Get help with Mathematics, Grade 3
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The official Manitoba Mathematics, Grade 3 curriculum
Manitoba defines Mathematics, Grade 3 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 13 | Number |
| Strand PR | 3 | Patterns and Relations |
| Strand SS | 7 | Shape and Space |
| Strand SP | 2 | Statistics and Probability |
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How MapleMind teaches Mathematics, Grade 3 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1NumberOfficial strand · Strand N
Numbers to 1000, three-digit addition and subtraction with mental-math strategies, first multiplication and division to 5x5, and beginning fractions.
Numbers to 1000
- Skip-counting to 10003.N.1 — Say the number sequence to 1000 by 10s, 100s, 5s, and 25s, forward and backward, using appropriate starting points.
- Skip-counting by 3s and 4s3.N.1 — Skip-count from 0 to 100 by 3s and by 4s, using starting points that are multiples of 3 and 4.
- Reading and showing numbers to 10003.N.2 — Represent and describe numbers to 1000 concretely, pictorially, and symbolically, including reading three-digit numerals without 'and' and using expressions.
- Compatible pairs for 1003.N.2 — Determine compatible number pairs for 100, and write number words for multiples of ten and multiples of a hundred.
- Comparing and ordering to 10003.N.3 — Compare and order numbers to 1000 using place value, a number line, and a hundred chart.
- Estimating to 10003.N.4 — Estimate quantities less than 1000 using referents of 10 or 100, and justify the referent.
- Place value to 10003.N.5 — Illustrate the meaning of place value for numerals to 1000, representing a number in more than one way with proportional and non-proportional materials.
Adding and Subtracting to 1000
- Mental strategies for adding3.N.6 — Describe and apply mental mathematics strategies for adding two 2-digit numerals, including adding from left to right and taking one addend to the nearest multiple of ten and compensating.
- Using doubles to add3.N.6 — Describe and apply the using-doubles mental mathematics strategy for adding two 2-digit numerals.
- Mental strategies for subtracting3.N.7 — Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, including taking the subtrahend to the nearest multiple of ten and compensating, and thinking of addition.
- Using doubles to subtract3.N.7 — Describe and apply the using-doubles mental mathematics strategy for subtracting two 2-digit numerals.
- Estimating sums and differences3.N.8 — Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.
- Strategies for adding and subtracting to 10003.N.9 — Add and subtract numbers with answers to 1000 using personal strategies, with and without manipulatives, and record the process.
- Solving real problems to 10003.N.9 — Create and solve problems in context involving addition and subtraction of numbers to 1000, concretely, pictorially, and symbolically.
- Addition and subtraction facts to 183.N.10 — Apply mental math strategies such as doubles, making 10, and addition-to-subtraction to determine addition facts and related subtraction facts to 18.
Multiplication and Division to 5 x 5
- Showing multiplication3.N.11 — Represent and explain multiplication to 5 x 5 using equal grouping and arrays, modelling with concrete and visual representations and recording symbolically.
- Multiplication as repeated addition3.N.11 — Relate multiplication to repeated addition, and use skip-counting to determine products for equal groups.
- Making and solving multiplication problems3.N.11 — Create and solve problems in context that involve multiplication to 5 x 5, and relate multiplication to division with arrays and related number sentences.
- Showing division3.N.12 — Represent and explain division using equal sharing and equal grouping, modelling with concrete and visual representations and recording symbolically.
- Division as repeated subtraction3.N.12 — Relate division to repeated subtraction, representing a division as repeated subtraction and a repeated subtraction as a division.
- Making and solving division problems3.N.12 — Create and solve problems in context that involve equal sharing and equal grouping, and relate division to multiplication with arrays and related number sentences.
Beginning Fractions
- Fractions as equal parts3.N.13 — Explain that a fraction represents a portion of a whole divided into equal parts, and identify the numerator and denominator.
- Fractions in real life3.N.13 — Describe everyday situations in which fractions are used, and name and record the fraction represented by the shaded and non-shaded parts of a region.
- Comparing fractions of the same whole3.N.13 — Compare fractions of the same whole with like denominators using concrete and pictorial models.
