Manitoba · Grade 3
Mathematics, Grade 3
Manitoba’s Grade 3 math course, from Number to Statistics and Probability.
- Units
- 4
- Lessons
- 10
- Skills
- 43
- Provincial exam
- None
- Official curriculum
- Manitoba Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 24 skills
Number
Numbers to 1000
Skip-counting to 1000
I can skip-count to 1000 by 10s, 100s, 5s, and 25s.
Official code: 3.N.1
Skip-counting by 3s and 4s
I can skip-count by 3s and by 4s.
Official code: 3.N.1
Reading and showing numbers to 1000
I can read, write, and show numbers to 1000.
Official code: 3.N.2
Compatible pairs for 100
I can find two numbers that make 100.
Official code: 3.N.2
Comparing and ordering to 1000
I can put numbers to 1000 in order using place value.
Official code: 3.N.3
Estimating to 1000
I can estimate a large set using groups of 10 or 100.
Official code: 3.N.4
Place value to 1000
I can show what each digit in a three-digit number means.
Official code: 3.N.5
Adding and Subtracting to 1000
Mental strategies for adding
I can add two-digit numbers in my head with a strategy.
Official code: 3.N.6
Using doubles to add
I can use doubles to add two-digit numbers.
Official code: 3.N.6
Mental strategies for subtracting
I can subtract two-digit numbers in my head with a strategy.
Official code: 3.N.7
Using doubles to subtract
I can use doubles to subtract two-digit numbers.
Official code: 3.N.7
Estimating sums and differences
I can estimate a sum or difference before solving.
Official code: 3.N.8
Strategies for adding and subtracting to 1000
I can add and subtract to 1000 with my own strategy.
Official code: 3.N.9
Solving real problems to 1000
I can make up and solve a real add or subtract problem to 1000.
Official code: 3.N.9
Addition and subtraction facts to 18
I can recall addition and subtraction facts to 18 with strategies.
Official code: 3.N.10
Multiplication and Division to 5 x 5
Showing multiplication
I can show multiplication with equal groups and arrays.
Official code: 3.N.11
Multiplication as repeated addition
I can see multiplication as adding equal groups.
Official code: 3.N.11
Making and solving multiplication problems
I can make up and solve a multiplication problem.
Official code: 3.N.11
Showing division
I can show division as sharing or grouping equally.
Official code: 3.N.12
Division as repeated subtraction
I can see division as taking away equal groups.
Official code: 3.N.12
Making and solving division problems
I can make up and solve a division problem.
Official code: 3.N.12
Beginning Fractions
Fractions as equal parts
I can show a fraction as equal parts of a whole.
Official code: 3.N.13
Fractions in real life
I can find fractions in everyday sharing.
Official code: 3.N.13
Comparing fractions of the same whole
I can compare fractions with the same bottom number.
Official code: 3.N.13
The official wording · 24 outcomes
- 3.N.1
- Say the number sequence between any two given numbers forward and backward n from 0 to 1000 by n 10s or 100s, using any starting point n 5s, using starting points that are multiples of 5 n 25s, using starting points that are multiples of 25
- 3.N.1
- n from 0 to 100 by n 3s, using starting points that are multiples of 3 n 4s, using starting points that are multiples of 4
- 3.N.2
- Represent and describe numbers to 1000, concretely, pictorially, and symbolically.
- 3.N.2
- Represent and describe numbers to 1000, concretely, pictorially, and symbolically.
- 3.N.3
- Compare and order numbers to 1000.
- 3.N.4
- Estimate quantities less than 1000 using referents.
- 3.N.5
- Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
- 3.N.6
- Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as n adding from left to right n taking one addend to the nearest multiple of ten and then compensating
- 3.N.6
- Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as n using doubles
- 3.N.7
- Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as n taking the subtrahend to the nearest multiple of ten and then compensating n thinking of addition
- 3.N.7
- Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as n using doubles
- 3.N.8
- Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.
- 3.N.9
- Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by n using personal strategies for adding and subtracting with and without the support of manipulatives
- 3.N.9
- n creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially, and symbolically.
- 3.N.10
- Apply mental math strategies to determine addition facts and related subtraction facts to 18 (9 + 9).
