Get help with Mathematics, Grade 3
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 44 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official Nova Scotia Mathematics, Grade 3 curriculum
Nova Scotia 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 Nova Scotia's official curriculumRead it on the government site — curriculum.novascotia.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 13 | Number |
| Strand PR | 3 | Patterns and Relations |
| Strand M | 5 | Measurement |
| Strand G | 2 | Geometry |
| 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-math addition and subtraction, estimation, first multiplication and division to 5x5, and first fractions.
Counting and Skip-Counting to 1000
- Counting by 1s through the tricky spotsN01 — Say the number sequence by 1s, forward and backward, through transitions to 1000, including decade and century boundaries.
- Skip-counting by 2s, 5s, 10s, and 100sN01 — Skip-count by 2s, 5s, 10s, and 100s to 1000 from any starting point, including finding the value of a set of coins.
- Skip-counting by 3s, 4s, and 25sN01 — Skip-count by 3s and 4s from multiples up to 100, and by 25s from multiples up to 200, and explain the skip-counting pattern.
Numbers and Place Value to 1000
- Showing and reading numbers to 1000N02 — Represent numbers to 1000 concretely, pictorially, and as expressions, and read three-digit numerals and number words.
- Breaking numbers into hundreds, tens, and onesN02 — Partition numbers to 1000 into hundreds, tens, and ones and other equivalent combinations.
- Comparing and ordering to 1000N03 — Compare and order numbers up to 1000, and record comparisons using words and symbols (=, >, <).
- Place value to 1000N05 — Illustrate concretely and pictorially the meaning of place value for numerals to 1000, showing hundreds, tens, and ones.
- Equivalent ways to show a numberN05 — Represent a number to 1000 in equivalent ways using base-ten materials in non-conventional formats, and record it in expanded form.
- Estimating amounts to 1000N04 — Estimate quantities less than 1000 using referents, including groups of ten and groups of a hundred.
Mental Math and Adding and Subtracting to 1000
- Mental strategies for addingN06 — Describe and apply mental-mathematics strategies, such as make-ten and compensation, for adding two 2-digit numbers.
- Mental strategies for subtractingN07 — Describe and apply mental-mathematics strategies, such as back-through-ten and compensation, for subtracting two 2-digit numbers.
- Estimating sums and differencesN08 — Apply estimation strategies to predict sums and differences of 1-, 2-, and 3-digit numbers in a problem-solving context.
- Personal strategies for adding and subtracting to 1000N09 — Use personal strategies, with and without manipulatives, to add and subtract 1-, 2-, and 3-digit numbers with answers to 1000.
- Making and solving addition and subtraction storiesN09 — Create and solve context problems involving addition and subtraction to 1000, concretely, pictorially, and symbolically.
- Quick recall of addition factsN10 — Apply mental-mathematics strategies and the commutative and identity properties to develop quick recall of basic addition facts to 18.
- Quick recall of subtraction factsN10 — Develop quick recall of related basic subtraction facts with minuends up to 18 using think-addition and fact families.
First Multiplication (to 5 x 5)
- Multiplication as equal groupsN11 — Represent and explain multiplication to 5 x 5 using equal groups, modelling with concrete materials and recording symbolically.
- Multiplication with arraysN11 — Represent multiplication to 5 x 5 using arrays, and use an array to model the commutative property of multiplication.
- Multiplication as repeated addition and story problemsN11 — Relate multiplication to repeated addition, and create and solve context problems involving multiplication to 5 x 5.
- How multiplication and division connectN11 — Relate multiplication to division using arrays and by writing related multiplication and division number sentences.
First Division
- Division as equal sharingN12 — Represent and explain division as equal sharing, solving problems by illustrating with counters and recording symbolically (limited to facts up to 5 x 5).
- Division as equal groupingN12 — Represent and solve division as equal grouping, making groups of a known size from a total and recording symbolically.
- Division as repeated subtractionN12 — Relate division to repeated subtraction, representing a division sentence as repeated subtraction and vice versa.
- Connecting division to multiplicationN12 — Relate division to multiplication using arrays and related number sentences (limited to facts up to 5 x 5).
First Fractions
- Fractions as part of a wholeN13 — Explain that a fraction represents part of a whole, name fractions of a region, and identify the numerator and denominator, describing everyday situations where fractions are used.
- Comparing fractions with the same bottom numberN13 — Compare fractions of the same whole with like denominators using models, such as 2/4 and 3/4.
The official wording — 13 outcomes in this unit
- N01
say the number sequence forward and backward by: ▪ 1s through transitions to 1000
- N02
represent and partition numbers to 1000.
- N03
compare and order numbers up to 1000.
- N05
illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
- N04
estimate quantities less than 1000 using referents.
- N06
describe and apply mental mathematics strategies for adding two 2- digit numerals.
- N07
describe and apply mental mathematics strategies for subtracting two 2-digit numerals.
- N08
apply estimation strategies to predict sums and differences of 1-, 2-, and 3-digit numerals in a problem-solving context.
- N09
demonstrate an understanding of addition and subtraction of numbers (limited to 1-, 2-, and 3-digit numerals) with answers to 1000 by: ▪ using personal strategies for adding and subtracting with and without the support of manipulatives
- N10
apply mental mathematics strategies and number properties to develop quick recall of basic addition facts to 18 and related basic subtraction facts.
