Ontario · Grade 3
Mathematics, Grade 3
Ontario’s Grade 3 math course, from Number to Financial Literacy.
- Units
- 5
- Lessons
- 18
- Skills
- 54
- Provincial exam
- Yes
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 21 skills
Number
Numbers to 1000
Reading and showing numbers to 1000
I can read numbers up to 1000, write them from their words, and show where they sit on a number line.
Official code: B1.1
Building and breaking apart numbers to 1000
I can build numbers up to 1000 from parts and break them into parts in many ways.
Official code: B1.1
Comparing and ordering numbers to 1000
I can compare and order numbers up to 1000 by place value, using benchmarks and the signs < and >.
Official code: B1.2
Rounding to the nearest ten or hundred
I can round numbers up to 1000 to the nearest ten or hundred, and say when a situation rounds up or down.
Official code: B1.3
Counting to 1000 by 50s, 100s, and 200s
I can count to 1000 by 50s, 100s and 200s, and by other jumps, from any number.
Official code: B1.4
Using place value to describe multi-digit numbers
I can tell what each digit in a number up to 1000 is worth, and show the number with base ten blocks and in expanded form.
Official code: B1.5
Fair Sharing and Equivalent Fractions
Sharing fairly among many friends, up to 20 items
I can use drawings to share up to 20 things fairly among 2, 3, 4, 5, 6, 8 or 10 people, and compare the shares.
Official code: B1.6
Finding equivalent fractions through fair sharing
I can solve fair-share problems with equivalent fractions in halves, fourths and eighths, thirds and sixths, and fifths and tenths.
Official code: B1.7
How Multiplication and Division Connect, and Quick Facts
How multiplication and division connect
I can use how multiplication and division undo each other, and ways of regrouping factors, to solve problems and check answers.
Official code: B2.1
Multiplication and division facts for 2, 5, and 10
I can recall the multiplication facts for 2, 5 and 10 and the division facts that go with them.
Official code: B2.2
Mental math to add and subtract within 1000
I can add and subtract numbers up to 1000 in my head, estimate first, and explain my strategy.
Official code: B2.3
Adding and Subtracting with Algorithms
Understanding the addition algorithm
I can explain each step of the column algorithm for adding, using base ten blocks and place value.
Official code: B2.4
Understanding the subtraction algorithm
I can explain each step of the column algorithm for subtracting, using base ten blocks and place value.
Official code: B2.4
Adding-to and taking-away stories to 1000
I can show and solve stories where an amount is added to a group or taken away, with numbers up to 1000, whether the start, the change or the result is missing.
Official code: B2.5
Putting-together and comparing stories to 1000
I can show and solve stories that put groups together or compare two groups, with numbers up to 1000.
Official code: B2.5
Multiplication and Division with Arrays
Showing multiplication to 10 × 10 with arrays
I can show multiplication up to 10 × 10 with arrays, equal groups, jumps on a number line and a rekenrek.
Official code: B2.6
Showing division to 100 ÷ 10 with arrays
I can show division up to 100 ÷ 10 by arranging a total into the rows or columns of an array.
Official code: B2.6
Solving multiplication and division stories
I can solve multiplication stories and the two kinds of division stories, sharing and grouping, and write the number sentence that matches.
Official code: B2.7
Equal groups of one half, one fourth and one third
I can solve problems with equal groups of one half, one fourth and one third, using drawings, number lines and measuring tools.
Official code: B2.7
Fraction Notation and Ratios
Seeing a fraction's numerator as repeated addition of a unit fraction
I can write fractions in standard notation and show that the numerator counts unit fractions added together.
Official code: B2.8
Using ratios of 1 to 2, 1 to 5, and 1 to 10 to scale numbers
I can use the ratios 1 to 2, 1 to 5 and 1 to 10 to scale up numbers and solve problems.
