Mathematics, Grade 3

Expectations by strand
A. Social-Emotional Learning (SEL) Skills in
Mathematics and the Mathematical Processes
This strIJnd foĐuses on students’ development IJnd IJppliĐIJtion of soĐiIJl-emotional
learning skills to support their learning of math concepts and skills, foster their
overall well-being and ability to learn, and help them build resilience and thrive as
math learners. As they develop SEL skills, students demonstrate a greater ability to
understand and apply the mathematical processes, which are critical to
supporting learning in mathematics. In all grades of the mathematics program,
the learning related to this strand takes place in the context of learning related to
all other strands, and it should be assessed and evaluated within these contexts.

Overall expectations
Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the
ability to learn, build resilience, and thrive, students will:

A1. Social-Emotional Learning (SEL) Skills and the Mathematical

Processes
apply, to the best of their ability, a variety of social-emotional learning skills to support their
use of the mathematical processes and their learning in connection with the expectations in the
other five strands of the mathematics curriculum

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To the best of
their ability, … as they apply the mathematical
… so they can:
students will processes:
learn to:
1. identify and ● problem solving: develop, select, 1. express and manage their
manage emotions and apply problem-solving feelings, and show
strategies understanding of the feelings
● reasoning and proving: develop of others, as they engage
and apply reasoning skills (e.g., positively in mathematics
classification, recognition of activities
relationships, use of counter-
examples) to justify thinking, make
and investigate conjectures, and
construct and defend arguments
2. recognize ● reflecting: demonstrate that as 2. work through challenging
sources of stress they solve problems, they are math problems,
and cope with pausing, looking back, and understanding that their
challenges monitoring their thinking to help resourcefulness in using
clarify their understanding (e.g., by various strategies to respond
comparing and adjusting strategies to stress is helping them build
used, by explaining why they think personal resilience
3. maintain their results are reasonable, by 3. recognize that testing out
positive recording their thinking in a math different approaches to
motivation and journal) problems and learning from
perseverance ● connecting: make connections mistakes is an important part
among mathematical concepts, of the learning process, and is
procedures, and representations, aided by a sense of optimism
and relate mathematical ideas to and hope
other contexts (e.g., other
4. build 4. work collaboratively on
curriculum areas, daily life, sports)
relationships and math problems – expressing
communicate ● communicating: express and their thinking, listening to the
effectively understand mathematical thinking, thinking of others, and
and engage in mathematical practising inclusivity – and in
arguments using everyday that way fostering healthy
language, language resources as relationships
necessary, appropriate
5. develop self- 5. see themselves as capable
mathematical terminology, a
awareness and math learners, and
variety of representations, and
sense of identity strengthen their sense of
mathematical conventions
ownership of their learning,
● representing: select from and
as part of their emerging
create a variety of representations
sense of identity and
of mathematical ideas (e.g.,
belonging

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 6. think critically representations involving physical 6. make connections between
and creatively models, pictures, numbers, math and everyday contexts
variables, graphs), and apply them to help them make informed
to solve problems judgements and decisions
● selecting tools and strategies:
select and use a variety of concrete,
visual, and electronic learning tools
and appropriate strategies to
investigate mathematical ideas and
to solve problems

B. Number
Overall expectations
By the end of Grade 3, students will:

B1. Number Sense

demonstrate an understanding of numbers and make connections to the way numbers are used
in everyday life

Specific expectations
By the end of Grade 3, students will:

B1.1 Whole Numbers

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

Teacher supports
Key concepts

● Reading numbers involves interpreting them as a quantity when they are expressed in
words, in standard notation, or represented using physical objects or diagrams.
● The numerals 0 to 9 are used to form numbers. They are referred to as the digits in a
number and each digit corresponds to a place value. For example, in the number 4107,

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 the digit 4 represents 4 thousands, the digit 1 represents 1 hundred, the digit 0
represents 0 tens, and the digit 7 represents 7 ones.
● There are patterns in the way numbers are formed. Each decade repeats the 0 to 9
counting sequence. Any quantity, no matter how great, can be described in terms of its
place value.
● A number can be represented in expanded form (e.g., 3187 = 3000 + 100 + 80 + 7 or
3 × 1000 + 1 × 100 + 8 × 10 + 7 × 1) to show place value relationships.
● Numbers can be composed and decomposed in various ways, including by place value.
● Numbers are composed when two or more numbers are combined to create a larger
number. For example, 300, 200, and 6 combine to make 506.
● Numbers are decomposed when they are represented as a composition of two or more
smaller numbers. For example, 512 can be represented as 250 and 250 and 10 and 2.
● Tools may be used when representing numbers. For example, 362 may be represented as
the sum of 36 ten-dollar bills and 1 toonie or 3 base ten flats, 6 base ten rods, and 2 base
ten units.
● Numbers are used throughout the day, in various ways and contexts. Most often,
numbers describe and compare quantities. They express magnitude and provide a way to
answer questions such as “how much?” and “how much more?”.

Note

● Every strand in the mathematics curriculum relies on numbers.