- N11
demonstrate an understanding of multiplication to 5 × 5 by ▪ representing and explaining multiplication using equal grouping and arrays ▪ modelling multiplication using concrete and visual representations and recording the process symbolically
- N12
demonstrate an understanding of division by ▪ representing and explaining division using equal sharing and equal grouping ▪ modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically
- N13
demonstrate an understanding of fractions by: ▪ explaining that a fraction represents a part of a whole ▪ describing situations in which fractions are used
Unit 2Patterns and RelationsOfficial strand · Strand PR
Increasing and decreasing patterns and one-step addition and subtraction equations with an unknown.
Increasing and Decreasing Patterns
- Describing and extending increasing patternsPR01 — Describe increasing patterns by stating a pattern rule with a starting point, extend them, and compare numeric patterns.
- Creating increasing patternsPR01 — Create increasing patterns for a given rule or make and describe an increasing pattern, and solve problems using increasing patterns.
- Describing and extending decreasing patternsPR02 — Describe decreasing patterns by stating a pattern rule with a starting point, extend them, and compare numeric patterns.
- Creating decreasing patternsPR02 — Create decreasing patterns for a given rule or make and describe a decreasing pattern, and solve problems using decreasing patterns.
One-Step Equations
- Solving equations with an unknownPR03 — Solve one-step addition and subtraction equations with a symbol for an unknown, using manipulatives and strategies such as guess and check.
The official wording — 3 outcomes in this unit
- PR01
demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non- numerical patterns using manipulatives, diagrams, sounds, and actions.
- PR02
demonstrate an understanding of decreasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non- numerical patterns using manipulatives, diagrams, sounds, and actions.
- PR03
solve one-step addition and subtraction equations involving symbols representing an unknown number.
Unit 3MeasurementOfficial strand · Strand M
The passage of time in standard units, length in centimetres and metres, mass in grams and kilograms, and perimeter.
Time
- The passage of timeM01 — Relate the passage of time to common activities using standard units (minutes, hours, days, weeks, months, years) and personal referents.
- How time units fit togetherM02 — Relate seconds to a minute, minutes to an hour, hours to a day, and days to a month in a problem-solving context.
Length and Mass
- Centimetres and metres and how they relateM03 — Select and justify referents for the centimetre and metre, and model the relationship that 100 centimetres equals 1 metre.
- Estimating and measuring lengthM03 — Estimate length using referents, and measure and record the length, width, and height of shapes and objects using a ruler.
- Grams and kilograms and how they relateM04 — Select and justify referents for the gram and kilogram, and model the relationship that 1000 grams equals 1 kilogram.
- Estimating and measuring massM04 — Estimate mass using referents, and measure and record the mass of everyday objects using a balance scale in grams and kilograms.
Perimeter
- Measuring perimeterM05 — Estimate and measure the perimeter of regular, irregular, and composite shapes in centimetres and metres, using referents.
- Many shapes, same perimeterM05 — Create more than one different shape for a given perimeter to show that many shapes are possible for the same perimeter.
The official wording — 5 outcomes in this unit
- M01
relate the passage of time to common activities using standard units (minutes, hours, days, weeks, months, years).
- M02
relate the number of seconds to a minute, the numbers of minutes to an hour, the numbers of hours to a day, and the number of days to a month in a problem-solving context.
- M03
demonstrate an understanding of measuring length (cm, m) by ▪ selecting and justifying referents for the units centimetre or metre (cm, m) ▪ modelling and describing the relationship between the units centimetre or metre (cm, m)
- M04
demonstrate an understanding of measuring mass (g, kg) by ▪ selecting and justifying referents for the units gram and kilogram (g, kg) ▪ modelling and describing the relationship between the units gram and kilogram (g, kg)
- M05
demonstrate an understanding of perimeter of regular, irregular, and composite shapes by ▪ estimating perimeter using referents for centimetre or metre (cm, m) ▪ measuring and recording perimeter (cm, m)
Unit 4GeometryOfficial strand · Strand G
Describing 3-D objects by the shape of their faces, and naming, describing, comparing, creating, and sorting polygons.
3-D Objects and Polygons
- Describing 3-D objects by their facesG01 — Describe 3-D objects according to the shape of their faces, and identify faces, edges, and vertices.
- Naming and describing polygonsG02 — Name and describe regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons, by their number of sides.
- Comparing, creating, and sorting polygonsG02 — Compare, create, and sort regular and irregular polygons according to their number of sides.
The official wording — 2 outcomes in this unit
- G01
describe 3-D objects according to the shape of the faces.
- G02
name, describe, compare, create, and sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides.
Unit 5Statistics and ProbabilityOfficial strand · Strand SP
Collecting and organizing first-hand data and constructing and interpreting bar graphs.
Collecting Data and Bar Graphs
- Collecting and organizing dataSP01 — Collect first-hand data and organize it using tally marks, line plots, charts, and lists to answer questions.
- Building and reading bar graphsSP02 — Construct, label, and interpret bar graphs, including title and axes, to solve problems.
The official wording — 2 outcomes in this unit
- SP01
collect first-hand data and organize it using tally marks, line plots, charts, and lists to answer questions.
- SP02
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 44 skills in Nova Scotia'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 Nova Scotia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Nova Scotia'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 Nova Scotia curriculum for Mathematics, Grade 3?
The official source is linked on this page — Nova Scotia'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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