WNCP

N Number

• N.1 Develop number sense.

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

    • N.1.1.1 5s, 10s, or 100s, using any starting point

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

    • N.1.1.2 3s using starting points that are multiples of 3

    • N.1.1.3 4s using starting points that are multiples of 4

    • N.1.1.4 25s, using starting points that are multiples of 25

  • N.1.2 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)

  • N.1.3 Compare and order numbers to 1000.

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

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

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

  • N.1.5 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)

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

    • N.1.6.1 adding from left to right

    • N.1.6.2 taking one addend to the nearest multiple of ten and then compensating

    • N.1.6.3 using doubles.

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

    • N.1.7.1 taking the subtrahend to the nearest multiple of ten and then compensating

    • N.1.7.2 thinking of addition

    • N.1.7.3 using doubles.

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

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

    • N.1.9.1 using personal strategies for adding and subtracting with and without the support of manipulatives concretely, pictorially and symbolically.

      • 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)

    • N.1.9.2 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)

  • N.1.10 Apply mental mathematics strategies and number properties, such as:

    • N.1.10.1 using doubles to recall basic addition facts to 18 and related subtraction facts.

    • N.1.10.2 making 10 to recall basic addition facts to 18 and related subtraction facts.

    • N.1.10.3 using the commutative property to recall basic addition facts to 18 and related subtraction facts.

      • Properties of addition (3-C.24)

    • N.1.10.4 using the property of zero to recall basic addition facts to 18 and related subtraction facts.

      • Properties of addition (3-C.24)

    • N.1.10.5 thinking addition for subtraction to recall basic addition facts to 18 and related subtraction facts.

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

    • N.1.11.1 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)

    • N.1.11.2 creating and solving problems in context that involve multiplication

    • N.1.11.3 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)

    • N.1.11.4 relating multiplication to repeated addition

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

    • N.1.11.5 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)

  • N.1.12 Demonstrate an understanding of division by:

    • N.1.12.1 representing and explaining division using equal sharing and equal grouping (limited to division related to multiplication facts up to 5 × 5)

      • 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)

    • N.1.12.2 creating and solving problems in context that involve equal sharing and equal grouping (limited to division related to multiplication facts up to 5 × 5)

      • 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)

    • N.1.12.3 modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically (limited to division related to multiplication facts up to 5 × 5)

    • N.1.12.4 relating division to repeated subtraction (limited to division related to multiplication facts up to 5 × 5)

    • N.1.12.5 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)

  • N.1.13 Demonstrate an understanding of fractions by:

    • N.1.13.1 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)

    • N.1.13.2 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)

    • N.1.13.3 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)

PR Patterns and Relations

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

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

    • PR.1.1.1 describing patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)

    • PR.1.1.2 extending patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)

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

    • PR.1.1.3 comparing patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)

    • PR.1.1.4 creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)

      • Addition patterns over increasing place values (3-C.23)
      • Subtraction patterns over increasing place values (3-D.15)
      • Multiplication patterns over increasing place values (3-H.3)
      • Division patterns over increasing place values (3-L.2)
      • Time patterns (3-S.11)

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

    • PR.1.2.1 describing patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).

    • PR.1.2.2 extending patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).

    • PR.1.2.3 comparing patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).

    • PR.1.2.4 creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).

• PR.2 Represent algebraic expressions in multiple ways.

  • PR.2.3 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)

SS Shape and Space

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

  • SS.1.1 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)

  • 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.

    • Relate time units (3-S.10)

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

    • SS.1.3.1 selecting and justifying referents for the units cm and m

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

    • SS.1.3.2 modelling and describing the relationship between the units cm and m

      • Compare units of length (3-U.5)

    • SS.1.3.3 estimating length using referents

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

    • SS.1.3.4 measuring and recording length, width and height.

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

    • SS.1.4.1 selecting and justifying referents for the units g and kg

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

    • SS.1.4.2 modelling and describing the relationship between the units g and kg

      • Compare units of mass (3-U.8)

    • SS.1.4.3 estimating mass using referents

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

    • SS.1.4.4 measuring and recording mass.

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

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

    • SS.1.5.1 estimating perimeter using referents for centimetre or metre

    • SS.1.5.2 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)

    • SS.1.5.3 constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

• 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.

    • Identify three-dimensional shapes (3-V.6)
    • Count vertices, edges and faces (3-V.7)
    • Identify faces of three-dimensional shapes (3-V.8)

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

    • SS.2.7.1 triangles, according to the number of sides.

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

    • SS.2.7.2 quadrilaterals, according to the number of sides.

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

    • SS.2.7.3 pentagons, according to the number of sides.

    • SS.2.7.4 hexagons, according to the number of sides.

    • SS.2.7.5 octagons, according to the number of sides.

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.1.1.1 tally marks to answer questions.

    • SP.1.1.2 line plots to answer questions.

      • Interpret line plots (3-T.12)
      • Create line plots (3-T.13)

    • SP.1.1.3 charts to answer questions.

      • Add and subtract data from tables (3-M.9)
      • Interpret charts to find mean and mode (3-BB.6)

    • SP.1.1.4 lists to answer questions.

      • Price lists (3-R.13)

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

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