Nova Scotia · Grade 3
Mathematics, Grade 3
Nova Scotia’s Grade 3 math course, from Number to Statistics and Probability.
- Units
- 5
- Lessons
- 13
- Skills
- 44
- Provincial exam
- Yes
- Official curriculum
- Nova Scotia Department of Education and Early Childhood Development
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 26 skills
Number
Counting and Skip-Counting to 1000
Counting by 1s through the tricky spots
I can count by 1s past the tricky decade and century boundaries.
Official code: N01
Skip-counting by 2s, 5s, 10s, and 100s
I can skip-count by 2s, 5s, 10s, and 100s to 1000.
Official code: N01
Skip-counting by 3s, 4s, and 25s
I can skip-count by 3s, 4s, and 25s.
Official code: N01
Numbers and Place Value to 1000
Showing and reading numbers to 1000
I can show and read numbers up to 1000.
Official code: N02
Breaking numbers into hundreds, tens, and ones
I can break a three-digit number into parts.
Official code: N02
Comparing and ordering to 1000
I can compare and order numbers up to 1000.
Official code: N03
Place value to 1000
I know each digit's place tells its value in a 3-digit number.
Official code: N05
Equivalent ways to show a number
I can show the same number in different but equal ways.
Official code: N05
Estimating amounts to 1000
I can estimate about how many using a referent.
Official code: N04
Mental Math and Adding and Subtracting to 1000
Mental strategies for adding
I can add two 2-digit numbers in my head using a strategy.
Official code: N06
Mental strategies for subtracting
I can subtract two 2-digit numbers in my head using a strategy.
Official code: N07
Estimating sums and differences
I can estimate a sum or difference before I solve it.
Official code: N08
Personal strategies for adding and subtracting to 1000
I can add and subtract to 1000 using a strategy that makes sense to me.
Official code: N09
Making and solving addition and subtraction stories
I can make up and solve add or subtract stories to 1000.
Official code: N09
Quick recall of addition facts
I can quickly recall addition facts to 18.
Official code: N10
Quick recall of subtraction facts
I can quickly recall subtraction facts by thinking addition.
Official code: N10
First Multiplication (to 5 x 5)
Multiplication as equal groups
I can multiply by making equal groups.
Official code: N11
Multiplication with arrays
I can show a multiplication as an array and see that order does not matter.
Official code: N11
Multiplication as repeated addition and story problems
I can see multiplication as repeated addition and solve multiplication stories.
Official code: N11
How multiplication and division connect
I can see how a multiplication and a division use the same array.
Official code: N11
First Division
Division as equal sharing
I can divide by sharing a total into equal groups.
Official code: N12
Division as equal grouping
I can divide by making equal-size groups and counting them.
Official code: N12
Division as repeated subtraction
I can see division as taking away equal groups until none are left.
Official code: N12
Connecting division to multiplication
I can use a multiplication fact I know to solve a division.
Official code: N12
First Fractions
Fractions as part of a whole
I can name a fraction as equal parts of a whole.
Official code: N13
Comparing fractions with the same bottom number
I can compare fractions that have the same bottom number.
Official code: N13
The official wording · 26 outcomes
- N01
- say the number sequence forward and backward by: ▪ 1s through transitions to 1000
- N01
- ▪ 2s, 5s, 10s, or 100s, using any starting point to 1000
- N01
- ▪ 3s, using starting points that are multiples of 3 up to 100 ▪ 4s, using starting points that are multiples of 4 up to 100 ▪ 25s, using starting points that are multiples of 25 up to 200.
- N02
- represent and partition numbers 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.
- 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
- N09
- ▪ creating and solving problems in context that involve addition and subtraction of numbers concretely, pictorially, and symbolically
- N10
- apply mental mathematics strategies and number properties to develop quick recall of basic addition facts to 18 and related basic subtraction facts.
- 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
- N11
- demonstrate an understanding of multiplication to 5 × 5 by ▪ representing and explaining multiplication using equal grouping and arrays
- N11
- demonstrate an understanding of multiplication to 5 × 5 by ▪ creating and solving problems in context that involves multiplication ▪ relating multiplication to repeated addition
- N11
- demonstrate an understanding of multiplication to 5 × 5 by ▪ relating multiplication to division
- 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
- N12
- demonstrate an understanding of division by ▪ creating and solving problems in context that involve equal sharing and equal grouping
- N12
- demonstrate an understanding of division by ▪ relating division to repeated subtraction
- N12
- demonstrate an understanding of division by ▪ relating division to multiplication (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 ▪ describing situations in which fractions are used
- N13
- demonstrate an understanding of fractions by: ▪ comparing fractions of the same whole with like denominators
Key ideas
The hard spots are transitions like 89 to 90 and 199 to 200.
A three-digit number is read without the word 'and' (351 is 'three hundred fifty-one').
Make-ten helps: 47 + 36 is 47 + 3 + 33 = 50 + 33 = 83.
Multiplication counts equal groups: 3 x 4 means 3 groups of 4.
Equal sharing splits a total among a known number of groups: 12 shared by 3 is 4 each.
Watch out for
- Stalling or repeating at a decade or century boundary.
