Prince Edward Island · Grade 3
Mathematics, Grade 3
Prince Edward Island’s Grade 3 math course, from Number to Statistics and Probability.
- Units
- 4
- Lessons
- 13
- Skills
- 34
- Provincial exam
- Yes
- Official curriculum
- Prince Edward Island Department of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 21 skills
Number
Skip-Counting to 1000
Skip-counting by 5s, 10s, and 100s
I can skip-count by 5s, 10s, and 100s to 1000.
Official code: 3.N1
Skip-counting by 3s and 4s
I can skip-count by 3s and by 4s.
Official code: 3.N1
Skip-counting by 25s
I can skip-count by 25s.
Official code: 3.N1
Numbers to 1000 and Place Value
Showing numbers to 1000
I can show numbers up to 1000 with materials, pictures, and numerals.
Official code: 3.N2
Comparing and ordering to 1000
I can compare and order numbers to 1000.
Official code: 3.N3
Hundreds, tens, and ones
I can name the value of each digit in a number to 1000.
Official code: 3.N4
Mental Math and Estimation
Mental math for adding two 2-digit numbers
I can add two 2-digit numbers in my head.
Official code: 3.N5
Mental math for subtracting two 2-digit numbers
I can subtract two 2-digit numbers in my head.
Official code: 3.N6
Estimating sums and differences
I can estimate a sum or difference before solving.
Official code: 3.N7
Addition and Subtraction to 1000
Adding numbers to 1000
I can add numbers with totals up to 1000.
Official code: 3.N8
Subtracting numbers to 1000
I can subtract numbers within 1000.
Official code: 3.N8
Mental Math Facts to 18
Doubles and making 10
I can use doubles and making 10 to find facts.
Official code: 3.N9
The commutative and zero properties
I can use the order rule and the zero rule to find facts.
Official code: 3.N9
Thinking addition for subtraction
I can use a matching addition fact to find a subtraction fact.
Official code: 3.N9
First Multiplication and Division
Multiplication as equal groups
I understand multiplication as equal groups.
Official code: 3.N10
Solving multiplication problems
I can solve problems using multiplication.
Official code: 3.N10
Division as sharing and grouping
I understand division as sharing equally.
Official code: 3.N11
Relating division to multiplication
I can use multiplication to help with division.
Official code: 3.N11
Fractions of a Whole
A fraction is part of a whole
I know a fraction names an equal part of a whole.
Official code: 3.N12
Where fractions are used
I can describe where we use fractions in real life.
Official code: 3.N12
Comparing fractions with the same bottom number
I can compare fractions that have the same bottom number.
Official code: 3.N12
The official wording · 21 outcomes
- 3.N1
- Say the number sequence forward and backward from 0 to 1000 by: 5s, 10s, or 100s, using any starting point
- 3.N1
- 3s using starting points that are multiples of 3; 4s using starting points that are multiples of 4
- 3.N1
- 25s, using starting points that are multiples of 25.
- 3.N2
- Represent and describe numbers to 1000, concretely, pictorially and symbolically.
- 3.N3
- Compare and order numbers to 1000.
- 3.N4
- Illustrate, concretely & pictorially, the meaning of place value for numerals to 1000
- 3.N5
- Describe and apply mental mathematics strategies for adding two 2-digit numerals.
- 3.N6
- Describe and apply mental mathematics strategies for subtracting two 2-digit numerals.
- 3.N7
- Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.
- 3.N8
- Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals).
- 3.N8
- Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals).
- 3.N9
- Apply mental mathematics strategies and number properties, such as: using doubles; making 10
- 3.N9
- using the commutative property; using the property of zero
- 3.N9
- thinking addition for subtraction to determine answers for basic addition facts and related subtraction facts (to 18).
- 3.N10
- Demonstrate an understanding of multiplication to products of 36 with single digit factors.
- 3.N10
- Demonstrate an understanding of multiplication to products of 36 with single digit factors.
- 3.N11
- Demonstrate an understanding of division (related multiplication to products of 36 with single digit factors).
- 3.N11
- Demonstrate an understanding of division (related multiplication to products of 36 with single digit factors).
- 3.N12
- Demonstrate an understanding of fractions by: explaining that a fraction represents a part of a whole
- 3.N12
- describing situations in which fractions are used
- 3.N12
- comparing fractions of the same whole with like denominators.
Key ideas
Skip-counting by 100s jumps a whole hundred each time: 200, 300, 400.
Numbers to 1000 use hundreds flats, tens rods, and ones cubes.
Add the tens, then the ones, then combine.
Add hundreds, tens, and ones, regrouping when a place makes ten or more.