Official code: B2.9
The official wording · 21 outcomes
- B1.1
- read, represent, compose, and decompose whole numbers up to and including 1000, using a variety of tools and strategies, and describe various ways they are used in everyday life
- B1.1
- compose, and decompose whole numbers up to and including 1000, using a variety of tools and strategies
- B1.2
- compare and order whole numbers up to and including 1000, in various contexts
- B1.3
- round whole numbers to the nearest ten or hundred, in various contexts
- B1.4
- count to 1000, including by 50s, 100s, and 200s, using a variety of tools and strategies
- B1.5
- use place value when describing and representing multi-digit numbers in a variety of ways, including with base ten materials
- B1.6
- use drawings to represent, solve, and compare the results of fair-share problems that involve sharing up to 20 items among 2, 3, 4, 5, 6, 8, and 10 sharers, including problems that result in whole numbers, mixed numbers, and fractional amounts
- B1.7
- represent and solve fair-share problems that focus on determining and using equivalent fractions, including problems that involve halves, fourths, and eighths; thirds and sixths; and fifths and tenths
- B2.1
- use the properties of operations, and the relationships between multiplication and division, to solve problems and check calculations
- B2.2
- recall and demonstrate multiplication facts of 2, 5, and 10, and related division facts
- B2.3
- use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 1000, and explain the strategies used
- B2.4
- demonstrate an understanding of algorithms for adding and subtracting whole numbers by making connections to and describing the way other tools and strategies are used to add and subtract
- B2.4
- algorithms for adding and subtracting whole numbers by making connections to and describing the way other tools and strategies are used to add and subtract
- B2.5
- represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 1000, using various tools and algorithms
- B2.5
- represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 1000
- B2.6
- represent multiplication of numbers up to 10 × 10 and division up to 100 ÷ 10, using a variety of tools and drawings, including arrays
- B2.6
- division up to 100 ÷ 10, using a variety of tools and drawings, including arrays
- B2.7
- represent and solve problems involving multiplication and division
- B2.7
- represent and solve problems involving multiplication and division, including problems that involve groups of one half, one fourth, and one third, using tools and drawings
- B2.8
- represent the connection between the numerator of a fraction and the repeated addition of the unit fraction with the same denominator using various tools and drawings, and standard fractional notation
- B2.9
- use the ratios of 1 to 2, 1 to 5, and 1 to 10 to scale up numbers and to solve problems
Key ideas
A number up to 1000 is read by its hundreds, then by its tens and ones together: 362 is three hundred sixty-two, and 815 is eight hundred fifteen.
Say the hundreds first, then read the last two digits the way you read any number under 100.
A fair share can be whole things, whole things and a part, or only a part: 4 ribbons for 2 people is 2 each, 4 for 3 is 1 and one third each, and 4 for 8 is one half each.
Fair means every person gets exactly the same amount.
Multiplication finds the total when the number of groups and the group size are known, and division finds one of them when the total is known: 3 bags of 5 apples is 3 × 5 = 15, and 15 apples in bags of 5 fill 15 ÷ 5 = 3 bags.
Every equal-group story has three numbers: how many groups, how many in each, and how many in all.
The column algorithm lines up ones under ones, tens under tens and hundreds under hundreds, because only the same place can be added together: in 358 + 276 the 8 and the 6 are ones, and the 5 and the 7 are tens.
Each column is one kind of unit, like cubes, rods and flats.
An array shows equal groups as equal rows: 4 rows of 6 dots lined up in columns is 4 × 6 = 24, with the rows as the groups and the length of a row as the group size.
Straight rows and straight columns let you see at a glance that every row is the same.
Watch out for
- Writing three hundred forty-five as 30045, by writing 300 and then 45.
- Giving the leftover items to some of the sharers instead of cutting them so everyone gets the same.
- Choosing to multiply when the total is already given, so 15 apples in bags of 5 is worked as 15 × 5.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 9 skills
Algebra
Patterns with Repeating Elements and Operations
Spotting repeating elements and operations in patterns
I can find the repeating part of a pattern, whether it repeats an element or an operation, and describe it.
Official code: C1.1
Making and re-showing patterns, including with tables of values
I can create patterns with repeating elements, movements or operations, and show the same pattern with shapes, numbers or a table of values.
Official code: C1.2
Finding pattern rules for repeating elements and operations
I can find the rule of a pattern with repeating elements, movements or operations, and use it to extend the pattern, justify predictions and fill in missing parts.
