Newfoundland & Labrador · Grade 3
Mathematics, Grade 3
Newfoundland & Labrador’s Grade 3 math course, from Counting and Estimating to Data.
- Units
- 10
- Lessons
- 17
- Skills
- 39
- Provincial exam
- Yes
- Official curriculum
- Government of Newfoundland and Labrador, Department of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 5 skills
Counting and Estimating
Skip Counting Patterns
Skip counting sequences
I can skip count by many amounts, forward and backward.
Skill 1.1
Counting coin values
I can find the total value of a group of coins.
Skill 1.2
Finding errors in sequences
I can find and fix mistakes in a counting sequence.
Skill 1.3
Estimating Quantities
Estimating with groups of ten and hundred
I can estimate a large amount using groups of ten or a hundred.
Skill 1.4
Choosing and using a referent
I can pick a good referent and use it to estimate.
Skill 1.5
The official wording · 5 outcomes
- 1.1
- Extend a given skip counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point
- 1.2
- Determine the value of a given set of coins (nickels, dimes, quarters, loonies) by using skip counting
- 1.3
- Identify and correct errors and omissions in a given skip counting sequence
- 1.4
- Estimate the number of groups of ten in a given quantity, using 10 as a referent
- 1.5
- Estimate a given quantity by comparing it to a referent
Key ideas
Skip counting jumps by the same amount each time.
A referent group helps us judge a larger amount.
Sequences can start anywhere and go forward or backward.
Counting groups is faster than counting singles.
Each coin has a value we can skip count by.
Watch out for
- Changing the jump size partway.
- Guessing without a referent.
- Losing the pattern when going backward.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Representing Whole Numbers
Reading and Writing Numbers
Reading numbers and number words
I can read three-digit numbers and number words.
Skill 2.1
Writing number words
I can write number words for tens and hundreds.
Skill 2.2
Representing numbers with materials
I can show a three-digit number with materials and pictures.
Skill 2.3
Place Value and Ordering
Ordering three-digit numbers
I can order three-digit numbers and check my order.
Skill 2.4
Meaning of each digit
I can explain what each digit in a number is worth.
Skill 2.5
Representing a number different ways
I can show the same number in more than one way.
Skill 2.6
The official wording · 6 outcomes
- 2.1
- Read a given number word
- 2.2
- Write number words for given multiples of ten to 90
- 2.3
- Represent a given number, using manipulatives such as base ten materials
- 2.4
- Place a given set of numbers in ascending or descending order, and verify the result by using a hundred chart
- 2.5
- Explain and show, with counters, the meaning of each digit for a given three-digit numeral with all digits the same
- 2.6
- Represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent
Key ideas
We read hundreds, then tens, then ones.
We compare hundreds first, then tens, then ones.
We do not say and in a whole number.
A number line or place value can check the order.
Multiples of ten have their own words, like forty and sixty.
Watch out for
- Saying and in the middle of a number.
- Comparing the ones digit first.
- Skipping the zero place when reading.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 3 skills
Fractions
Understanding Fractions
Equal parts and everyday fractions
I can make equal parts and spot fractions in everyday life.
Skill 3.1
Numerator and denominator
I can name the numerator and denominator of a fraction.
Skill 3.2
Naming and comparing fractions
I can name a fraction from a picture and compare like fractions.
Skill 3.3
The official wording · 3 outcomes
- 3.1
- Describe everyday situations where fractions are used
- 3.2
- Identify the numerator and denominator for a given fraction
- 3.3
- Name and record the fraction represented by the shaded and non-shaded parts of a given region
Key ideas
Fractions need equal parts.
Fractions appear when we share pizza, time, or money.
The denominator tells how many equal parts in all.
The numerator tells how many parts we mean.
Shaded parts over total parts name the fraction.
Watch out for
- Calling unequal parts fractions.
- Thinking fractions are only for pizza.
- Swapping the numerator and denominator.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 5 skills
Addition and Subtraction
Modelling Addition and Subtraction
Modelling and solving problems
I can model and solve addition and subtraction problems.