● Numbers may have cultural significance.
● When a number is decomposed and then recomposed, the quantity is unchanged. This is
the conservation principle.
● There are non-standard but equivalent ways to decompose a number using place value,
based on understanding the relationships between the place values. For example, 587
could be decomposed as 58 tens and 7 ones or decomposed as 50 tens and 87 ones, and
so on.
● Composing and decomposing numbers in a variety of ways can support students in
becoming flexible with mental math strategies for addition and subtraction.
● Closed, partial, and open number lines are important tools for representing numbers and
showing the composition and decomposition of numbers. Numbers on a closed number
line can be represented as a position on a number line or as a distance from zero. Partial
number lines can be used to show the position of a number relative to other numbers.
Open number lines can be used to show the composition of large numbers without
drawing them to scale.
● Breaking down numbers and quantities into smaller parts (decomposing) and
reassembling them in new ways (composing) highlights relationships between numbers

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 and builds strong number sense. Composing and decomposing numbers is also useful
when doing a calculation or making a comparison.
● As students build quantities to 1000 concretely, they should also use both written words
and numerals to describe the quantity so that they can make connections among the
representations.

B1.2 Whole Numbers

compare and order whole numbers up to and including 1000, in various contexts

Teacher supports
Key concepts

Concepts

● Numbers are compared and ordered according to their “how muchness” or magnitude.
● Numbers with the same units can be compared directly (e.g., 645 days compared to 625
days). Numbers that do not show a unit are assumed to have units of ones (e.g., 75 and
12 are considered as 75 ones and 12 ones).
● Sometimes numbers without the same unit can be compared, such as 625 weeks and 75
days. Knowing that the unit "weeks" is greater than the unit "days", and knowing that
625 is greater than 75, one can infer that 625 weeks is a greater length of time than 75
days.
● Benchmark numbers can be used to compare quantities. For example, 132 is less than
500 and 620 is greater than 500, so 132 is less than 620.
● Numbers can be compared by their place value. For example, when comparing 825 and
845, the greatest place value in which the numbers differ is compared. For this example,
2 tens (from 825) and 4 tens (from 845) are compared. Since 4 tens is greater than 2 tens,
845 is greater than 825.
● Numbers can be ordered in ascending order – from least to greatest – or can be ordered
in descending order – from greatest to least.

Note

● Understanding place value enables any number to be compared and ordered. There is a
stable order to how numbers are sequenced, and patterns exist within this sequence that
make it possible to predict the order of numbers and make comparisons.
● Once millimetres have been introduced (see Spatial Sense SE, E2.2), the millimetre
markings on a metre stick can serve as a physical number line that spans from 0 to 1000.

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 Using the centimetre labels to determine the count of millimetres connects the Number
strand to the Spatial Sense strand and strengthens the “times ten” mental math focus in
SE B2.2.

B1.3 Whole Numbers

round whole numbers to the nearest ten or hundred, in various contexts

Teacher supports
Key concepts

● Rounding numbers is often done to estimate a quantity or measure, estimate the results
of a computation, and make an estimated comparison.
● How close a rounded number is to the original number depends on the unit or place
value that it is being rounded to. A number rounded to the nearest ten is closer to the
original number than a number being rounded to the nearest hundred.
● Whether a number is rounded “up” or “down” depends on the context. For example,
when paying by cash in a store, the amount owing is rounded to the nearest five cents.
● In the absence of a context, numbers are typically rounded based on the midpoint. This
approach involves considering the amount that is halfway between two units and
determining whether a number is closer to one unit than other:

○ Rounding 237 to the nearest 10 becomes 240, since 237 is closer to 240 than 230.
○ Rounding 237 to the nearest 100 becomes 200, since 237 is closer to 200 than 300.

● If a number is exactly on the midpoint, the “half round up”, which is the common method
for rounding would round up to the nearest 10. So, 235 rounded to the nearest 10
becomes 240.

Note

● The degree to which a number is rounded is often determined by the precision that is
required.

B1.4 Whole Numbers

count to 1000, including by 50s, 100s, and 200s, using a variety of tools and strategies

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Teacher supports
Key concepts

● Counting usually has a purpose, such as determining how many are in a collection,
determining how long before something will happen, or comparing quantities and
amounts.
● A count can start from zero or any other starting number.
● The unit of skip counting is identified as the number of objects in a group. For example,
when counting by twos, each group has two objects.
● Counting can involve a combination of skip counts and single counts.
● The 0 to 9 and decade counting sequences that appear in the first hundred repeat in
every subsequent hundred.

Note

● Skip counting helps build basic facts and mental math strategies and establishes a strong
foundation for multiplication and division.
● Counting up to and over each of the hundreds reinforces the 0 to 9 pattern in the place
value system.

B1.5 Whole Numbers

use place value when describing and representing multi-digit numbers in a variety of ways,
including with base ten materials

Teacher supports
Key concepts

● Any whole number can be described using the place value of its digits.
● The place (or position) of a digit determines its value (place value). The 5 in 511, for
example, has a value of 5 hundreds (500) and not 5.
● The order of the digits makes a difference. The number 385 describes a different quantity
than 853.
● The digits in a number represent groups of ones, tens, hundreds, and so on. A zero in a
column indicates that there are no groups of that size in the number. It serves as a
placeholder, holding the other digits in their correct “place”. For example, 57 means 5
tens and 7 ones, but 507 means 5 hundreds, 0 tens, and 7 ones.