Official code: C1.3
Using patterns to show how numbers to 1000 relate
I can create and describe patterns that show how whole numbers up to 1000 are related.
Official code: C1.4
Variables and Making Expressions Equal
Describing and using variables
I can describe how variables are used in formulas, in code and in everyday situations, and use a variable where an amount can change or is unknown.
Official code: C2.1
Are these four-operation expressions equal?
I can decide whether two expressions with addition, subtraction, multiplication or division make the same amount.
Official code: C2.2
Finding equal ways to make the same number to 1000
I can find and use different ways to make the same amount for whole numbers up to 1000.
Official code: C2.3
Coding with Repeating Loops
Writing and running code that repeats with loops
I can write and run code that uses loops, along with steps in order and steps at the same time, to solve problems and show math situations.
Official code: C3.1
Reading and changing code with repeating loops
I can read code with loops, predict what it will do, change it, and describe how the change affects what happens.
Official code: C3.2
The official wording · 9 outcomes
- C1.1
- identify and describe repeating elements and operations in a variety of patterns, including patterns found in real-life contexts
- C1.2
- create and translate patterns that have repeating elements, movements, or operations using various representations, including shapes, numbers, and tables of values
- C1.3
- determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in patterns that have repeating elements, movements, or operations
- C1.4
- create and describe patterns to illustrate relationships among whole numbers up to
- C2.1
- describe how variables are used, and use them in various contexts as appropriate
- C2.2
- determine whether given sets of addition, subtraction, multiplication, and division expressions are equivalent or not
- C2.3
- identify and use equivalent relationships for whole numbers up to 1000, in various contexts
- C3.1
- solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
- C3.2
- read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
Key ideas
The core of a repeating pattern is the shortest part that repeats without change: star, star, moon, star, star, moon has the core star, star, moon.
Read from the start and stop where the same run begins again; that run is the core, and the rest of the pattern is the core over and over.
A variable is a letter, a symbol or a word that stands for an amount that can change or is not known yet: in 3 + ☐ = 8 the box is unknown, and in ▲ + ● = 10 the shapes can change.
In math a variable is usually a letter or a symbol, and in code it is often a word.
A loop repeats a set of instructions a given number of times, so the code 'repeat 4 times [move 3, turn right]' traces a square with sides of 3.
Without a loop the code would list move 3 and turn right four times over, eight instructions.
A repeating element can change one attribute while others stay the same: big square, small square, big square, small square repeats the size, while the shape stays a square.
Ask what stays the same and what changes from element to element.
A variable in a formula stands for any measurement: the perimeter of a square is 4 × s, so a side of 3 cm gives 12 cm and a side of 7 cm gives 28 cm.
Every side of a square has the same length, s, so going around adds s four times: s + s + s + s, which is 4 × s, often written 4s.
Watch out for
- Marking the core too short, so the core of star, star, moon is called star, star.
- Thinking a variable must be the letter x.
- Writing out every repeated step instead of using a loop.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 7 skills
Data
Sorting, Collecting, and Showing Data
Sorting data by two or three features
I can sort data about people or things by two or three attributes, using tables, Venn diagrams, Carroll diagrams and tree diagrams.
Official code: D1.1
Collecting qualitative and quantitative data and using frequency tables
I can collect qualitative and quantitative data through observations, experiments and interviews, and organize the data in a frequency table.
Official code: D1.2
Showing data with pictographs and bar graphs using scales
I can display data in pictographs and bar graphs where one picture or one step of the scale stands for more than one, with a source, a title and labels.
Official code: D1.3
Finding the mean and the mode of a data set
I can find the mean of a set of whole-number data by sharing it out evenly, find the mode or modes, and say what each one tells.
Official code: D1.4
Asking and answering questions about data in frequency tables and scaled graphs
I can ask and answer questions about data in frequency tables and in graphs with different scales, draw conclusions, and make an argument or a decision from them.
Official code: D1.5
How Likely Is It?
Describing likelihood: unlikely, equally likely, and likely
I can use the words impossible, unlikely, equally likely, likely and certain to describe how likely events are, and use likelihood to make predictions and decisions.