- 3.N.11
- Demonstrate an understanding of multiplication to 5 × 5 by n representing and explaining multiplication using equal grouping and arrays n modelling multiplication using concrete and visual representations, and recording the process symbolically
- 3.N.11
- Demonstrate an understanding of multiplication to 5 × 5 by n relating multiplication to repeated addition
- 3.N.11
- Demonstrate an understanding of multiplication to 5 × 5 by n creating and solving problems in context that involve multiplication n relating multiplication to division
- 3.N.12
- Demonstrate an understanding of division by n representing and explaining division using equal sharing and equal grouping n modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically
- 3.N.12
- Demonstrate an understanding of division by n relating division to repeated subtraction
- 3.N.12
- Demonstrate an understanding of division by n creating and solving problems in context that involve equal sharing and equal grouping n relating division to multiplication
- 3.N.13
- Demonstrate an understanding of fractions by n explaining that a fraction represents a portion of a whole divided into equal parts
- 3.N.13
- Demonstrate an understanding of fractions by n describing situations in which fractions are used
- 3.N.13
- Demonstrate an understanding of fractions by n comparing fractions of the same whole with like denominators
Key ideas
Skip-counting by 100s (100, 200, 300...) and 10s counts large amounts fast.
Adding left to right: for 23 + 46, think 20 + 40 and 3 + 6.
Multiplication means equal groups: 4 x 3 is four groups of 3.
A fraction shows equal parts of a whole.
We can count by 25s (25, 50, 75, 100), like counting quarters.
Watch out for
- Losing the jump size across a hundreds boundary.
- Forgetting to compensate after rounding.
- Making unequal groups for multiplication.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Patterns and Relations
Increasing and Decreasing Patterns
Describing and extending increasing patterns
I can describe an increasing pattern and keep it going.
Official code: 3.PR.1
Comparing and creating increasing patterns
I can compare and make my own increasing patterns.
Official code: 3.PR.1
Describing and extending decreasing patterns
I can describe a decreasing pattern and keep it going.
Official code: 3.PR.2
Comparing and creating decreasing patterns
I can compare and make my own decreasing patterns.
Official code: 3.PR.2
One-Step Equations
The mystery symbol in an equation
I can explain what a mystery symbol stands for.
Official code: 3.PR.3
Solving one-step equations
I can find the number the symbol stands for.
Official code: 3.PR.3
The official wording · 6 outcomes
- 3.PR.1
- Demonstrate an understanding of increasing patterns by n describing n extending patterns using manipulatives, diagrams, and numbers (to 1000).
- 3.PR.1
- Demonstrate an understanding of increasing patterns by n comparing n creating patterns using manipulatives, diagrams, and numbers (to 1000).
- 3.PR.2
- Demonstrate an understanding of decreasing patterns by n describing n extending patterns using manipulatives, diagrams, and numbers (starting from 1000 or less).
- 3.PR.2
- Demonstrate an understanding of decreasing patterns by n comparing n creating patterns using manipulatives, diagrams, and numbers (starting from 1000 or less).
- 3.PR.3
- Solve one-step addition and subtraction equations involving symbols representing an unknown number.
- 3.PR.3
- Solve one-step addition and subtraction equations involving symbols representing an unknown number.
Key ideas
We describe an increasing pattern by its starting point and rule.
A symbol like a triangle stands for an unknown number.
We can extend the pattern and find missing elements.
The unknown has only one value that makes the equation true.
We can compare patterns of counting by 2s, 5s, or 10s.
Watch out for
- Changing the step size partway.
- Thinking the symbol can be any number.
- Confusing increasing with decreasing.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 10 skills
Shape and Space
Time and the Calendar
Relating time to activities
I can match activities to time units and give referents.
Official code: 3.SS.1
Seconds, minutes, and days
I can use time-unit relationships to solve problems.
Official code: 3.SS.2
Length, Mass, and Perimeter
Referents for centimetres and metres
I can pick referents for a centimetre and a metre and relate them.
Official code: 3.SS.3
Estimating and measuring length
I can estimate and measure lengths in cm and m.
Official code: 3.SS.3
Referents for grams and kilograms
I can pick referents for a gram and a kilogram.
Official code: 3.SS.4
Estimating and measuring mass
I can estimate and then measure the mass of an object.