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 ● Expanded notation represents a number according to place value. For example, 987
means there are 9 groups of 100, 8 groups of 10, and 7 ones, which in expanded notation
is 900 + 80 + 7 or 9 × 100 + 8 × 10 + 7 × 1.

Note

● The value of the digits in each of the positions follows a “times ten” multiplicative
pattern. For example, 50 is ten times greater than 5, and 500 is ten times greater than 50.
● Base ten materials are important for demonstrating the quantities of numbers and for
reinforcing that each digit represents a place value.
● Understanding place value is foundational for understanding the magnitude of numbers
and is important for various calculation strategies and algorithms.
● There is a “hundreds-tens-ones” pattern that repeats within each period (e.g., units,
thousands, millions). Although students in Grade 3 are working with numbers only to
1000, early exposure to this larger pattern and the names of the periods – into millions
and beyond – satisfies a natural curiosity around “big numbers”.

B1.6 Fractions

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

Teacher supports
Key concepts

● Fair-sharing or equal-sharing means that quantities are shared equally. For a whole to be
shared equally, it must be partitioned so that each sharer receives the same amount.

○ Sometimes the share is a whole number (e.g., if 4 pieces of ribbon are shared
equally among 2 people, each person gets 2 pieces of ribbon).
○ Sometimes the share is a fractional amount (e.g., if 4 pieces of ribbon are shared
equally among 8 people, each person gets one half of a ribbon).

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 o Sometimes the share results in a whole plus a fractional amount (mixed number)
(e.g., if 4 pieces of ribbon are shared equally among 3 people, each person gets 4
one thirds or 1 and one third pieces of the ribbon).

• Comparing two different sharing situations involves reviewing the relationship (ratio)
between the amount to be shared and the number of sharers.

o If the amounts to be shared are the same, then the greater the number of sharers,
the less each sharer gets.
o If the number of sharers is the same, then the greater the amount to be shared, the
greater each sharer gets.
o If the amounts to be shared are the same as the number of sharers, then the
amount each sharer gets is the same for each situation.

Note

• Words can have multiple meanings. It is important to be aware that in many situations,
fair does not mean equal, and equal is not equitable. Educators should clarify how they
are using the term “fair share” and ensure that students understand that in the math
context fair means equal and the intent behind such math problems is to find equal
amounts.
• Fair-share or equal-share problems provide a natural context for students to encounter
fractions and division. Present these problems in the way that students will best connect
to.
• Fractional amounts can be expressed as a count of unit fractions (e.g., 2 one thirds), as
words (e.g., two thirds), as a combination of numbers and words (e.g., 2 thirds), and
2
symbolically (e.g., 3). As students come to understand fraction terms (halves, fourths, and
so on) and use them independently, it is appropriate to introduce the corresponding
symbolic fractional notation (see SE B2.9). Continuing to use all four ways of expressing
fractions helps to reinforce the meaning behind the symbols.

B1.7 Fractions

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

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Teacher supports
Key concepts

● When something is shared fairly or equally as five pieces, each piece is 1 one fifth of the
original amount. Five one fifths make up a whole.
● When something is shared fairly or equally as ten pieces, each piece is 1 one tenth of the
original amount. Ten one tenths make up a whole.
● Fractions are equivalent when they represent the same value or quantity.
● If the original amount is shared as five pieces or ten pieces, the fractions one fifth and 2
one tenths (two tenths) are equivalent. Similarly 2 one fifths (two fifths) and 4 one tenths
(four tenths) are equivalent, 3 one fifths (three fifths) and 6 one tenths (six tenths) are
equivalent, 4 one fifths (four fifths) and 8 one tenths (eight tenths) are equivalent, and 5
one tenths (five fifths), and 10 one tenths (ten tenths) are equivalent.
● Different fractions can describe the same amount. Five tenths, four eighths, three sixths,
and two fourths all represent the same amount as one half.

Note

● Words can have multiple meanings. It is important to be aware that in many situations,
fair does not mean equal, and equal is not equitable. Educators should clarify how they
are using the term "fair share" and ensure that students understand that in the math
context fair means equal and the intent behind such math problems is to find equal
amounts.
● Fair-share or equal-sharing scenarios provide a natural context for students to encounter
and use equivalent fractions (see SE B1.6). Present these problems in the way that
students will best connect to.
● Patterns that exist between equivalent fractions can be used to generate other
equivalent fractions.
● When two fractions (or ratios) are equivalent, the relationships among the numerators
1 3
and the denominators are constant. For example, in 2 and 6, the denominator in both
fractions is twice the numerator; and the numerator of one fraction is three times that of
the other, just as the denominator of one is three times that of the other.

B2. Operations
use knowledge of numbers and operations to solve mathematical problems encountered in
everyday life

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Specific expectations
By the end of Grade 3, students will:

B2.1 Properties and Relationships

use the properties of operations, and the relationships between multiplication and division, to
solve problems and check calculations

Teacher supports
Key concepts

● Multiplication and division can describe situations involving repeated groups of equal
size:

○ Multiplication names the unknown total when the number of groups and the size of
the groups are known.
○ Division names either the number of groups or the size of the groups when only
one is known along with the total.

● Multiplication and division are inverse operations. (See SEs B2.2, B2.6, and B2.7.)
● Any division question can be thought of as a multiplication question unless 0 is involved
(e.g., 16 ÷ 2 = ? is the same as ? × 2 = 16), and vice versa. This inverse relationship can be
used to perform and check calculations.

