS3.3.l Measure and record the perimeter of a given irregular 2-D shape, and explain the strategy used.

    • SS3.3.m Construct or draw more than one 2-D shape for the same given perimeter (cm, m).

    • SS3.3.n Estimate the perimeter of a given 2-D shape (cm, m) using personal referents and explain the strategies used.

    • SS3.3.o Critique the statement "perimeter is a linear measurement".

    • SS3.3.p Sort a set of 2-D shapes into groups with equal perimeters.

  • SS3.4 Demonstrate understanding of 3-D objects by analyzing characteristics including faces, edges, and vertices.

  • SS3.5 Demonstrate understanding of 2-D shapes (regular and irregular) including triangles, quadrilaterals, pentagons, hexagons, and octagons including:

SP3 Statistics and Probability