A double like 7 + 7 = 14 helps find 7 + 8.
Watch out for
- Losing the jump size across a hundreds boundary.
- Forgetting a zero placeholder, like writing 78 for 708.
- Forgetting to combine the tens and ones.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 3 skills
Patterns and Relations
Decreasing Patterns
Describing and comparing decreasing patterns
I can describe how a decreasing pattern shrinks.
Official code: 3.PR1
Extending and creating decreasing patterns
I can extend and make my own decreasing pattern.
Official code: 3.PR1
One-Step Equations
Solving one-step equations with a symbol
I can find the unknown number in a one-step equation.
Official code: 3.PR2
The official wording · 3 outcomes
- 3.PR1
- Demonstrate an understanding of decreasing patterns by: describing, extending, comparing, creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
- 3.PR1
- extending, comparing, creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).
- 3.PR2
- Solve one-step addition and subtraction equations involving symbols representing an unknown number.
Key ideas
A decreasing pattern gets smaller by a set amount each step.
A symbol like a box or star stands for an unknown number.
We describe it by telling how much it shrinks, like 'take away 3 each time.'.
We can use a related fact to find the unknown.
To extend, keep taking away the same amount each step.
Watch out for
- Missing that the shrink amount stays the same each step.
- Adding when the equation calls for finding a missing part.
- Confusing a decreasing pattern with an increasing one.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 9 skills
Shape and Space
Time and the Calendar
Time for everyday activities
I can match activities to the right unit of time.
Official code: 3.SS1
Seconds, minutes, hours, and days
I know how seconds, minutes, hours, and days fit together.
Official code: 3.SS2
Measuring Length in cm and m
Referents for centimetres and metres
I can pick a good referent for a centimetre and a metre.
Official code: 3.SS3
How centimetres and metres relate
I know how centimetres and metres are related.
Official code: 3.SS3
Estimating length with referents
I can estimate a length using a referent.
Official code: 3.SS3
Measuring and recording length
I can measure and record length, width, and height.
Official code: 3.SS3
Mass, Perimeter, and Polygons
Measuring mass in grams and kilograms
I can measure mass in grams and kilograms.
Official code: 3.SS4
Perimeter of shapes
I can find the perimeter of a shape.
Official code: 3.SS5
Sorting polygons by sides
I can sort polygons by how many sides they have.
Official code: 3.SS6
The official wording · 9 outcomes
- 3.SS1
- Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
- 3.SS2
- Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem-solving context.
- 3.SS3
- Demonstrate an understanding of measuring length (cm, m) by: selecting and justifying referents for the units cm and m
- 3.SS3
- modeling and describing the relationship between the units cm and m
- 3.SS3
- estimating length using referents
- 3.SS3
- measuring and recording length, width and height.
- 3.SS4
- Demonstrate an understanding of measuring mass (g, kg).
- 3.SS5
- Demonstrate an understanding of perimeter of regular and irregular shapes.
- 3.SS6
- Sort regular and irregular polygons, including: triangles, quadrilaterals, pentagons, hexagons, octagons, according to the number of sides.
Key ideas
Short activities take minutes; longer ones take hours or days.
A referent is a familiar object about the size of a unit.
Grams measure light objects; kilograms measure heavier ones.
We measure time in minutes, hours, days, weeks, months, and years.
A fingernail is about a centimetre; a big step is about a metre.
Watch out for
- Choosing a unit that is far too big or small.
- Choosing a referent much bigger or smaller than the unit.
- Using grams for a very heavy object.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 1 skill
Statistics and Probability
Collecting and Organizing Data
Collecting and organizing first-hand data
I can collect data and organize it to answer a question.
Official code: 3.SP1
The official wording · 1 outcomes
- 3.SP1
- Collect first-hand data and organize it using: tally marks, line plots, charts, lists to answer questions.
Key ideas
First-hand data is information we collect ourselves.
We can organize data with tally marks, line plots, charts, or lists.
Watch out for
- Losing track of data without a way to organize it.
- Choosing a question that cannot be answered by data.
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 Prince Edward Island’s own curriculum for Mathematics, Grade 3.
Study it in MapleMind
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Questions about Mathematics, Grade 3
What is Mathematics, Grade 3?
Prince Edward Island’s Grade 3 math course: 4 units and 34 skills, from Number to Statistics and Probability.
What units are in Mathematics, Grade 3?
1. Number, 2. Patterns and Relations, 3. Shape and Space and 4. Statistics and Probability.
Is there a provincial exam for Mathematics, Grade 3?
Yes. The School-based Assessment in Grade 3 Mathematics is written in Prince Edward Island. Next sitting: May 17, 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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