Skill 4.1
Mental Math Strategies
Strategies for adding
I can use several strategies to add in my head.
Skill 4.2
Strategies for subtracting
I can use several strategies to subtract in my head.
Skill 4.3
Adding and subtracting two-digit numbers mentally
I can add and subtract two-digit numbers in my head and explain how.
Skill 4.4
Estimating sums and differences
I can estimate a sum or difference before computing.
Skill 4.5
The official wording · 5 outcomes
- 4.1
- Model the addition of two or more given numbers, and the subtraction of two given numbers using concrete or visual representations, and record the process symbolically
- 4.2
- Explain how to use the “adding from left to right” strategy
- 4.3
- Explain how to use the “taking the subtrahend to the nearest multiple of ten and then compensating” strategy
- 4.4
- Add two given two-digit numerals, using a mental mathematics strategy, and explain or illustrate the strategy
- 4.5
- Estimate the solution for a given problem involving the sum of two two-digit numerals
Key ideas
We can model a problem, then record it symbolically.
Adding left to right adds the tens, then the ones.
A story problem can match a number sentence.
Rounding one number to a ten and compensating makes adding easier.
Rounding the number we subtract and compensating helps.
Watch out for
- Forgetting to regroup when adding.
- Forgetting to compensate after rounding.
- Recording the wrong operation for a story.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 4 skills
Multiplication and Division
Meaning of Multiplication and Division
Recognizing multiplication and division
I can spot multiplication and division situations.
Skill 5.1
Multiplication as repeated addition and arrays
I can show multiplication as repeated addition and as an array.
Skill 5.2
Division as repeated subtraction
I can show division as repeated subtraction and relate it to multiplication.
Skill 5.3
Solving Multiplication and Division
Solving multiplication and division problems
I can solve multiplication and division problems.
Skill 5.4
The official wording · 4 outcomes
- 5.1
- Identify events from experience that can be described as multiplication or equal groupings
- 5.2
- Represent a given multiplication expression as repeated addition
- 5.3
- Represent a given division expression as repeated subtraction
- 5.4
- Illustrate, with counters or a diagram, a given story problem, presented orally, that involves equal grouping; and solve the problem
Key ideas
Multiplication is about equal groups.
We can draw counters to model a problem.
Division shares a total into equal groups.
Equal groups help us find a product or a quotient.
3 x 4 means 4 + 4 + 4.
Watch out for
- Thinking any grouping is multiplication even if unequal.
- Making unequal groups.
- Mixing up multiplication and addition situations.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 4 skills
Patterns
Pattern Rules
Describing and extending patterns
I can state a pattern rule and extend the pattern.
Skill 6.1
Patterns on a hundred chart
I can find patterns on a hundred chart.
Skill 6.2
Missing elements and errors
I can find missing elements and fix errors in patterns.
Skill 6.3
Solving problems with patterns
I can use a pattern to solve a problem.
Skill 6.4
The official wording · 4 outcomes
- 6.1
- Describe a given pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues
- 6.2
- Compare numeric patterns of counting forward and backward by 2s, 5s, 10s, 25s and 100s
- 6.3
- Identify and explain errors in a given pattern
- 6.4
- Solve a given problem, using patterns
Key ideas
A pattern rule gives the start and how it continues.
The rule lets us find the next elements.
Counting by 10s makes a vertical pattern.
Different counts make horizontal, vertical, or diagonal patterns.
The rule tells what belongs in a missing spot.
Watch out for
- Describing only the numbers, not the rule.
- Extending with the wrong step.
- Missing the direction of a pattern.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 7 · 2 skills
Equality
Equations with One Unknown
Meaning of the unknown symbol
I can explain what the symbol in an equation stands for.
Skill 7.1
Solving equations with one unknown
I can solve an equation to find the unknown.
Skill 7.2
The official wording · 2 outcomes
- 7.1
- Explain the purpose of the symbol in a given addition or subtraction equation with one unknown
- 7.2
- Solve a given addition or subtraction equation with one unknown that represents combining or separating actions, using manipulatives
Key ideas
The symbol stands for a missing number.
The unknown has only one value that makes the equation true.