Note

● Multiplication and division problems can be solved in various ways, depending on the
numbers that are given and the facts that are known.
● Since students are developing their multiplication and division facts for 2, 5, and 10 in
Grade 3, it is important for them to solve problems concretely so that they can make
connections to these facts and how they can be used to solve any multiplication problem.
● Students need to understand the distributive property of multiplication over addition,
and the commutative and associative properties of multiplication. They should be able to
use these properties authentically as they solve problems, but they do not need to name
them.
● This expectation supports many other expectations in the Number strand and is applied
throughout the grade. Whether working with numbers or operations, recognizing and
applying properties and relationships builds a strong foundation for doing mathematics.

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B2.2 Math Facts

recall and demonstrate multiplication facts of 2, 5, and 10, and related division facts

Teacher supports
Key concepts

● Multiplication and division are inverse operations, and the basic facts for division can be
rephrased using multiplication (see SE B2.1). For example, 16 ÷ 2 can be rewritten as
? × 2 = 16, and thought of as “how many groups of 2 are in 16?” (i.e., grouping division).

Note

● Using repeated equal groups to model multiplication and division facts builds
understanding of the facts as well as the operations (see SE B2.6).
● Having automatic recall of multiplication and division facts is important when carrying
out mental or written calculations and frees up working memory when solving complex
problems and tasks.
● Working with doubles, halving, and skip counting by 2, 5, and 10 provides a strong
foundation and starting point for learning the multiplication facts of 2, 5, and 10.
● Multiplication and division involve a “double count”. One count keeps track of the
number of equal groups. The other count keeps track of the running total. Double
counting can be observed when students use fingers to keep track of the number of
groups as they skip count towards a total.

B2.3 Mental Math

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

Teacher supports
Key concepts

● Mental math refers to doing a calculation in one’s head. Sometimes the numbers or the
number of steps in a calculation are too complex to completely hold in one’s head, so
jotting down partial calculations and diagrams are can be used to complete the
calculations.

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 ● Number lines, circular number lines, and part-whole models can be used to show
strategies for doing the calculations.
● Estimation by rounding (see SE B1.3) is a useful mental strategy when either an exact
answer is not needed or there is insufficient time to work out a solution.

Note

● Strategies to do mental calculations will vary depending on the numbers, facts, and
properties that are used. For example:

○ For 187 + 2, simply count on.

○ For 726 + 38, decompose 38 as 34 and 4, add 4 to 726 to get 730, and then add on
34 to get 764.
○ For 839 + 9, add 10 onto 839 and then subtract the extra 1.

● Mental math may or may not be quicker than paper-and-pencil strategies, but speed is
not the goal. The value of mental math is in its portability and flexibility, since it does not
require a calculator or paper and pencil. Practising mental math strategies also deepens
an understanding of numbers.
● Mental math involves using flexible strategies that build on basic facts, number
relationships, and counting strategies. These strategies continue to expand and develop
through the grades.
● Estimation can be used to check the reasonableness of calculations and should be
continually encouraged when students are doing mathematics.

B2.4 Addition and Subtraction

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

Teacher supports
Key concepts

● The most common standard algorithms for addition and subtraction in North America use
a very compact organizer to decompose and recompose numbers based on place value
(see SEs B1.1 and B1.5).

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 ○ The North American algorithms for addition and subtraction both start from the
right and move to the left, digit by digit.
○ The digits in the unit column are added or subtracted.
○ When the sum of two digits exceeds 9 or the difference is below zero, a “regroup”
or a “trade” (decomposing and recomposing) from the next column is made so that
the operation can be carried out.
○ The process is repeated for every column and small numbers are used to track and
manage the regroupings.
○ The example below shows how North American addition and subtraction
algorithms are often written. They also include one way to represent the hidden
place-value compositions and decompositions that occur as part of the algorithm.

Note

● An algorithm describes a process or set of steps to carry out a procedure. A standard

algorithm is one that is known and used by a community. Different cultures have
different standard algorithms that they use to perform calculations.
● Algorithms for addition or subtraction describe the steps needed to carry out the
operation; organize the steps efficiently; and, if performed accurately, produce the
correct answer.
● When working with standard algorithms, it is important to reinforce the actual quantities
that are being used in the calculations by continuously referring to the place value of the
digits rather than their face value (see SE B1.5). For example, when talking about adding
126 + 287, instead of using the digits (7 + 6; 8 + 2; 1 + 2), use the values (7 + 6; 20 + 80;
100 + 200) of the numbers that are being added together.

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B2.5 Addition and Subtraction

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

Teacher supports
Key concepts

● Situations involving addition and subtraction may involve:

○ adding a quantity onto an existing amount or removing a quantity from an existing

amount;
○ combining two or more quantities;
○ comparing quantities.

● Acting out a situation, by representing it with objects, a drawing, or a diagram, can help
support students to identify the given quantities in a problem and the unknown quantity.
● Set models can be used to add a quantity to an existing amount or removing a quantity
from an existing amount.
● Linear models can be used to determine the difference between two quantities by
comparing them visually.
● Part-whole models can be used to show the relationship between what is known and
what is unknown and how addition and subtraction relate to the situation.