Official code: D2.1
Predicting if the mean and mode will match in a different group
I can make and test predictions about whether the mean and the mode of a data set will be the same for a different group.
Official code: D2.2
The official wording · 7 outcomes
- D1.1
- sort sets of data about people or things according to two and three attributes, using tables and logic diagrams, including Venn, Carroll, and tree diagrams, as appropriate
- D1.2
- collect data through observations, experiments, and interviews to answer questions of interest that focus on qualitative and quantitative data, and organize the data using frequency tables
- D1.3
- display sets of data, using many-to-one correspondence, in pictographs and bar graphs with proper sources, titles, and labels, and appropriate scales
- D1.4
- determine the mean and identify the mode(s), if any, for various data sets involving whole numbers, and explain what each of these measures indicates about the data
- D1.5
- analyse different sets of data presented in various ways, including in frequency tables and in graphs with different scales, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions
- D2.1
- use mathematical language, including the terms "impossible", "unlikely", "equally likely", "likely", and "certain", to describe the likelihood of events happening, and use that likelihood to make predictions and informed decisions
- D2.2
- make and test predictions about the likelihood that the mean and the mode(s) of a data set will be the same for data collected from different populations
Key ideas
A three-circle Venn diagram sorts by three features at once: with circles for red, large and striped, a large red striped button goes where all three circles overlap.
Each circle holds every item with its feature, and the overlaps hold items with two or three features.
The five likelihood words sit in order on one line, impossible, unlikely, equally likely, likely and certain, so a spinner with 3 of its 4 equal parts red makes red likely and blue unlikely.
Impossible and certain are the two ends: something that cannot happen and something that must.
A Carroll diagram sorts into groups and their opposites: columns for red and not red and rows for striped and not striped put every item in exactly one of four boxes.
A group and its opposite together hold everything: an item is either red or not red, never both and never neither.
Equally likely means two outcomes have the same number of ways to happen: on a number cube, rolling a 4 and rolling a 6 are equally likely, one face each.
Count the ways for each outcome.
A tree diagram shows every combination of features: T-shirts in red or blue, each in small, medium or large, make 6 branches, from red small to blue large.
Start with one split for the first feature, then split every branch again for the next feature.
Watch out for
- Putting an item with all three features in only one circle of a three-circle Venn diagram.
- Thinking two outcomes are equally likely just because there are two of them, without counting the ways.
- Missing some combinations when sorting by three attributes, so a tree for 2 colours and 3 shapes shows only 5 branches.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 16 skills
Spatial Sense
Sorting and Building 3D Solids
Sorting and naming prisms, pyramids, cylinders, and cones
I can sort and name cubes, prisms, pyramids, cylinders and cones by comparing their faces, edges, vertices and angles.
Official code: E1.1
Building prisms, pyramids, cylinders and cones
I can build cubes, prisms, pyramids, cylinders and cones from their faces or as skeletons of straws and joints, using their properties to decide what pieces are needed.
Official code: E1.1
Building and breaking apart structures to find shapes inside
I can build and take apart structures and name the 3D objects and the 2D shapes they contain.
Official code: E1.2
Checking if 3D objects match exactly (congruent)
I can find congruent lengths, angles and faces of 3D objects by matching them, and decide whether two objects are congruent.
Official code: E1.3
Multistep Directions with Turns
Giving and following multistep directions with half- and quarter-turns
I can give and follow directions with several steps, using distances, quarter-turns, half-turns and compass directions.
Official code: E1.4
Measuring Perimeter and Length
Measuring and comparing perimeters
I can estimate, measure and compare the perimeters of polygons and curved shapes, using units of length that suit them.
Official code: E2.1
Building shapes with a given perimeter
I can build and draw different polygons that all have the same given perimeter, keeping track of the length used and the length left.
Official code: E2.1
Millimetres, centimetres, metres, and kilometres, with benchmarks
I can explain how millimetres, centimetres, metres and kilometres are related, and use a benchmark for each to estimate lengths.
Official code: E2.2
Measuring Capacity and Mass
Measuring capacity with non-standard units
I can estimate, measure and compare capacity with non-standard units, and explain how overfilling, underfilling and gaps between units affect the measurement.
