Saskatchewan · Grade 3
Mathematics, Grade 3
Saskatchewan’s Grade 3 math course, from Number to Statistics and Probability.
- Units
- 4
- Lessons
- 8
- Skills
- 28
- Provincial exam
- None
- Official curriculum
- Saskatchewan Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 13 skills
Number
Whole Numbers to 1000
Building numbers to 1000
I can build a number to 1000 with hundreds, tens, and ones.
Official code: N3.1
Reading and describing numbers to 1000
I can read, write, and break apart numbers to 1000.
Official code: N3.1
Estimating to 1000 with referents
I can estimate a big set using groups of 10 or 100.
Official code: N3.1
Comparing and ordering numbers to 1000
I can put numbers to 1000 in order using place value.
Official code: N3.1
Adding and Subtracting to 1000
Strategies for adding and subtracting to 1000
I can add and subtract to 1000 with materials and number sentences.
Official code: N3.2
Solving real problems to 1000
I can make up and solve a real add or subtract problem to 1000.
Official code: N3.2
Estimating sums and differences to 1000
I can estimate a sum or difference to 1000.
Official code: N3.2
Multiplication and Division to 5 x 5
Showing multiplication and division
I can show multiplication and division with groups and arrays.
Official code: N3.3
Making and solving multiplication and division problems
I can make up and solve a multiplication or division problem.
Official code: N3.3
How multiplication and division connect
I can see how multiplication and division are opposites.
Official code: N3.3
Beginning Fractions
Showing fractions
I can show a fraction as equal parts of a whole.
Official code: N3.4
Fractions in real life
I can find fractions in everyday sharing and explain them.
Official code: N3.4
Comparing fractions
I can compare fractions and relate them to the whole.
Official code: N3.4
The official wording · 13 outcomes
- N3.1
- Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including: • • representing (including place value)
- N3.1
- • • describing
- N3.1
- • • estimating with referents
- N3.1
- • • comparing two numbers • • ordering three or more numbers.
- N3.2
- Demonstrate understanding of addition of whole numbers with answers to 1000 and their corresponding subtractions (limited to 1, 2, and 3-digit numerals) including: • • representing strategies for adding and subtracting concretely, pictorially, and symbolically
- N3.2
- • • solving situational questions involving addition and subtraction
- N3.2
- • • estimating using personal strategies for adding and subtracting.
- N3.3
- Demonstrate understanding of multiplication to 5 × 5 and the corresponding division statements including: • representing and explaining using repeated addition or subtraction, equal grouping, and arrays
- N3.3
- • creating and solving situational questions • modelling processes using concrete, physical, and visual representations, and recording the process symbolically
- N3.3
- • relating multiplication and division.
- N3.4
- Demonstrate understanding of fractions concretely, pictorially, physically, and orally including: • • representing
- N3.4
- • • observing and describing situations
- N3.4
- • • comparing • • relating to quantity.
Key ideas
A three-digit number has hundreds, tens, and ones: 352 is 3 hundreds, 5 tens, 2 ones.
We can add and subtract using base ten blocks, place value, and personal strategies.
Multiplication is repeated addition of equal groups: 4 x 3 is 3 + 3 + 3 + 3.
A fraction shows equal parts of a whole, group, region, or length.
Skip counting by 5s, 10s, 25s, or 100s helps us build and count large numbers.
Watch out for
- Mixing up the value of the hundreds and tens digits.
- Losing track of place value when regrouping.
- Making unequal groups for multiplication.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 4 skills
Patterns and Relations
Patterns and Equations
Describing growing and shrinking patterns
I can describe a growing or shrinking pattern and continue it.
Official code: P3.1
Creating and comparing patterns
I can make my own growing or shrinking pattern and solve a problem with it.
Official code: P3.1
The mystery symbol in an equation
I can understand what a symbol stands for in an equation.
Official code: P3.2
Solving one-step equations
I can find the number the symbol stands for.
Official code: P3.2
The official wording · 4 outcomes
- P3.1
- Demonstrate understanding of increasing and decreasing patterns including: • • observing and describing • • extending
- P3.1
- • • comparing • • creating patterns using manipulatives, pictures, sounds, and actions.
- P3.2
- Demonstrate understanding of equality by solving one-step addition and subtraction equations involving symbols representing an unknown quantity.
- P3.2
- Demonstrate understanding of equality by solving one-step addition and subtraction equations involving symbols representing an unknown quantity.
Key ideas
An increasing pattern grows by the same amount; a decreasing pattern shrinks by the same amount.
We describe the starting value and the rule, then extend it.
We can create patterns and compare skip-counting patterns like 2s vs 5s.
Patterns help solve problems by predicting missing elements.