Note

● An important part of problem solving is the ability to choose the operation that matches
the action in a situation. For additive situations – situations that involve addition or
subtraction – there are three “problem structures” that describe a different usage of the
operation:

○ Change situations, where one quantity is changed, by having an amount either

joined to it or separated from it. Sometimes the result is unknown; sometimes the
starting point is unknown; sometimes the change is unknown.
○ Combine situations, where two quantities are combined. Sometimes one part is
unknown; sometimes the other part is unknown; sometimes the result is unknown.
○ Compare situations, where two quantities are being compared. Sometimes the
larger amount is unknown; sometimes the smaller amount is unknown; sometimes
the difference between the two amounts is unknown.

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 ● Representing a situation with a drawing helps visualize the actions and quantities in a
problem. Part-whole models are helpful for showing the relationship between what is
known and unknown, and how addition and subtraction relate to the situation.
● In order to reinforce the meaning of addition and subtraction, it is important to model
the corresponding equation that represents the situation, and to place the unknown
quantity correctly (e.g., 125 + ? = 275, or ? + 150 = 275, or 125 + 150 = ?). Matching the
structure of the equation to what is happening in the situation reinforces the meaning of
addition and subtraction.
● Sometimes changing a “non-standard” equation (where the unknown is not after the
equal sign) into its “standard form” can make it easier to carry out the calculation.
● Part-whole models make the inverse relationship between addition and subtraction
evident and support students in developing a flexible understanding of the equal sign.
These are all important ideas in the development of algebraic reasoning.
● Mental addition and subtraction strategies can be used to solve any computation. As
numbers become greater, or there is a need to communicate strategies with others, the
steps may need to be written down.
● Algorithms, including many for addition and subtraction, use place value to produce a
procedure that will work with any numbers (see SE B2.4). When working with algorithms,
it is important to reinforce the actual quantities in the equation by continuously
referencing the place value of the digits rather than their face value (see SEs B1.1 and
B1.5). For example, if adding 26 + 32 from left to right, talk about adding 20 and 30, then
6 and 2).

B2.6 Multiplication and Division

represent multiplication of numbers up to 10 × 10 and division up to 100 ÷ 10, using a variety of

tools and drawings, including arrays

Teacher supports
Key concepts

● One way to model multiplication and division is to use repeated groups of equal size.
● Multiplication and division are related. A division problem can be thought of as a
multiplication problem with a missing factor (unless 0 is involved). So 24 ÷ 6 can be
rewritten as 6 × ? = 24.
● The array can be a very useful model for multiplication and division because it structures
repeated groups of equal size into rows and columns.
o In a multiplication situation the number of rows and the number of columns for
the array are both known.

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 o In a division situation the total number of objects is known, as well as either the
number of rows or the number of columns. In order to create an array to represent
a division situation, the objects are arranged into the rows or columns that are
known until all the objects have been distributed evenly.

Note

● The array helps make visual connections to skip counting, the distributive property, and
the inverse relationship between multiplication and division.

● The beads on a rekenrek are arranged as an array and can be adjusted to show columns
and rows up to 10 × 10. The rows of beads that are set up as 5 red and 5 white can
support students with making connections to the distributive property and understanding
numbers in terms of their relationship to 5 and 10.
● Several tools can be used to model multiplication and division, including ten frames,
relational rods, and hops on a number line.

B2.7 Multiplication and Division

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

Teacher supports
Key concepts

● Multiplication and division are both useful for describing situations involving repeated
groups of equal size.

○ Multiplication names the unknown total when the number of groups and the size of
the groups are known.
○ Division names either the unknown size of groups (sharing division), or the
unknown number of groups (grouping division) when the total is known.

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 ● The inverse relationship between multiplication and division means that any situation
involving repeated equal groups can be represented with either multiplication or division.
See also SE B2.1.
● There are two types of division problems:

○ Equal-sharing division (also called “partitive division”):

▪ What is known: the total and number of groups.

▪ What is unknown: the size of the groups.
▪ The action: a total shared equally among a given number of groups. (See SEs
B1.6 and B1.7 for connections between equal-sharing division and fractions.)

○ Equal-grouping division (sometimes called “measurement division” or “quotative

division”):

▪ What is known: the total and the size of groups.

▪ What is unknown: the number of groups.
▪ The action: from a total, equal groups of a given size are measured out.

● Repeated addition and repeated subtraction are often used as strategies to solve
multiplication and division problems.
● Repeated addition is often used as a multiplication strategy, by adding equal groups to
find the total.
● Repeated addition is also often used as a division strategy, by thinking of the division as
multiplication with a missing factor (e.g., thinking of 15 ÷ 3 as 3 × ? = 15 and asking how
many groups of 3 are in 15).
● Repeated subtraction is often used as a division strategy, by removing equal groups from
the given total. Each round of sharing is “unitized” as a group and subtracted from the
total. Each repeated round is represented as a subtracted group.

Note

● The use of drawings, tools (arrays, number lines), and objects can help to visualize the
quantities and the actions involved in the situation, as well as what is known and
unknown.
● Often the representation alone may be enough for a problem to be solved by counting. In
these cases, it is important to also include the corresponding multiplication or division
equation to make connections to the operations and build algebraic reasoning.