Official code: E2.3
Measuring mass with a pan balance
I can compare, estimate and measure the mass of objects with a pan balance and non-standard units.
Official code: E2.4
Using different-sized units to measure the same attribute
I can measure one attribute of an object with different-sized units and show that the count changes while the object stays the same.
Official code: E2.5
Telling Time and Comparing Areas
Telling time on analog clocks
I can read the time on an analog clock in hours and minutes, including quarter past, half past and quarter to, and read the second hand.
Official code: E2.6
Digital clocks, seconds and timers
I can read and write times on digital clocks in hours, minutes and seconds, use stopwatches and countdown timers, and read the 24-hour clock.
Official code: E2.6
Comparing areas by matching, covering, and decomposing shapes
I can compare the areas of 2D shapes by matching, covering, or cutting apart and rebuilding them, and show that different shapes can have the same area.
Official code: E2.7
Measuring Area
Measuring area with non-standard units
I can measure area with non-standard units that tile, and explain how gaps and overlaps change the count.
Official code: E2.8
Measuring area in square centimetres and square metres
I can use square centimetres and square metres to estimate, measure and compare the areas of shapes, including shapes with curved sides.
Official code: E2.9
The official wording · 16 outcomes
- E1.1
- sort, construct, and identify cubes, prisms, pyramids, cylinders, and cones by comparing their faces, edges, vertices, and angles
- E1.1
- construct, and identify cubes, prisms, pyramids, cylinders, and cones
- E1.2
- compose and decompose various structures, and identify the two-dimensional shapes and three-dimensional objects that these structures contain
- E1.3
- identify congruent lengths, angles, and faces of three-dimensional objects by mentally and physically matching them, and determine if the objects are congruent
- E1.4
- give and follow multistep instructions involving movement from one location to another, including distances and half- and quarter-turns
- E2.1
- use appropriate units of length to estimate, measure, and compare the perimeters of polygons and curved shapes, and construct polygons with a given perimeter
- E2.1
- construct polygons with a given perimeter
- E2.2
- explain the relationships between millimetres, centimetres, metres, and kilometres as metric units of length, and use benchmarks for these units to estimate lengths
- E2.3
- use non-standard units appropriately to estimate, measure, and compare capacity, and explain the effect that overfilling or underfilling, and gaps between units, have on accuracy
- E2.4
- compare, estimate, and measure the mass of various objects, using a pan balance and non- standard units
- E2.5
- use various units of different sizes to measure the same attribute of a given item, and demonstrate that even though using different-sized units produces a different count, the size of the attribute remains the same
- E2.6
- use analog and digital clocks and timers to tell time in hours, minutes, and seconds
- E2.6
- digital clocks and timers to tell time in hours, minutes, and seconds
- E2.7
- compare the areas of two-dimensional shapes by matching, covering, or decomposing and recomposing the shapes, and demonstrate that different shapes can have the same area
- E2.8
- use appropriate non-standard units to measure area, and explain the effect that gaps and overlaps have on accuracy
- E2.9
- use square centimetres (cm2) and square metres (m2) to estimate, measure, and compare the areas of various two-dimensional shapes, including those with curved sides
Key ideas
A solid's parts have names: a face is a flat surface, an edge is a line where two faces meet, and a vertex is a corner where edges meet, so a cube has 6 faces, 12 edges and 8 vertices.
Run a hand over a block: the flat sides are faces, the ridges between them are edges, and the sharp points are vertices.
A quarter-turn turns you to face the side, a half-turn turns you to face the opposite way, and a full turn brings you back facing where you started: facing the board, a half-turn leaves you facing the back wall.
Two quarter-turns make a half-turn, and four make a full turn.
Perimeter is the total length around a shape: a rectangle 4 cm by 3 cm has a perimeter of 4 + 3 + 4 + 3 = 14 cm.
Trace the edge of a shape with a finger all the way round: that path is the perimeter, measured like any length, in centimetres or metres.
Capacity is how much a container holds, and it is measured by filling the container with one repeated unit and counting: a jug filled by 8 level scoops of rice holds 8 scoops.
Pouring one container into another shows which holds more; measuring says how much.