A symbol like a triangle can stand for an unknown number.
Watch out for
- Confusing increasing and decreasing.
- Changing the step size partway.
- Making a pattern with no steady rule.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 9 skills
Shape and Space
Time, Mass, and Length
Units and referents for time
I can match activities to time units and relate the units.
Official code: SS3.1
Solving time and calendar problems
I can solve time problems and find dates on a calendar.
Official code: SS3.1
Referents for grams and kilograms
I can pick everyday referents for a gram and a kilogram.
Official code: SS3.2
Estimating and measuring mass
I can estimate and then measure the mass of an object.
Official code: SS3.2
Referents for centimetres and metres
I can pick referents for a centimetre and a metre and relate them.
Official code: SS3.3
Measuring length and perimeter
I can measure lengths and find the perimeter of a shape.
Official code: SS3.3
3-D Objects and Polygons
Faces, edges, and vertices
I can count and describe the faces, edges, and vertices of a 3-D object.
Official code: SS3.4
Describing polygons
I can describe and compare polygons by their sides and angles.
Official code: SS3.5
Sorting polygons
I can sort polygons and tell the sorting rule.
Official code: SS3.5
The official wording · 9 outcomes
- SS3.1
- Demonstrate understanding of the passage of time including: • • relating common activities to standard and non- standard units • • describing relationships between units
- SS3.1
- • • solving situational questions.
- SS3.2
- Demonstrate understanding of measuring mass in g and kg by: • • selecting and justifying referents for g and kg • • modelling and describing the relationship between g and kg
- SS3.2
- • • estimating mass using referents • • measuring and recording mass.
- SS3.3
- Demonstrate understanding of linear measurement (cm and m) including: • • selecting and justifying referents • • generalizing the relationship between cm and m
- SS3.3
- • • estimating length and perimeter using referents • • measuring and recording length, width, height, and perimeter.
- SS3.4
- Demonstrate understanding of 3-D objects by analyzing characteristics including faces, edges, and vertices.
- SS3.5
- Demonstrate understanding of 2-D shapes (regular and irregular) including triangles, quadrilaterals, pentagons, hexagons, and octagons including: • • describing • • comparing
- SS3.5
- • • sorting.
Key ideas
Some activities take a minute, some an hour, a day, or a year.
A face is a flat surface, an edge is where two faces meet, and a vertex is a corner.
Time units relate: 60 minutes in an hour, 7 days in a week, 12 months in a year.
Different objects have different numbers of faces, edges, and vertices.
We can compare durations, like whether 10 days is more than a week.
Watch out for
- Mixing up which activities fit which time unit.
- Confusing edges and vertices.
- Confusing the number of days in a week and a month.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 2 skills
Statistics and Probability
First-Hand Data
Collecting and organizing data
I can collect data and show it with a bar graph or line plot.
Official code: SP3.1
Answering questions with data
I can answer questions using a bar graph or line plot.
Official code: SP3.1
The official wording · 2 outcomes
- SP3.1
- Demonstrate understanding of first-hand data using tally marks, charts, lists, bar graphs, and line plots (abstract pictographs), through: • • collecting, organizing, and representing
- SP3.1
- • • solving situational questions.
Key ideas
We collect data with tally marks, charts, or lists.
A bar graph uses bars and a line plot uses stacked marks to show how many.
We read a graph to answer questions like 'which had the most?' or 'how many more?'.
An interpretation is only valid if the graph actually supports it.
Watch out for
- Uneven bars that misrepresent the counts.
- Forgetting labels or a title on the graph.
- Answering from memory instead of reading the graph.
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 Saskatchewan’s own curriculum for Mathematics, Grade 3.
Textbooks
The textbooks Saskatchewan Ministry of Education lists for Mathematics, Grade 3:
- Nelson Math Focus 3
- Pearson Math Makes Sense 3 (WNCP ed.)
From core resources, read October 27, 2026. curriculum.gov.sk.ca
Study it in MapleMind
MapleMind teaches Mathematics, Grade 3 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep Mathematics, Grade 3 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 29
- Fillable fields
- 1,379
- Price
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Questions about Mathematics, Grade 3
What is Mathematics, Grade 3?
Saskatchewan’s Grade 3 math course: 4 units and 28 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?
No. Saskatchewan gives no provincial exam for Mathematics, Grade 3.
What textbook does Mathematics, Grade 3 use?
The textbooks Saskatchewan Ministry of Education lists for Mathematics, Grade 3: Nelson Math Focus 3 and Pearson Math Makes Sense 3 (WNCP ed.).
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.
Get ready for Mathematics, Grade 3
Practise every skill of Mathematics, Grade 3 in MapleMind, free with daily limits.