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B2.8 Multiplication and Division

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

Teacher supports
Key concepts

● The denominator is the bottom number of a fraction expressed in fractional notation and
represents the relative size of each part (the unit fraction). If a whole is divided into five
1
equal-sized parts, each part is one fifth ( ). The greater the number of partitions of a
5
whole, the smaller the unit fraction is relative to the whole.
● The numerator is the top number of a fraction expressed in fractional notation and
represents the count of equal parts (unit fractions). If there are 2 one fifths, it is written
2 2
as 5. This count can be represented with repeated addition (e.g., 5 is one fifth plus one
fifth).

B2.9 Multiplication and Division

use the ratios of 1 to 2, 1 to 5, and 1 to 10 to scale up numbers and to solve problems

Teacher supports
Key concepts

● Ratios deal with multiplicative relationships in a variety of contexts. For example:

○ If the ratio of vowels to consonants in a word is 1 to 2, then there are twice as

many consonants in the word as there are vowels.
○ If a set has 1 red object and 5 blue objects, then the ratio of red to blue is 1 to 5.
○ If there are ten times as many birds as there are kittens in the pet store, then the
ratio of birds to kittens is 10 to 1 or the ratio of kittens to birds is 1 to 10.

Note

● A ratio of “a to b” can be written symbolically as a:b, for example, 1 to 2 can be written as

1:2.

194
 ● To scale up means to multiply a starting number by a factor. An application of this is
scaling a number line. To support this understanding, use a double number line with one
number line showing the starting values and the second number line showing the scaling.
For example, scaling the numbers 0 to 4 by 5 is illustrated on a double number line
below.

C. Algebra
Overall expectations
By the end of Grade 3, students will:

C1. Patterns and Relationships

identify, describe, extend, create, and make predictions about a variety of patterns, including
those found in real-life contexts

Specific expectations
By the end of Grade 3, students will:

C1.1 Patterns

identify and describe repeating elements and operations in a variety of patterns, including
patterns found in real-life contexts

Teacher supports
Key concepts

● Patterns may involve a repeating element and a repeating operation (e.g., in a design,
different sizes of squares may be repeated).
● The shortest string of elements that repeat in a pattern is referred to as the “pattern
core”.
● The quantifying measure or numerical value in a pattern may involve a repeat of addition,
subtraction, multiplication, or division.

195
Note

● Students can engage in mathematics and patterns through the contexts, cultural
histories, and stories of various cultures.
● Have students focus on how attributes are staying the same and how they are changing.
● A repeat operation involving addition and subtraction of zero will result in a pattern
whose elements are not altered.
● A repeat operation involving multiplication and division by one will result in a pattern
whose elements are not altered.

C1.2 Patterns

create and translate patterns that have repeating elements, movements, or operations using
various representations, including shapes, numbers, and tables of values

Teacher supports
Key concepts

● The same pattern structure can be represented in various ways.

● Patterns with a repeating element can be based on attributes (e.g., colour, size,
orientation).
● Patterns with a repeating operation can be based on repeating operations of addition,
subtraction, multiplication, and/or division.
● Pattern structures can be generalized.
● When translating a pattern from a concrete representation to a table of values, each
iteration of the pattern can be referred to as the term number, and the number of
elements in each iteration can be referred to as the term value. In a table of values, the
term number is shown in the left-hand column and the term value is shown in the right-
hand column.

Note

● Comparing translated patterns highlights the equivalence of their underlying

mathematical structure, even though the representation differs.

196
C1.3 Patterns

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

Teacher supports
Key concepts

● Patterns can be extended because they are repetitive by nature.

● Pattern rules are generalizations about a pattern, and they can be described in words.
● Patterns can be extended in multiple directions – up, down, right, left, diagonally.
● To make a near prediction about a pattern is to state or show what a pattern will look like
just beyond the given representation of that pattern. The prediction can be verified by
extending the pattern.
● To make a far prediction about a pattern is to state or show what a pattern will look like
well beyond the given representation of that pattern. Often calculations are needed to
make an informed prediction or to verify a prediction.
● To identify missing elements of patterns is to complete a representation for a given
pattern by filling in the missing parts.

Note

● In order to extend, predict, or determine missing elements, students need to generalize

patterns, using pattern rules.
● Rules should be used to verify predictions and to critically analyse extensions and
solutions for missing elements.

C1.4 Patterns

create and describe patterns to illustrate relationships among whole numbers up to 1000

Teacher supports
Key concepts

● Patterns can be used to understand relationships among numbers.

● There are many patterns within the whole number system.

197
Note

● Many number strings are based on patterns and the use of patterns to develop a
mathematical concept.

C2. Equations and Inequalities

demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply
this understanding in various contexts

Specific expectations
By the end of Grade 3, students will:

C2.1 Variables

describe how variables are used, and use them in various contexts as appropriate

Teacher supports
Key concepts

● Variables are used in formulas (e.g., the perimeter of a square can be determined by four
times its side length (s), which can be expressed as 4s).
● Variables are used in coding so that the code can be run more than once with different
numbers.
● Variables are defined when doing a mathematical modelling task.

