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The official Newfoundland and Labrador Mathematics, Grade 3 curriculum
Newfoundland and Labrador 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 Newfoundland and Labrador's official curriculumRead it on the government site — gov.nl.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 23 | Counting and Estimating · Representing Whole Numbers · Fractions · Addition and Subtraction · Multiplication and Division |
| PAR | 6 | Patterns · Equality |
| SAS | 8 | Measurement · 2-D Shapes and 3-D Objects |
| SAP | 2 | Data |
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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 1Counting and EstimatingOfficial strand · Strand N
Skip counting patterns, finding and fixing sequence errors, and estimating with referents.
Skip Counting Patterns
- Skip counting sequencesN.1.1 — Extend skip counting sequences by 5s, 10s, 100s, 25s, 3s, and 4s, forward and backward from a given starting point.
- Counting coin valuesN.1.4 — Determine the value of a set of coins (nickels, dimes, quarters, loonies) using skip counting.
- Finding errors in sequencesN.1.7 — Identify and correct errors and omissions in skip counting sequences and ordered sequences, and find missing numbers in a hundred sequence to 1000.
Estimating Quantities
- Estimating with groups of ten and hundredN.1.10 — Estimate the number of groups of ten or a hundred in a quantity, using 10 or 100 as a referent.
- Choosing and using a referentN.1.12 — Estimate a quantity by comparing it to a referent, select and justify a referent, and choose an estimate from given choices.
The official wording — 5 outcomes in this unit
- N.1.1
Extend a given skip counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point
- N.1.4
Determine the value of a given set of coins (nickels, dimes, quarters, loonies) by using skip counting
- N.1.7
Identify and correct errors and omissions in a given skip counting sequence
- N.1.10
Estimate the number of groups of ten in a given quantity, using 10 as a referent
- N.1.12
Estimate a given quantity by comparing it to a referent
Unit 2Representing Whole NumbersOfficial strand · Strand N
Reading, writing, showing, ordering, and composing three-digit numbers.
Reading and Writing Numbers
- Reading numbers and number wordsN.2.1 — Read a number word and read a three-digit numeral without using the word and.
- Writing number wordsN.2.5 — Write number words for multiples of ten to 90 and multiples of a hundred to 900.
- Representing numbers with materialsN.2.3 — Represent a number using base ten materials and pictorially, and record it in more than one way.
Place Value and Ordering
- Ordering three-digit numbersN.2.8 — Place numbers in ascending or descending order and verify using a hundred chart, number line, or place value, and create and order three-digit numerals from three digits.
- Meaning of each digitN.2.10 — Explain the meaning of each digit in a three-digit numeral, including zero as a placeholder, using concrete materials.
- Representing a number different waysN.2.12 — Represent a number in different ways using proportional and non-proportional materials, explain equivalence, and represent a number as an expression.
The official wording — 6 outcomes in this unit
- N.2.1
Read a given number word
- N.2.5
Write number words for given multiples of ten to 90
- N.2.3
Represent a given number, using manipulatives such as base ten materials
- N.2.8
Place a given set of numbers in ascending or descending order, and verify the result by using a hundred chart
- N.2.10
Explain and show, with counters, the meaning of each digit for a given three-digit numeral with all digits the same
- N.2.12
Represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent
Unit 3FractionsOfficial strand · Strand N
Understanding fractions as equal parts, naming them, and comparing like fractions.
Understanding Fractions
- Equal parts and everyday fractionsN.3.1 — Describe everyday situations where fractions are used, cut or fold a whole into equal parts, and sort shaded regions into equal and unequal parts.
- Numerator and denominatorN.3.5 — Represent a fraction concretely or pictorially, and identify, model, and explain the numerator and denominator.
- Naming and comparing fractionsN.3.8 — Name and record the fraction for shaded and non-shaded parts of a region, identify common characteristics, and compare fractions with the same denominator using models.
The official wording — 3 outcomes in this unit
- N.3.1
Describe everyday situations where fractions are used
- N.3.5
Identify the numerator and denominator for a given fraction
- N.3.8
Name and record the fraction represented by the shaded and non-shaded parts of a given region
Unit 4Addition and SubtractionOfficial strand · Strand N
Modelling addition and subtraction and using mental strategies to add and subtract two-digit numbers.
Modelling Addition and Subtraction
- Modelling and solving problemsN.4.1 — Model addition and subtraction with concrete or visual representations and record symbolically, create story problems, and solve sum and difference problems.
Mental Math Strategies
- Strategies for addingN.4.4 — Use adding-from-left-to-right, nearest-multiple-of-ten with compensation, and using-doubles strategies for addition.
- Strategies for subtractingN.4.7 — Use nearest-multiple-of-ten with compensation, think-addition, and using-doubles strategies for subtraction.
- Adding and subtracting two-digit numbers mentallyN.4.10 — Add and subtract two-digit numbers using a mental strategy and describe the strategies used.
- Estimating sums and differencesN.4.12 — Estimate the sum or difference of two two-digit numbers using rounding.
The official wording — 5 outcomes in this unit
- N.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
- N.4.4
Explain how to use the “adding from left to right” strategy
- N.4.7
Explain how to use the “taking the subtrahend to the nearest multiple of ten and then compensating” strategy
- N.4.10
Add two given two-digit numerals, using a mental mathematics strategy, and explain or illustrate the strategy
- N.4.12
Estimate the solution for a given problem involving the sum of two two-digit numerals
Unit 5Multiplication and DivisionOfficial strand · Strand N
First multiplication and division as equal groups, repeated addition and subtraction, and arrays.
Meaning of Multiplication and Division
- Recognizing multiplication and divisionN.5.1 — Identify events that can be described as multiplication or division as equal groupings, and represent a story problem as a number sentence.
