Grade 3 Overview
Spatial Sense and Geometry
Patterning and Algebra
Number Sense and Numeration
Data Management and Probability
Measurement
THREE- AND TWO-DIMENSIONAL
GEOMETRY
 investigate the similarities and differences
among a variety of prisms using concrete materials
and drawings;
 build rectangular prisms from given nets and
explore the attributes of the prisms;
 use two-dimensional shapes to make a three
dimensional model using a variety of building
materials (e.g., cardboard, construction sets);
 sketch a picture of a structure or model
created from three-dimensional figures;
 compare and sort two-dimensional shapes
according to two or more attributes;
 compare and sort three-dimensional figures
according to two or more geometric attributes
(e.g., size, number of faces);
 describe and name prisms and pyramids by
the shape of their base (e.g., square-based
pyramid);
 explain the process they followed in making a
structure or a picture from three- dimensional
figures or two-dimensional shapes;
 match and describe congruent (identical)
three dimensional figures and two-dimensional
shapes;
 explore and identify two-dimensional shapes
using concrete materials and drawings (e.g.,
rhombus, parallelogram);
 solve two-dimensional geometric puzzles
(e.g., pattern blocks, tangram);
TRANSFORMATIONAL GEOMETRY
 explore the concept of lines of symmetry in
two dimensional shapes (e.g., discover that squares
have four lines of symmetry);
 determine lines of symmetry for two
dimensional shapes using paper folding and
reflections in a transparent mirror (e.g., Mira);
 identify transformations, such as flips, slides,
and turns (reflections, translations, and rotations),
using concrete materials and drawings;
 perform rotations using concrete materials
(e.g., quarter turn, half turn, three-quarter turn);
GRIDS AND COORDINATE GEOMETRY
 describe how to get from one point to another
on a grid (e.g., two squares right followed by one
square up).
 understand patterns in which operations are
repeated (e.g., multiplication), transformations are
repeated, or multiple changes are made to attributes;
 identify patterns in which at least two attributes
change (e.g., size, colour);
 create a pattern in which two or more attributes
change (e.g., size, colour, position);
 discuss the choice of a pattern rule;
 given a rule, extend a pattern and describe it in
informal mathematical language (e.g., starting at 3, add
3 to each number to create a pattern);
 use addition and subtraction facts to generate simple
patterns in a hundreds chart;
 use environmental data to create models of patterns
(e.g., Monday – sunny, Tuesday – rainy) and display the
patterns on a chart;
 identify relationships between addition, subtraction,
multiplication, and division;
 use a calculator and a computer application to
explore patterns.
UNDERSTANDING NUMBER
 read and print numerals from 0 to1000;
 read and print number words to one hundred;
 count by 1's, 2's, 5's, 10's, and 100's to 1000 using
various starting points and by 25's to 1000 using
multiples of 25 as starting points;
 count backwards by 2's, 5's, and 10's from 100
using multiples of 2, 5, and 10 as starting points and by
100's from any number less than 1001;
 locate whole numbers to 100 on a number line and
partial number line (e.g., from 79 to 84); show counting
by 2's, 5's, and 10's to 50 on a number line and
extrapolate to tell what goes before or after the given
sequence;
 identify and describe numbers to 1000 in real-life
situations to develop a sense of number (e.g., tell how
high a stack of 1000 pennies would be);
 model numbers grouped in 100's, 10's, and 1's and
use zero as a place holder;
 use ordinal numbers to hundredth; represent and
explain common fractions, presented in real-life
situations, as part of a whole, part of a set, and part of a
measure using concrete materials and drawings (e.g.,
find one-third of a length of ribbon by folding);
COMPUTATIONS
 investigate and demonstrate the properties of whole
number procedures (e.g., 7 + 2 = 9 is related to 9 – 7 =
2);
 use a calculator to examine number relationships
and the effect of repeated operations on numbers
(e.g., explore the pattern created in the units column
when 9 is repeatedly added to a number);
 interpret multiplication and division sentences in a
variety of ways (e.g., using base ten materials, arrays);
 identify numbers that are divisible by 2, 5, or 10;
 recall addition and subtraction facts to 18;
 determine the value of the missing term in an
addition sentence (e.g., 4 +_ = 13);
 demonstrate and recall multiplication facts to 7 x 7
and division facts to 49 ÷ 7 using concrete materials;
 mentally add and subtract one-digit and two-digit
numbers;
 add and subtract three-digit numbers with and
without regrouping using concrete materials;
 add and subtract money amounts and represent the
answer in decimal notation (e.g., 5 dollars and 75 cents
plus 10 cents is 5 dollars and 85 cents, which is $5.85);
APPLICATIONS
 pose and solve number problems involving more
than one operation (e.g., if there are 24 students in our
class and 5 boys and 9 girls wore boots, how many
students did not wear boots?);
 use appropriate strategies (e.g., pencil and paper,
calculator, estimation, concrete materials) to solve
number problems involving whole numbers;
 use various estimation strategies (e.g., clustering in
tens, rounding to hundreds) to solve problems, then
check results for reasonableness.
COLLECTING AND ORGANIZING DATA
 use two or more attributes (e.g., colour, texture,
length) to sort objects and data;
 select appropriate methods (e.g., charts, Venn
diagrams) to cross-classify objects;
 generate questions that have a finite number of
responses for their own surveys;
 use their questions as a basis for collecting data;
CONCLUDING AND REPORTING
 relate objects to number on a graph with many-to
one correspondence (e.g., 1 Canadian flag represents
100 Canadian citizens);
 organize data in Venn diagrams and charts using
several criteria;
 construct bar graphs (with discrete classes on one
axis and number on the other) and pictographs using
scales with multiples of 2, 5, and 10;
 interpret data from graphs (e.g., bar graphs,
pictographs, and circle graphs);
PROBABILITY
 conduct simple probability experiments (e.g.,
rolling a number cube, spinning a spinner) and predict
the results;
 apply the concept of likelihood to events in solving
simple problems;
 predict the probability that an event will occur;
 use mathematical language (e.g., possible,
impossible) in discussion to describe probability.
UNITS OF MEASURE
 explain the use of standard units of measurement
and the relationships between linear measures (e.g.,
millimetres are smaller than metres);
 select the most appropriate unit of measure to
measure length (centimetre, metre, kilometre);
 estimate, measure, and record linear dimensions of
objects (using centimetre, metre, kilometre);
 compare and order objects by their linear
dimensions;
 demonstrate an understanding of the relationship
between days and years, weeks and years;
 estimate and measure the passage of time in five
minute intervals, and in days, weeks, months, and years;
 tell and write time to the nearest minute in 12-hour
notation using digital clocks;
 read and write time to the nearest five minutes using
analog clocks;
 estimate, read, and record temperature to the nearest
degree Celsius;
 demonstrate the relationship between all coins and
bills up to $100;
 make purchases and change for money amounts up
to $10, and estimate, count, and record the value up to
$10 of a collection of coins and bills;
 read and write money amounts using two forms of
notation (89¢ and $0.89);
PERIMETER AND AREA
 measure the perimeter of two-dimensional shapes
using standard units (centimetre and metre), and
compare the perimeters;
 estimate and measure the area of shapes using
uniform non-standard units, and compare and order the
shapes by area;
CAPACITY, VOLUME, AND MASS
 estimate, measure, and record the capacity of
containers using standard units (millilitre, litre), and
compare the measures;
 estimate, measure, and record the mass of familiar
objects using standard units (gram, kilogram).