Get help with Mathematics, Grade 3
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The official New Brunswick Mathematics, Grade 3 curriculum
New Brunswick 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 New Brunswick's official K-12 education resourcesRead it on the government site — www2.gnb.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 |
Every skill below, taught one on one.
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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
Skip-counting and numbers to 1000, place value, mental addition and subtraction, addition and subtraction to 1000, first multiplication and division, and first fractions.
Skip-Counting and Numbers to 1000
- Skip-counting by 5s, 10s, and 100sN1 — Say the number sequence forward and backward from 0 to 1000 by 5s, 10s, or 100s, using any starting point.
- Skip-counting by 3s, 4s, and 25sN1 — Say the number sequence by 3s and 4s using starting points that are multiples of 3 and 4, and by 25s using starting points that are multiples of 25.
- Showing numbers to 1000N2 — Represent and describe numbers to 1000 concretely, pictorially, and symbolically.
- Comparing and ordering to 1000N3 — Compare and order numbers to 1000 using place value.
- Estimating quantities to 1000N4 — Estimate quantities less than 1000 using referents.
- Hundreds, tens, and onesN5 — Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
Mental Math and Adding/Subtracting to 1000
- Adding two 2-digit numbers mentallyN6 — Describe and apply mental mathematics strategies for adding two 2-digit numerals.
- Subtracting two 2-digit numbers mentallyN7 — Describe and apply mental mathematics strategies for subtracting two 2-digit numerals.
- Estimating sums and differencesN8 — Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.
- Adding numbers to 1000N9 — Add numbers with answers to 1000, limited to 1-, 2-, and 3-digit numerals, using strategies and regrouping.
- Subtracting numbers to 1000N9 — Subtract numbers with answers to 1000, limited to 1-, 2-, and 3-digit numerals, using strategies and regrouping.
- Doubles and making 10 for factsN10 — Apply the doubles and making-10 strategies to determine basic addition facts and related subtraction facts to 18.
- The commutative and zero propertiesN10 — Apply the commutative property and the property of zero to determine basic addition facts and related subtraction facts to 18.
- Thinking addition to subtractN10 — Apply the thinking-addition-for-subtraction strategy to determine basic subtraction facts related to addition facts to 18.
Multiplication, Division, and Fractions
- Multiplication as equal groups and arraysN11 — Demonstrate an understanding of multiplication to 5 × 5 by making equal groups and arrays and connecting them to repeated addition.
- Multiplication facts to 5 by 5N11 — Determine multiplication facts to 5 × 5 using skip-counting, arrays, and known facts.
- Division as sharing and groupingN12 — Demonstrate an understanding of division (limited to facts related to multiplication up to 5 × 5) as equal sharing and equal grouping.
- Relating division to multiplicationN12 — Relate division to multiplication using fact families, for facts related to multiplication up to 5 × 5.
- A fraction is part of a wholeN13 — Explain that a fraction represents a part of a whole, naming parts such as one-half, one-third, and one-fourth.
- Where fractions are usedN13 — Describe everyday situations in which fractions are used, such as sharing food or telling time.
- Comparing fractions with the same bottom numberN13 — Compare fractions of the same whole that have like denominators, such as deciding whether two-fourths or three-fourths is greater.
The official wording — 13 outcomes in this unit
- N1
Say the number sequence forward and backward from 0 to 1000 by: 5s, 10s, or 100s, using any starting point
- N2
Represent and describe numbers to 1000, concretely, pictorially and symbolically.
- N3
Compare and order numbers to 1000.
- N4
Estimate quantities less than 1000 using referents.
- N5
Illustrate, concretely & pictorially, the meaning of place value for numerals to 1000
- N6
Describe and apply mental mathematics strategies for adding two 2-digit numerals.
- N7
Describe and apply mental mathematics strategies for subtracting two 2-digit numerals.
- N8
Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem solving context.
- N9
Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3- digit numerals).
- N10
Apply mental mathematics strategies and number properties, such as: using doubles; making 10
- N11
Demonstrate an understanding of multiplication to 5 × 5.
- N12
Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 × 5).