Note

● Identifying quantities in real life that stay the same and those that can change will help
students understand the concept of variability.
● Identifying what is constant and what changes is one aspect of mathematical modelling.
● When students find different addends for a sum no more than 200, they are implicitly
working with variables. These numbers are like variables that can change (e.g., in coding,
a student’s code could be TotalSteps = FirstSteps + SecondSteps).
● In mathematics notation, variables are only expressed as letters or symbols. When
coding, variables may be represented as words, abbreviated words, symbols, or letters.
● Students are also implicitly working with variables as they are working with attributes
(e.g., length, mass, colour, number of buttons), as the value of those attributes can vary.

198
C2.2 Equalities and Inequalities

determine whether given sets of addition, subtraction, multiplication, and division expressions
are equivalent or not

Teacher supports
Key concepts

● Numerical expressions are equivalent when they produce the same result, and an equal
sign is the symbol denoting two equivalent expressions.
● Numerical expressions are not equivalent when they do not produce the same result, and
an equal sign with a slash through it (≠), is a symbol denoting that the two expressions
are not equivalent.
● Various strategies can be used to determine whether expressions are equivalent. Visual
representations of the expressions can be manipulated until they look the same or close
to the same.

Note

● The equal sign should not be interpreted as the "answer", but rather, that both parts on
either side of the equal sign are equal, therefore creating balance.

C2.3 Equalities and Inequalities

identify and use equivalent relationships for whole numbers up to 1000, in various contexts

Teacher supports
Key concepts

● When numbers are decomposed, the sum of the parts is equivalent to the whole.
● The same whole can result from different parts.

Note

● Many mathematical concepts are based on an underlying principle of equivalency.

● The commutative properties of addition and multiplication are founded on equivalency.

199
C3. Coding
solve problems and create computational representations of mathematical situations using
coding concepts and skills

Specific expectations
By the end of Grade 3, students will:

C3.1 Coding Skills

solve problems and create computational representations of mathematical situations by writing

and executing code, including code that involves sequential, concurrent, and repeating events

Teacher supports
Key concepts

● Loops make code more readable and reduce the number of instructions that need to be
written. Loops can also help to emphasize the repetitive properties of some
mathematical tasks and concepts.
● Using loops helps students organize their code and provides a foundation for considering
efficiencies in program solutions.

Note

● Coding can support students in developing a deeper understanding of mathematical

concepts.
● Loops provide an opportunity to experience the power of code and the process of
automating algorithmic components.
● By manipulating conditions within a loop and the number of times that the loop will be
repeated, students can determine the relationship between variables in lines of code.
● Coding can include a combination of pseudocode, block-based coding programs, and text-
based coding programs.
● Students can program for various agents, such as a pixelated image on a screen, a
classmate acting out the code when appropriate, or a physical device (e.g., robot,
microcontroller).

200
C3.2 Coding Skills

read and alter existing code, including code that involves sequential, concurrent, and repeating
events, and describe how changes to the code affect the outcomes

Teacher supports
Key concepts

● Code can be altered to develop students’ understanding of mathematical concepts, and

to ensure that the code is generating the expected outcome.
● Altering code to use loops can simplify instructions while generating the same outcome.
● The placement of a loop in the code can affect the outcome.
● Changing the sequence of instructions in code can sometimes produce the same outcome
and can sometimes produce a different outcome.

Note

● It is important for students to understand when order matters. Some mathematical

concepts are founded on the idea that the sequence of instructions does not matter; for
example, the commutative and associative properties of addition.
● Predicting the outcome of code allows students to visualize the movement of an object in
space or imagine the output of specific lines of code. This is a valuable skill when
debugging code and problem solving.

C4. Mathematical Modelling

apply the process of mathematical modelling to represent, analyse, make predictions, and
provide insight into real-life situations

This overall expectation has no specific expectations. Mathematical modelling is an iterative and
interconnected process that is applied to various contexts, allowing students to bring in learning
from other strIJnds. Students’ demonstrIJtion of the proĐess of mIJthemIJtiĐIJl modelling, IJs they
apply concepts and skills learned in other strands, is assessed and evaluated.

Read more about the mathematical modelling process.

201
Teacher supports
Key concepts

● The process of mathematical modelling requires: understanding the problem; analysing

the situation; creating a mathematical model; and analysing and assessing the model.

Note

● A mathematical modelling task is different from a real-life application due to the cyclic
nature of modelling, which involves examining a problem from outside mathematics,
modelling it, and then checking the model against the real-life situation and adjusting as
necessary.
● The process of mathematical modelling should not be confused with using a "model" to
represent or solve a problem that does not require the whole process.
● Mathematical modelling tasks can be utilized in many ways and can support students
with making connections among many mathematical concepts across the math strands
and across other curricula.

D. Data
Overall expectations
By the end of Grade 3, students will:

D1. Data Literacy

manage, analyse, and use data to make convincing arguments and informed decisions, in
various contexts drawn from real life

Specific expectations
By the end of Grade 3, students will:

D1.1 Data Collection and Organization

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

202
Teacher supports
Key concepts

● Data can be sorted in more than one way.

● Two-way tables are used to sort data into all of the possible combinations for the
characteristics of two attributes.
● A three-circle Venn diagram can be used to sort data based on three characteristics (e.g.,
red, large, stripes) for three attributes (e.g., colour, size, markings).
● A Carroll diagram can be used to sort data into complementary sets for two
characteristics (e.g., red – not red, stripes – no stripes) for two attributes (e.g., colour,
markings).
● A tree diagram can be used to sort data into all the possible combinations of
characteristics for two or more attributes (e.g., red stripes, red dots, blue stripes, blue
dots, green stripes, green dots).

