Subject: Grade 3 Math, Shape and Space Strand
Outcome: SS3.1 – Demonstrate understanding of the passage of time including:
 relating common activities to standard and non-standard units
 describing relationships between units
 solving situational questions.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can select and use a non-standard
and standard units of measure for
the passage of time.
I can identify errors in the ordering
of the days of the week or months of
the year.
I can select and use a non-standard
and standard units of measure for
the passage of time and explain the
choice.
I can create a calendar using the
days of the week, the calendar dates
and personally relevant events.
With assistance I can select a nonstandard unit of measure for the
passage of time.
With assistance I can identify the
day of the week, the month, and the
year for an indicated date on a
calendar.
I can select a non-standard unit of
measure for the passage of time.
I can identify the day of the week,
the month, and the year for an
indicated date on a calendar.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Observe and describe activities relevant to self, family, and community that would involve the measurement of time.
Explore the meaning and use of time-keeping language from different cultures, including First Nations and Metis.
Select and use a personally relevant non-standard unit of measure for the passage of time and explain the choice.
Suggest and sort activities into those that can or cannot be accomplished in a minute, hour, day, month, or year.
Select and justify personal referents for minutes and hours.
Create and solve situational questions using the relationship between the number of minutes in an hour, days in a particular month,
days in a week, hours in a day, weeks in a year, or months in a year.
Identify the day of the week, the month, and the year for an indicated date on a calendar.
Identify today’s date, and then explain how to determine yesterday’s and tomorrow’s date.
Locate a stated or written date on a calendar and explain the strategy used.
Identify errors in the ordering of the days of the week and the months of the year.
Create a calendar using the days of the week, the calendar dates, and personally relevant events.
Describe ways in which the measurement of time is cyclical.
Refer to the Saskatchewan Curriculum Guide Grade 3 Mathematics.
Subject: Grade 3 Math, Shape and Space Strand
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Outcome: SS3.2 - Demonstrate understanding of measuring mass in g and kg by:
selecting and justifying referents for g and kg
 modelling and describing the relationship between g and kg
 estimating mass using referents
 measuring and recording mass.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can compare chosen referents for
1kg, 100g, 10g and 1g.
I can measure the mass of an object.
I can choose and justify referents to
estimate mass in g and kg.
I can estimate, measure and record
the mass of an object.
With assistance I can use referents
to estimate the mass of an object.
With assistance I can measure the
mass of an object.
I can critique referents for
estimating mass in g and kg.
I can explain the relationship
between g and kg.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Observe and describe situations relevant to self, family, and community that involve measuring mass.
Create and solve situational questions that involve the estimating or measuring of mass using g or kg.
Analyze 3-D objects to determine personal referents for 1kg, 100g, 10g and 1g.
Analyze the relationship between 1g, 10g, 100g, 1000g, and 1kg and explain the strategies used.
Select, with justification, an appropriate unit for measuring the mass of a given 3-D object.
Determine, using a scale, and record the mass of an object relevant to one’s self, family, or community.
Estimate the mass of an object relevant to one’s self, family, or community and explain the strategy used.
Directly compare the mass of two 3-D objects and then verify the comparison by measuring the actual masses using a scale.
Generalize statements about the mass of a specific amount of matter when reformed into different shapes or sizes.
Observe and document conversations, mass media reports, and other forms of text that use the term “weight” rather than “mass”.
Refer to the Saskatchewan Curriculum Guide Grade 3 Mathematics.
Subject: Grade 3 Math, Shape and Space Strand
Outcome: SS3.3 – Demonstrate understanding of linear measurement (cm and m) including:
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selecting and justifying referents
 generalizing the relationship between cm and m
 estimating length and perimeter using referents
 measuring and recording length, width, height, and perimeter.
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Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
With assistance I can use
referents to estimate length,
width, height and perimeter of
objects.
With assistance I can measure
length, width, height and
perimeter of objects.
I have a basic understanding.
I can compare chosen referents
for cm and m.
I can measure the length, width,
height and perimeter of objects.