Official code: 3.SS.4
Measuring perimeter
I can find the perimeter of a shape.
Official code: 3.SS.5
Building shapes for a given perimeter
I can build more than one shape with the same perimeter.
Official code: 3.SS.5
3-D Objects and Polygons
Faces, edges, and vertices
I can describe a 3-D object by its faces, edges, and vertices.
Official code: 3.SS.6
Sorting polygons by sides
I can sort polygons by how many sides they have.
Official code: 3.SS.7
The official wording · 10 outcomes
- 3.SS.1
- Relate the passage of time to common activities using non- standard and standard units (minutes, hours, days, weeks, months, years).
- 3.SS.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.
- 3.SS.3
- Demonstrate an understanding of measuring length (cm, m) by Q Q selecting and justifying referents for the units cm and m Q Q modelling and describing the relationship between the units cm and m
- 3.SS.3
- Demonstrate an understanding of measuring length (cm, m) by Q Q estimating length using referents Q Q measuring and recording length, width, and height
- 3.SS.4
- Demonstrate an understanding of measuring mass (g, kg) by n selecting and justifying referents for the units g and kg n modelling and describing the relationship between the units g and kg
- 3.SS.4
- Demonstrate an understanding of measuring mass (g, kg) by n estimating mass using referents n measuring and recording mass
- 3.SS.5
- Demonstrate an understanding of perimeter of regular and irregular shapes by n estimating perimeter using referents for centimetre or metre n measuring and recording perimeter (cm, m)
- 3.SS.5
- Demonstrate an understanding of perimeter of regular and irregular shapes by n constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter
- 3.SS.6
- Describe 3-D objects according to the shape of the faces, and the number of edges and vertices.
- 3.SS.7
- Sort regular and irregular polygons, including n triangles n quadrilaterals n pentagons n hexagons n octagons according to the number of sides.
Key ideas
Some activities take minutes, some hours, days, months, or years.
A centimetre is about a fingernail width; a metre is about a big step.
A face is a flat surface, an edge is where two faces meet, a vertex is a corner.
A personal referent, like a favourite song, helps sense how long a minute is.
100 centimetres make 1 metre.
Watch out for
- Matching activities to the wrong time unit.
- Thinking a metre is only a little longer than a centimetre.
- Confusing edges and vertices.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 3 skills
Statistics and Probability
Data and Bar Graphs
Collecting and organizing data
I can collect data and organize it with tallies and line plots.
Official code: 3.SP.1
Answering questions with data
I can answer questions using organized data.
Official code: 3.SP.1
Constructing and reading bar graphs
I can make a labelled bar graph and use it to solve problems.
Official code: 3.SP.2
The official wording · 3 outcomes
- 3.SP.1
- Collect first-hand data and organize it using n tally marks n line plots n charts n lists to answer questions.
- 3.SP.1
- Collect first-hand data and organize it using n tally marks n line plots n charts n lists to answer questions.
- 3.SP.2
- Construct, label, and interpret bar graphs to solve problems.
Key ideas
We can organize data with tally marks, line plots, charts, or lists.
A line plot stacks marks above a number line to show how many.
We read a line plot, chart, or list to answer questions.
Questions like 'which had the most?' come straight from the data.
A bar graph uses bars with a title and labelled axes to show data.
Watch out for
- Losing count while tallying.
- Stacking line-plot marks unevenly.
- Answering from memory instead of reading the data.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
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The official curriculum
This page follows Manitoba’s own curriculum for Mathematics, Grade 3.
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Questions about Mathematics, Grade 3
What is Mathematics, Grade 3?
Manitoba’s Grade 3 math course: 4 units and 43 skills, from Number to Statistics and Probability.
What units are in Mathematics, Grade 3?
1. Number, 2. Patterns and Relations, 3. Shape and Space and 4. Statistics and Probability.
Is there a provincial exam for Mathematics, Grade 3?
No. Manitoba gives no provincial exam for Mathematics, Grade 3.
What comes after Mathematics, Grade 3?
Mathematics, Grade 4.
Can MapleMind help with Mathematics, Grade 3?
Yes. MapleMind teaches every skill of Mathematics, Grade 3, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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