- N13
Demonstrate an understanding of fractions by: explaining that a fraction represents a part of a whole
Unit 2Patterns and RelationsOfficial strand · Strand PR
Increasing and decreasing patterns, and solving one-step addition and subtraction equations with an unknown.
Increasing and Decreasing Patterns
- Increasing patternsPR1 — Demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating patterns using manipulatives, diagrams, sounds, and actions, for numbers to 1000.
- Decreasing patternsPR2 — Demonstrate an understanding of decreasing patterns by describing, extending, comparing, and creating patterns using manipulatives, diagrams, sounds, and actions, for numbers to 1000.
One-Step Equations
- Missing-number addition equationsPR3 — Solve one-step addition equations involving a symbol that represents an unknown number.
- Missing-number subtraction equationsPR3 — Solve one-step subtraction equations involving a symbol that represents an unknown number.
The official wording — 3 outcomes in this unit
- PR1
Demonstrate an understanding of increasing patterns by: describing, extending, comparing, creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
- PR2
Demonstrate an understanding of decreasing patterns by: describing, extending, comparing, creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
- PR3
Solve one-step addition and subtraction equations involving symbols representing an unknown number.
Unit 3Shape and SpaceOfficial strand · Strand SS
Time, measuring length and mass, perimeter, describing 3-D objects, and sorting polygons.
Time
- Relating time to activitiesSS1 — Relate the passage of time to common activities using non-standard and standard units such as minutes, hours, days, weeks, months, and years.
- Seconds, minutes, and daysSS2 — 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.
Measuring Length (cm and m)
- Choosing referents for cm and mSS3 — Select and justify personal referents for the units centimetre and metre, such as a fingernail width for a centimetre.
- How centimetres and metres relateSS3 — Model and describe the relationship between the units centimetre and metre, showing that 100 centimetres make one metre.
- Estimating lengthSS3 — Estimate length in centimetres and metres using personal referents.
- Measuring and recording lengthSS3 — Measure and record the length, width, and height of objects to the nearest centimetre or metre using a ruler.
- Measuring mass (g and kg)SS4 — Demonstrate an understanding of measuring mass using grams and kilograms, choosing referents and comparing objects on a balance.
Perimeter and Shapes
- Perimeter of regular shapesSS5 — Demonstrate an understanding of the perimeter of regular shapes by adding the side lengths of shapes with equal sides.
- Perimeter of irregular shapesSS5 — Demonstrate an understanding of the perimeter of irregular shapes by adding all the different side lengths.
- Describing 3-D objects by their facesSS6 — Describe 3-D objects according to the shape of their faces.
- Counting edges and verticesSS6 — Describe 3-D objects according to the number of edges and vertices.
- Sorting polygons by their sidesSS7 — 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
- SS1
Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
- SS2
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.
- SS3
Demonstrate an understanding of measuring length (cm, m) by: selecting and justifying referents for the units cm and m
- SS4
Demonstrate an understanding of measuring mass (g, kg).
- SS5
Demonstrate an understanding of perimeter of regular and irregular shapes.
- SS6
Describe 3-D objects according to the shape of the faces, and the number of edges and vertices.
- SS7
Sort regular and irregular polygons, including: triangles, quadrilaterals, pentagons, hexagons, octagons, according to the number of sides.
Unit 4Statistics and ProbabilityOfficial strand · Strand SP
Collecting and organizing first-hand data, and building and reading bar graphs.
Collecting Data and Bar Graphs
- Organizing data with tallies and line plotsSP1 — Collect first-hand data and organize it using tally marks and line plots to answer questions.
- Organizing data with charts and listsSP1 — Collect first-hand data and organize it using charts and lists to answer questions.
- Building and reading bar graphsSP2 — Construct, label, and interpret bar graphs to solve problems.
The official wording — 2 outcomes in this unit
- SP1
Collect first-hand data and organize it using: tally marks, line plots, charts, lists to answer questions.
- SP2
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 40 skills in New Brunswick'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 New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick'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?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
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 New Brunswick curriculum for Mathematics, Grade 3?
The official source is linked on this page — New Brunswick's official K-12 education resources. 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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