The official wording — 13 outcomes in this unit
- 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.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.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.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.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.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.13
Demonstrate an understanding of fractions by n explaining that a fraction represents a portion of a whole divided into equal parts
Unit 2Patterns and RelationsOfficial strand · Strand PR
Increasing and decreasing patterns, and solving one-step addition and subtraction equations with an unknown symbol.
Increasing and Decreasing Patterns
- Describing and extending increasing patterns3.PR.1 — Describe and extend increasing patterns to 1000 using manipulatives, diagrams, and numbers, and identify errors and missing elements.
- Comparing and creating increasing patterns3.PR.1 — Compare increasing numeric patterns and create increasing patterns for a given pattern rule, describing the rule.
- Describing and extending decreasing patterns3.PR.2 — Describe and extend decreasing patterns starting from 1000 or less using manipulatives, diagrams, and numbers, and identify errors.
- Comparing and creating decreasing patterns3.PR.2 — Compare decreasing numeric patterns of counting backward and create decreasing patterns for a given pattern rule, describing the rule.
One-Step Equations
- The mystery symbol in an equation3.PR.3 — Explain the purpose of a symbol representing an unknown in a one-step addition or subtraction equation, and explain why the unknown has only one value.
- Solving one-step equations3.PR.3 — Solve one-step addition and subtraction equations with one unknown using manipulatives and strategies including guess and test, and create an equation for a combining or separating situation.
The official wording — 3 outcomes in this unit
- 3.PR.1
Demonstrate an understanding of increasing patterns by n describing n extending 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.3
Solve one-step addition and subtraction equations involving symbols representing an unknown number.
Unit 3Shape and SpaceOfficial strand · Strand SS
Passage of time and calendar relationships, measuring length and mass, perimeter, and describing 3-D objects and polygons.
Time and the Calendar
- Relating time to activities3.SS.1 — Relate the passage of time to common activities using non-standard and standard units, and provide personal referents for minutes and hours.
- Seconds, minutes, and days3.SS.2 — Relate the number of seconds to a minute, minutes to an hour, and days to a month in a problem-solving context.
Length, Mass, and Perimeter
- Referents for centimetres and metres3.SS.3 — Select and justify referents for centimetres and metres, and describe the relationship between cm and m.
- Estimating and measuring length3.SS.3 — Estimate length using referents, and measure and record length, width, and height in centimetres and metres.
- Referents for grams and kilograms3.SS.4 — Select and justify referents for grams and kilograms, and describe the relationship between g and kg.
- Estimating and measuring mass3.SS.4 — Estimate mass using referents, and measure and record mass in grams and kilograms with a scale.
- Measuring perimeter3.SS.5 — Estimate, measure, and record the perimeter of regular and irregular shapes in centimetres and metres.
- Building shapes for a given perimeter3.SS.5 — Construct different shapes for a given perimeter to demonstrate that many shapes are possible for the same perimeter.
3-D Objects and Polygons
- Faces, edges, and vertices3.SS.6 — Describe 3-D objects according to the shape of the faces and the number of edges and vertices.
- Sorting polygons by sides3.SS.7 — Sort regular and irregular polygons including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides.
The official wording — 7 outcomes in this unit
- 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.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.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.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.
Unit 4Statistics and ProbabilityOfficial strand · Strand SP
Collecting and organizing first-hand data with tally marks, line plots, charts, and lists, and constructing bar graphs.
Data and Bar Graphs
- Collecting and organizing data3.SP.1 — Collect and organize first-hand data using tally marks, line plots, charts, and lists.
- Answering questions with data3.SP.1 — Answer questions arising from a line plot, chart, or list using collected data.
- Constructing and reading bar graphs3.SP.2 — Construct, label, and interpret bar graphs to solve problems, including the title and axes.
The official wording — 2 outcomes in this unit
- 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.
Printable workbook · A keepsake of the year
A Mathematics, Grade 3 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with Mathematics, Grade 3?
Yes. MapleMind's AI tutor covers all 43 skills in Manitoba's Mathematics, Grade 3 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 3 Mathematics curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
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What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open Mathematics, Grade 3 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official Manitoba curriculum for Mathematics, Grade 3?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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