My work consistently meets
expectations.
I can choose and justify referents
to estimate length, width, height
and perimeter in cm and m.
I can estimate, measure and
record the length, width, height
and perimeter of an object.
I have a deeper understanding.
I can critique referents for
estimating length, height, width
and perimeter.
I can explain the relationship
between cm and m.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Observe and describe situations relevant to self, family, and community that involve measuring lengths, including perimeter, in cm or m.
Measure and compare different lengths on 3-D objects to select personally relevant referents for 1cm, 10cm, and 1m.
Create models to generalize a numerical relationship between cm and m.
Pose and solve situational questions that involve the estimating or measuring of length using cm or m.
Identify and determine the length of the dimensions of a personally relevant 2-D shape or 3-D object.
Explain why sometimes different names are used for different length measurements.
Sketch a line segment of an estimated length and describe the strategy used.
Draw a line segment of a given length and explain the process used.
Relate measuring using a referent for 10cm to skip counting quantities by 10s.
Create a picture of a 2-D shape with specified length and width and explain whether the 2-D shape was constructed using estimates or actual lengths.
Measure and record the perimeter of regular 2-D polygons and circles located on 3-D objects, and explain the strategy used.
Measure and record the perimeter of a given irregular 2-D shape, and explain the strategy used.
Construct or draw more than one 2-D shape for the same given perimeter.
Estimate the perimeter of a given 2-D shape using personal referents and explain the strategies used.
Critique the statement “perimeter is a linear measurement”.
Sort a set of 2-D shapes into groups with equal perimeters.
Refer to the Saskatchewan Curriculum Guide Grade 3 Mathematics.
Subject: Grade 3 Math, Shape and Space Strand
Outcome: SS3.4 – Demonstrate understanding of 3-D objects by analyzing characteristics
including faces, edges, and vertices.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can describe the faces, edges and
vertices of a given 3-D object.
I can determine the number of faces,
edges and vertices of a 3-D object.
I can construct a 3-D object given
the faces, edges and vertices.
I can determine the number of faces,
edges and vertices of a 3-D object
and explain the reasoning.
With assistance I can name the faces
of a 3-D object. With assistance I
can count the edges and the vertices
of a 3-D object.
I can observe the faces, edges and
vertices of a given 3-D object.
I can sort a set of 3-D objects
according to the faces, edges and
vertices.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Observe and describe the faces, edges, and vertices of given 3-D objects, including cubes, spheres, cones, cylinders,
pyramids, and prisms.
Critique the statement “the face of a 3-D object is always a 2-D shape”.
Observe and describe the 2-D shapes found on a 3-D object.
Construct a skeleton of a given 3-D object and describe how the skeleton relates to the 3-D object.
Determine the number of faces, edges, and vertices of a given 3-D object and explain the reasoning and strategies.
Critique the statement “a vertex is where three faces meet”.
Sort a set of 3-D objects according to the faces, edges, or vertices and explain the sorting rule used.
Refer to the Saskatchewan Curriculum Guide Grade 3 Mathematics.
Subject: Grade 3 Math, Shape and Space Strand
Outcome: SS3.5 – Demonstrate understanding of 2-D shapes (regular and irregular) including
triangles, quadrilaterals, pentagons, hexagons, and octagons including:
 describing
 comparing
 sorting.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can find polygons
in my environment.
With assistance I can compare and
sort polygons.
I can find polygons in my
environment.
I can sort polygons.
I can define regular and irregular
polygons.
I can use sorting rules to sort
polygons.
I can justify my definitions of regular
and irregular polygons.
I can sort polygons and explain my
sorting rules.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify the sorting rule used on a pre-sorted set of polygons.
Generalize definitions for regular and irregular polygons based on a concept attainment activity or from pre-sorted sets.
Observe, describe the characteristics of, and sort polygons found in situations relevant to self, family, or community, into irregular
and regular polygons.
Analyze irregular and regular polygons in different orientations in terms of the characteristics of the polygons.
Refer to the Saskatchewan Curriculum Guide Grade 3 Mathematics.