- Reading 351 as 'three-five-one' instead of by place value.
- Forgetting to adjust after compensating.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 5 skills
Patterns and Relations
Increasing and Decreasing Patterns
Describing and extending increasing patterns
I can describe an increasing pattern's rule and extend it.
Official code: PR01
Creating increasing patterns
I can create an increasing pattern and use it to solve a problem.
Official code: PR01
Describing and extending decreasing patterns
I can describe a decreasing pattern's rule and extend it.
Official code: PR02
Creating decreasing patterns
I can create a decreasing pattern and use it to solve a problem.
Official code: PR02
One-Step Equations
Solving equations with an unknown
I can find the mystery number in a one-step equation.
Official code: PR03
The official wording · 5 outcomes
- 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.
- 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.
- 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.
Key ideas
A pattern rule tells the starting point and how the pattern grows.
A symbol stands for one unknown number in an equation.
We extend a pattern by applying the rule for the next terms.
We can solve by using a related fact or by guess and check.
We can build a pattern to match a given rule.
Watch out for
- Stating a rule that only fits part of the pattern.
- Thinking the symbol can be more than one number.
- Growing by a different amount each step.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 8 skills
Measurement
Time
The passage of time
I can match activities to the time unit that fits them.
Official code: M01
How time units fit together
I know how seconds, minutes, hours, and days fit together.
Official code: M02
Length and Mass
Centimetres and metres and how they relate
I know good referents for a centimetre and a metre, and that 100 cm make 1 m.
Official code: M03
Estimating and measuring length
I can estimate and then measure length with a ruler.
Official code: M03
Grams and kilograms and how they relate
I know good referents for a gram and a kilogram, and that 1000 g make 1 kg.
Official code: M04
Estimating and measuring mass
I can estimate and then measure mass with a balance.
Official code: M04
Perimeter
Measuring perimeter
I can measure the distance all the way around a shape.
Official code: M05
Many shapes, same perimeter
I can make different shapes that all have the same perimeter.
Official code: M05
The official wording · 8 outcomes
- 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)
- M03
- demonstrate an understanding of measuring length (cm, m) by ▪ estimating length using referents ▪ measuring and recording length, width, and height
- 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)
- M04
- demonstrate an understanding of measuring mass (g, kg) by ▪ estimating mass using referents ▪ measuring and recording mass
- 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)
- M05
- demonstrate an understanding of perimeter of regular, irregular, and composite shapes by ▪ create different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter
Key ideas
Some activities take minutes, some take hours, some take days or longer.
A fingernail is about 1 cm; a doorway is about 1 m tall to a child's reach.
Perimeter is the total distance around the outside of a shape.
A personal referent, like 'brushing teeth takes about two minutes,' helps judge time.
100 centimetres is the same length as 1 metre.
Watch out for
- Choosing the wrong unit (measuring a nap in seconds).
- Thinking a metre is only a little longer than a centimetre.
- Forgetting to include every side.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 3 skills
Geometry
3-D Objects and Polygons
Describing 3-D objects by their faces
I can describe a solid object by the shapes of its faces.
Official code: G01
Naming and describing polygons
I can name polygons by how many sides they have.
Official code: G02
Comparing, creating, and sorting polygons
I can create and sort polygons by their number of sides.
Official code: G02
The official wording · 3 outcomes
- 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.
- G02
- name, describe, compare, create, and sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides.
Key ideas
A 3-D object's faces are 2-D shapes; a cube has square faces.
Objects have faces, edges (where faces meet), and vertices (corners).
A polygon is named by its number of sides: triangle (3), quadrilateral (4), pentagon (5), hexagon (6), octagon (8).
Polygons can be regular (all sides equal) or irregular.
We sort polygons into groups by counting sides.
Watch out for
- Confusing a face (2-D) with the whole object (3-D).
- Mixing up edges and vertices.
- Thinking a polygon must be regular.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 2 skills
Statistics and Probability
Collecting Data and Bar Graphs
Collecting and organizing data
I can collect data and organize it to answer a question.
Official code: SP01
Building and reading bar graphs
I can build a bar graph with a title and axes, and read it.
Official code: SP02
The official wording · 2 outcomes
- 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.
Key ideas
First-hand data is information we collect ourselves.
We can organize data with tally marks, line plots, charts, or lists.
A bar graph uses bars whose heights show how many are in each category.
A good bar graph has a title and labelled axes.
Watch out for
- Losing track of tallies while collecting.
- Organizing data in a way that does not answer the question.
- Leaving off the title or axis labels.
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 Nova Scotia’s own curriculum for Mathematics, Grade 3.
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Questions about Mathematics, Grade 3
What is Mathematics, Grade 3?
Nova Scotia’s Grade 3 math course: 5 units and 44 skills, from Number to Statistics and Probability.
What units are in Mathematics, Grade 3?
1. Number, 2. Patterns and Relations, 3. Measurement, 4. Geometry and 5. Statistics and Probability.
Is there a provincial exam for Mathematics, Grade 3?
Yes. The Nova Scotia Assessment: Literacy and Mathematics/Mathématiques in Grade 3 is written in Nova Scotia. Next sitting: April 26, 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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