Saskatchewan

N3 Number

• N3.1 Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing and symbolically) including

  • N3.1.1 representing (including place value).

    • 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 stories (3-A.6)
    • Skip-counting sequences (3-A.7)
    • Count forward and backward by fives and tens (3-A.8)
    • Skip-counting puzzles (3-A.10)
    • Number sequences (3-A.11)
    • Write numbers in words: up to 1000 (3-A.17)
    • Roman numerals I, V, X, L, C, D, M (3-A.19)
    • Place value models up to thousands (3-B.2)
    • Convert to/from a number: up to hundreds (3-B.7)
    • Convert between place values: up to hundreds (3-B.9)
    • Convert from expanded form: up to hundreds (3-B.11)
    • Convert between standard and expanded form: up to hundreds (3-B.13)

  • N3.1.2 describing.

    • Ordinal numbers up to 100th (3-A.15)
    • Place value names up to hundreds (3-B.3)
    • Value of a digit: up to hundreds (3-B.5)
    • Place value word problems: up to hundreds (3-B.15)
    • Guess the number (3-P.1)

  • N3.1.3 estimating with referents.

    • Estimate to the nearest ten (2-N.1)
    • Rounding puzzles (3-O.5)

  • N3.1.4 comparing two numbers.

    • Comparing numbers: up to 1000 (3-A.20)
    • Pick the greatest/least number: up to 1000 (3-A.22)
    • Largest/smallest number possible (3-P.2)

  • N3.1.5 ordering three or more numbers.

    • Number lines: up to 1000 (3-A.16)
    • Put numbers up to 1000 in order (3-A.24)
    • Find the order (3-P.3)

• N3.2 Demonstrate understanding of addition of whole numbers with answers to 1000 and their corresponding subtractions (limited to 1, 2 and 3-digit numerals) including

  • N3.2.1 representing strategies for adding and subtracting concretely, pictorially and symbolically.

    • Add two numbers up to two digits (3-C.2)
    • Complete the addition sentence - up to two digits (3-C.3)
    • Balance addition equations - up to two digits (3-C.4)
    • Use models to add three-digit numbers - without regrouping (3-C.5)
    • Use models to add three-digit numbers - with regrouping (3-C.6)
    • 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)
    • Balance addition equations - up to three digits (3-C.11)
    • Add three or more numbers up to three digits each (3-C.12)
    • Subtract numbers up to two digits (3-D.2)
    • Complete the subtraction sentence - up to two digits (3-D.3)
    • Balance subtraction equations - up to two digits (3-D.4)
    • 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)
    • Balance subtraction equations - up to three digits (3-D.9)

  • N3.2.2 solving situational questions involving addition and subtraction.

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

  • N3.2.3 estimating using personal strategies for adding and subtracting.

    • Estimate sums up to 1000 (3-O.7)
    • Estimate sums: word problems (3-O.9)
    • Estimate differences up to 1000 (3-O.10)
    • Estimate differences: word problems (3-O.12)
    • Estimate sums and differences: word problems (3-O.13)

• N3.3 Demonstrate understanding of multiplication to 5 × 5 and the corresponding division statements including

  • N3.3.1 representing and explaining using repeated addition or subtraction, 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)
    • Multiply by 0 (3-F.1)
    • Multiply by 1 (3-F.2)
    • Multiply by 2 (3-F.3)
    • Multiply by 3 (3-F.4)
    • Multiply by 4 (3-F.5)
    • Multiply by 5 (3-F.6)
    • Multiplication facts up to 5 (3-G.5)
    • Multiplication facts up to 5: true or false? (3-G.6)
    • Multiplication facts up to 5: sorting (3-G.7)
    • Divide by counting equal groups (3-I.1)
    • Write division sentences for groups (3-I.2)
    • Write division sentences for arrays (3-I.4)
    • 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)
    • Division facts up to 5 (3-K.4)
    • Division facts up to 5: true or false? (3-K.5)
    • Multiplication and division facts up to 5: true or false? (3-M.3)

  • N3.3.2 creating and solving situational questions.

    • Multiplication facts up to 5: word problems (3-H.6)
    • Multiplication word problems with facts up to 5: find the missing factor (3-H.8)
    • Division facts up to 5: word problems (3-L.4)

  • N3.3.3 modelling processes using concrete, physical and visual representations, and recording the process symbolically.