We can use manipulatives or guess and check.
The unknown can be on the left or the right.
Watch out for
- Thinking the symbol can be any number.
- Treating the symbol as an operation.
- Ignoring the side the unknown is on.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 8 · 5 skills
Measurement
Length and Perimeter
Length units and referents
I can use centimetres and metres with referents.
Skill 8.1
Drawing and measuring lengths
I can draw and measure lengths with a ruler.
Skill 8.2
Perimeter of shapes
I can find the perimeter around a shape.
Skill 8.3
Mass and Time
Mass in grams and kilograms
I can estimate and measure mass in grams and kilograms.
Skill 8.4
Measuring and telling time
I can choose time units and use a calendar.
Skill 8.5
The official wording · 5 outcomes
- 8.1
- Match a given standard unit to a given referent (for length)
- 8.2
- Draw a line segment of a given length, using a ruler
- 8.3
- Measure and record the perimeter of a given regular shape, and explain the strategy used
- 8.4
- Provide a personal referent for one kilogram, and explain the choice
- 8.5
- Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months and years
Key ideas
100 centimetres make 1 metre.
1000 grams make 1 kilogram.
A referent like a fingernail width helps estimate a centimetre.
A referent like a bag of sugar helps estimate a kilogram.
We line up the zero mark to measure.
Watch out for
- Confusing centimetres and metres.
- Confusing grams and kilograms.
- Choosing a referent of the wrong size.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 9 · 3 skills
2-D Shapes and 3-D Objects
Polygons
Classifying polygons
I can name and classify polygons by their sides.
Skill 9.1
3-D Objects
Identifying and describing 3-D objects
I can name 3-D objects and describe their parts.
Skill 9.2
Counting parts and building objects
I can count the parts of a 3-D object and build one.
Skill 9.3
The official wording · 3 outcomes
- 9.1
- Classify a given set of regular and irregular polygons according to the number of sides
- 9.2
- Identify 3-D objects as cubes, spheres, cones, cylinders, square pyramids, triangular pyramids, rectangular prisms, or triangular prisms
- 9.3
- Determine the number of faces, curved surfaces, edges and vertices of a given 3-D object
Key ideas
Polygons are named by the number of sides.
3-D objects include cubes, spheres, cones, cylinders, pyramids, and prisms.
Regular and irregular polygons can have the same name.
Objects have faces, edges, and vertices.
We can count faces, edges, and vertices.
Watch out for
- Thinking a rotated shape is a different shape.
- Confusing a face with an edge.
- Miscounting the sides.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 10 · 2 skills
Data
Organizing Data
Organizing data with tallies and line plots
I can organize data with tallies and line plots.
Skill 10.1
Bar Graphs
Constructing and interpreting bar graphs
I can build a bar graph and use it to answer questions.
Skill 10.2
The official wording · 2 outcomes
- 10.1
- Organize a given set of data, using tally marks, line plots, charts or lists
- 10.2
- Create a bar graph, labelling the title and axes, to represent a given set of data
Key ideas
Tally marks count in groups of five.
A bar graph needs a title and labelled axes.
A line plot shows how often each value happens.
The tallest bar shows the most.
Watch out for
- Grouping tallies wrong.
- Leaving off the title or axis labels.
- Placing marks unevenly on a line plot.
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 Newfoundland & Labrador’s own curriculum for Mathematics, Grade 3.
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Questions about Mathematics, Grade 3
What is Mathematics, Grade 3?
Newfoundland & Labrador’s Grade 3 math course: 10 units and 39 skills, from Counting and Estimating to Data.
What units are in Mathematics, Grade 3?
1. Counting and Estimating, 2. Representing Whole Numbers, 3. Fractions, 4. Addition and Subtraction, 5. Multiplication and Division, 6. Patterns, 7. Equality, 8. Measurement, 9. 2-D Shapes and 3-D Objects and 10. Data.
Is there a provincial exam for Mathematics, Grade 3?
Yes. The Provincial Reading and Mathematics Assessment: Mathematics, Grade 3 (PRMA) is written in Newfoundland & Labrador. Next sitting: May 25, 2027.
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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