- Multiplication as repeated addition and arraysN.5.6 — Represent multiplication as repeated addition and as an array, and model the commutative property with an array.
- Division as repeated subtractionN.5.11 — Represent division as repeated subtraction and repeated subtraction as a division expression, and relate multiplication and division using arrays.
Solving Multiplication and Division
- Solving multiplication and division problemsN.5.10 — Illustrate and solve equal-grouping story problems, and solve multiplication and division problems.
The official wording — 4 outcomes in this unit
- N.5.1
Identify events from experience that can be described as multiplication or equal groupings
- N.5.6
Represent a given multiplication expression as repeated addition
- N.5.11
Represent a given division expression as repeated subtraction
- N.5.10
Illustrate, with counters or a diagram, a given story problem, presented orally, that involves equal grouping; and solve the problem
Unit 6PatternsOfficial strand · PAR
Describing, extending, and creating patterns and using pattern rules to solve problems.
Pattern Rules
- Describing and extending patternsPAR.7.2 — Describe a pattern with a pattern rule, identify and extend the pattern, and identify patterns in the environment.
- Patterns on a hundred chartPAR.7.4 — Compare counting patterns forward and backward, and locate and describe patterns on a hundred chart.
- Missing elements and errorsPAR.7.6 — Identify and explain errors in a pattern, apply a pattern rule to find missing elements, describe the strategy, and create patterns from a rule.
- Solving problems with patternsPAR.7.11 — Solve a problem using patterns.
The official wording — 4 outcomes in this unit
- PAR.7.2
Describe a given pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues
- PAR.7.4
Compare numeric patterns of counting forward and backward by 2s, 5s, 10s, 25s and 100s
- PAR.7.6
Identify and explain errors in a given pattern
- PAR.7.11
Solve a given problem, using patterns
Unit 7EqualityOfficial strand · PAR
Understanding equations with one unknown and solving them.
Equations with One Unknown
- Meaning of the unknown symbolPAR.8.1 — Explain the purpose of the symbol in an equation, give an alternative symbol, and explain why the unknown has only one value.
- Solving equations with one unknownPAR.8.5 — Create and solve addition or subtraction equations with one unknown using manipulatives and strategies, with the unknown on either side.
The official wording — 2 outcomes in this unit
- PAR.8.1
Explain the purpose of the symbol in a given addition or subtraction equation with one unknown
- PAR.8.5
Solve a given addition or subtraction equation with one unknown that represents combining or separating actions, using manipulatives
Unit 8MeasurementOfficial strand · SAS
Length, perimeter, mass, and time with standard units and referents.
Length and Perimeter
- Length units and referentsSAS.9.1 — Match a standard unit to a referent, show 100 cm equals 1 m, provide personal referents for a centimetre and a metre, and estimate lengths.
- Drawing and measuring lengthsSAS.9.6 — Draw and sketch line segments of a given length, and determine and record the length, width, or height of shapes and objects.
- Perimeter of shapesSAS.9.10 — Measure and record the perimeter of regular and irregular shapes, construct shapes for a given perimeter, and estimate perimeter with referents.
Mass and Time
- Mass in grams and kilogramsSAS.9.14 — Provide referents for a gram and a kilogram, estimate mass, explain the 1000 g and 1 kg relationship, and measure mass with a scale.
- Measuring and telling timeSAS.9.23 — Choose fitting time units, provide referents for minutes and hours, use a calendar for days in a month, and solve simple time problems.
The official wording — 5 outcomes in this unit
- SAS.9.1
Match a given standard unit to a given referent (for length)
- SAS.9.6
Draw a line segment of a given length, using a ruler
- SAS.9.10
Measure and record the perimeter of a given regular shape, and explain the strategy used
- SAS.9.14
Provide a personal referent for one kilogram, and explain the choice
- SAS.9.23
Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months and years
Unit 92-D Shapes and 3-D ObjectsOfficial strand · SAS
Classifying polygons and describing and building 3-D objects.
Polygons
- Classifying polygonsSAS.10.3 — Identify regular and irregular polygons with different dimensions and orientations, and classify them by number of sides.
3-D Objects
- Identifying and describing 3-D objectsSAS.10.4 — Identify 3-D objects like cubes, spheres, cones, cylinders, pyramids, and prisms, and identify their faces, edges, and vertices.
- Counting parts and building objectsSAS.10.6 — Determine the number of faces, curved surfaces, edges, and vertices, sort objects by these, identify face shapes, and construct a skeleton of an object.
The official wording — 3 outcomes in this unit
- SAS.10.3
Classify a given set of regular and irregular polygons according to the number of sides
- SAS.10.4
Identify 3-D objects as cubes, spheres, cones, cylinders, square pyramids, triangular pyramids, rectangular prisms, or triangular prisms
- SAS.10.6
Determine the number of faces, curved surfaces, edges and vertices of a given 3-D object
Unit 10DataOfficial strand · SAP
Organizing data and constructing and interpreting bar graphs.
Organizing Data
- Organizing data with tallies and line plotsSAP.11.2 — Record objects using tally marks, organize data with tally marks, line plots, charts, and lists, and determine common attributes of line plots.
Bar Graphs
- Constructing and interpreting bar graphsSAP.11.6 — Create a bar graph with title and axes, answer questions using collected data, and draw conclusions to solve problems.
The official wording — 2 outcomes in this unit
- SAP.11.2
Organize a given set of data, using tally marks, line plots, charts or lists
- SAP.11.6
Create a bar graph, labelling the title and axes, to represent a given set of data
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 39 skills in Newfoundland and Labrador'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 Newfoundland and Labrador's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Newfoundland and Labrador'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.
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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 Newfoundland and Labrador curriculum for Mathematics, Grade 3?
The official source is linked on this page — Newfoundland and Labrador'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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