    • 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)
    • Divide by counting equal groups (3-I.1)
    • Write division sentences for groups (3-I.2)
    • Write division sentences for arrays (3-I.4)

  • N3.3.4 relating multiplication and 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)

• N3.4 Demonstrate understanding of fractions concretely, pictorially, physically and orally including

  • N3.4.1 representing.

    • Identify equal parts (3-X.1)
    • 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)

  • N3.4.2 observing and describing situations.

    • 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)

  • N3.4.3 comparing.

    • Graph and compare fractions with like denominators on number lines (3-Z.3)
    • Graph and compare fractions with like numerators on number lines (3-Z.4)
    • Graph and compare fractions on number lines (3-Z.5)
    • Compare fractions with like denominators (3-Z.6)
    • Compare fractions (3-Z.7)
    • Order fractions with like denominators (3-Z.8)

  • N3.4.4 relating to quantity.

    • 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)

P3 Patterns and Relations

• P3.1 Demonstrate understanding of increasing and decreasing patterns including

  • P3.1.1 observing and describing using manipulatives, pictures, sounds and actions.

    • Skip-counting by twos, fives and tens (3-A.5)

  • P3.1.2 extending using manipulatives, pictures, sounds and actions.

    • Skip-counting puzzles (3-A.10)
    • Number sequences (3-A.11)
    • 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)

  • P3.1.3 comparing using manipulatives, pictures, sounds and actions.

  • P3.1.4 creating patterns using manipulatives, pictures, sounds and actions.

    • Skip-counting stories (3-A.6)
    • Growing patterns (3-Q.5)

• P3.2 Demonstrate understanding of equality by solving one-step addition and subtraction equations involving symbols representing an unknown quantity.

  • Solve for the variable: addition and subtraction (3-N.2)
  • Write variable equations to represent word problems: addition and subtraction (3-N.5)

SS3 Shape and Space

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

  • SS3.1.1 relating common activities to standard and non-standard units.

    • A.M. or P.M. (3-S.4)

  • SS3.1.2 describing relationships between units.

    • 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)

  • SS3.1.3 solving situational questions.

    • Read a calendar (3-S.8)
    • Reading schedules - 12-hour time (3-S.14)
    • Reading schedules - 24-hour time (3-S.15)
    • Timelines (3-S.16)

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

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

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

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

    • Compare units of mass (3-U.8)

  • SS3.2.3 estimating mass using referents.

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

  • SS3.2.4 measuring and recording mass.

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

  • SS3.3.1 selecting and justifying referents.

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

  • SS3.3.2 generalizing the relationship between cm and m.

    • Compare units of length (3-U.5)

  • SS3.3.3 estimating length and perimeter using referents.

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

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

    • Measure using a centimetre ruler (3-U.3)
    • Perimeter of rectangles (3-W.1)
    • Perimeter of polygons (3-W.2)
    • Perimeter of rectilinear shapes (3-W.3)
    • Perimeter of figures on grids (3-W.4)

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

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

  • SS3.5.1 describing.

    • Identify two-dimensional shapes (3-V.1)
    • Parallel sides in quadrilaterals (3-V.3)
    • Classify quadrilaterals (3-V.4)
    • Is it a polygon? (3-V.12)
    • Acute, obtuse and right triangles (3-V.16)
    • Scalene, isosceles and equilateral triangles (3-V.17)
    • Regular and irregular polygons (4-R.9)

  • SS3.5.2 comparing.

    • Count and compare sides and vertices (3-V.2)
    • Identify congruent shapes (3-V.19)

  • SS3.5.3 sorting.

    • Classify quadrilaterals (3-V.4)

SP3 Statistics and Probability

• SP3.1 Demonstrate understanding of first-hand data using tally marks, charts, lists, bar graphs and line plots (abstract pictographs), through

  • SP3.1.1 collecting, organizing and representing.

    • Create pictographs I (3-T.7)
    • Create pictographs II (3-T.8)
    • Create bar graphs (3-T.10)
    • Create line plots (3-T.13)
    • Create frequency charts (3-T.15)

  • SP3.1.2 solving situational questions.

    • Read a table (3-T.4)
    • Interpret pictographs I (3-T.5)
    • Interpret pictographs II (3-T.6)
    • Interpret bar graphs (3-T.9)
    • Use bar graphs to solve problems (3-T.11)
    • Interpret line plots (3-T.12)
    • Interpret frequency charts (3-T.14)