On an analog clock the short hand shows the hour and the long hand shows the minutes: the short hand on 3 and the long hand on 12 is 3 o'clock.
The short, stubby hour hand goes once around the face in 12 hours.
Watch out for
- Thinking a large cube and a small cube are different kinds of solid because of their size.
- Confusing a half-turn with a quarter-turn, so a half-turn leaves you facing the side wall.
- Mixing up perimeter and area, so a 4 cm by 3 cm rectangle is said to have a perimeter of 12.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 1 skill
Financial Literacy
Estimating and Calculating Change
Estimating and calculating change for cash purchases
I can estimate and work out the change for simple cash purchases, with whole-dollar amounts and with amounts less than one dollar.
Official code: F1.1
The official wording · 1 outcomes
- F1.1
- estimate and calculate the change required for various simple cash transactions involving whole-dollar amounts and amounts of less than one dollar
Key ideas
Change is the money given back when more is paid than the price, and the price and the change together make the amount paid: a $7 book paid for with a $10 bill gets $3 change, because $7 and $3 make $10.
Every cash purchase has three amounts: the price, the amount paid and the change.
Change is found by counting up from the price to the amount paid: a $13 shirt paid for with a $20 bill counts up a loonie to $14, a loonie to $15 and a $5 bill to $20, so the change is $7.
Start at the price and add money until the amount paid is reached, saying the running total each time; the money added is the change.
Counting up works for amounts less than a dollar too: a 65¢ snack paid for with a loonie counts up a nickel to 70¢, a nickel to 75¢ and a quarter to 100¢, so the change is 35¢.
A loonie is worth 100¢, so the count ends at 100¢.
Subtracting finds the change too: a $27 game paid for with $50 gets $50 − $27 = $23 change, the same as counting up from $27.
Mental strategies help: $50 − $30 is $20, and $3 more, because $3 too many was taken away, makes $23.
An estimate made before the exact change catches a mistake: a $38 toy paid for with $50 gets about $50 − $40 = $10, so exact change of $12 makes sense and $22 does not.
Round the price to a friendly number, find the change in your head, and keep that estimate while counting the real change.
Watch out for
- Thinking the change is the price, so a $7 book paid for with $10 gets $7 back.
- Losing track of the running total when counting up, so the change for 65¢ from a loonie is called 45¢.
- Only estimating and never working out the exact change.
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 Ontario’s own curriculum for Mathematics, Grade 3.
Textbooks
The textbooks Ontario Ministry of Education lists for Mathematics, Grade 3:
- Math Now Grade 3 Online Resource
- My Math Path 3
- MathUP Classroom, Grade 3
- Mathology 3
- D2L Ontario Math 3
From the Trillium List, read October 27, 2026. ontario.ca
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| BNumber | Outcomes 16 | Taught in Unit 1 |
| CAlgebra | Outcomes 9 | Taught in Unit 2 |
| DData | Outcomes 7 | Taught in Unit 3 |
| ESpatial Sense | Outcomes 13 | Taught in Unit 4 |
| FFinancial Literacy | Outcomes 1 | Taught in Unit 5 |
Ontario’s Strand A, social-emotional learning skills and the mathematical processes, is taught through every other strand.
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Questions about Mathematics, Grade 3
What is Mathematics, Grade 3?
Ontario’s Grade 3 math course: 5 units and 54 skills, from Number to Financial Literacy.
What units are in Mathematics, Grade 3?
1. Number, 2. Algebra, 3. Data, 4. Spatial Sense and 5. Financial Literacy.
Is there a provincial exam for Mathematics, Grade 3?
Yes. The EQAO Primary Division Assessment: Reading, Writing and Mathematics is written in Ontario. Next sitting: May 4, 2027.
What textbook does Mathematics, Grade 3 use?
The textbooks Ontario Ministry of Education lists for Mathematics, Grade 3: Math Now Grade 3 Online Resource, GTK Press, My Math Path 3, Nelson Education Ltd., MathUP Classroom, Grade 3, Rubicon Publishing, Inc., Mathology 3, Pearson Education Canada and D2L Ontario Math 3, D2L Corporation.
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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