Note

● A variable is any attribute, number, or quantity that can be measured or counted.

● The number of possible combinations of categories can be determined by multiplying
together the number of possibilities for each attribute (variable) under consideration. For
example, there are 24 possible combinations for four shapes – circle, rectangle, triangle,
hexagon combined with three colours – red, blue, green and combined with two sizes –
large, not large (i.e., 4 × 3 × 2 = 24).

D1.2 Data Collection and Organization

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

Teacher supports
Key concepts

● The type and amount of data to be collected is based on the question of interest.
● Data can either be qualitative (e.g., colour, type of pet) or quantitative (e.g., number of
pets, height).
● Data can be collected through observations, experiments, interviews, or written
questionnaires over a period of time.
● Frequency tables are an extension of tally tables, in which the tallies are counted and
represented as numerical values for each category.

203
Note

● In the primary grades, students are collecting data from a small population (e.g., objects
in a container, the days in a month, students in Grade 3).
● When students are dealing with a lot of categories for data involving two attributes, one
strategy is to reorganize the categories into their complements and use a Carroll diagram
to organize the data.

D1.3 Data Visualization

display sets of data, using many-to-one correspondence, in pictographs and bar graphs with
proper sources, titles, and labels, and appropriate scales

Teacher supports
Key concepts

● The order of the categories in graphs does not matter for qualitative data (i.e., the
categories can be arranged in any order).
● The categories for pictographs and bar graphs can be drawn either horizontally or
vertically.
● Graphing data using many-to-one correspondence provides a way to show large amounts
of data within a reasonable view and is indicated by the scale of the frequency on the bar
graph and the key for a pictograph.
● The source, titles, and labels provide important information about data in a graph or
table:

○ The source indicates where the data was collected.

○ The title introduces the data contained in the graph or table.
○ Labels provide additional information, such as the labels on the axes of a graph that
describe what is being measured (the variable).

Note

● Have students use scales of 2, 5, and 10 to apply their understanding of multiplication

facts for 2, 5 and 10.

204
D1.4 Data Analysis

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

Teacher supports
Key concepts

● Modes can be identified for qualitative and quantitative data. A variable can have one,
none, or multiple modes.
● The mean can only be determined for quantitative data. The mean of a variable can be
determined by dividing the sum of the data values by the total number of values in the
data set.
● Depending on the data set, the mean and the mode may be the same value.

Note

● The mean and the mode are two of the three measures of central tendency. The median
is the third measure and is introduced in Grade 4.
● The mean is often referred to as the average. Support students with conceptually
understanding the mean by decomposing and recomposing the values in the data set so
that all values are the same.

D1.5 Data Analysis

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

Teacher supports
Key concepts

● Different representations are used for different purposes to convey different types of
information.
● Frequency tables show numerically how often an item or value occurs in a set of data.
They are quicker and easier to read than tallies.

205
 ● Graphs of quantitative data show the distribution and the shape of the data. For
example, the data on a vertical bar graph may be skewed to the left, skewed to the right,
centered, or equally distributed among all of the categories.
● It is important to pay attention to the scale on pictographs and other graphs. If the scale
on a pictograph is that one picture represents 2 students, then the frequency of a
category is double what is shown.
● Data that is presented in tables and graphs can be used to ask and answer questions,
draw conclusions, and make convincing arguments and informed decisions.
● Questions of interest are intended to be answered through the analysis of the
representations. Sometimes the analysis raises more questions that require further
collection, representation, and analysis of data.

Note

● There are three levels of graph comprehension that students should learn about and
practise:

○ Level 1: information is read directly from the graph and no interpretation is

required.
○ Level 2: information is read and used to compare (e.g., greatest, least) or perform
operations (e.g., addition, subtraction).
○ Level 3: information is read and used to make inferences about the data using
background knowledge of the topic.

● Analysing data can be complex, so it is important to provide students with strategies that
will support them to build these skills.

D2. Probability
describe the likelihood that events will happen, and use that information to make predictions

Specific expectations
By the end of Grade 3, students will:

D2.1 Probability

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

206
Teacher supports
Key concepts

● The likelihood of an event occurring can be represented along a continuum from

impossible to certain with benchmarks in between of unlikely, equally likely, and likely.
● "Equally likely" is sometimes thought of as an equal chance of events happening, such as
rolling a 4 on a die or rolling a 6.
● Understanding likelihood can help with making predictions about future events.

Note

● Students’ ability to make predictions depends on an informal understanding of concepts

related to possible outcomes, randomness, and independence of events. (These terms
are for teacher reference only; students are not expected to use or define these terms.)

○ Possible outcomes: To make a prediction in a situation of chance, it is necessary to

know all possible outcomes. For example, when drawing a cube from a bag
containing red, blue, and yellow cubes, a possible outcome is a yellow cube,
whereas an impossible outcome is a green cube.
○ Randomness: A random event is not influenced by any factors other than chance.
For example, when a regular die is rolled, the result showing any number from 1 to
6 is entirely by chance and each roll has an equal chance of happening.
○ The independence of an event is connected to whether or not the outcome of that
event is influenced by another event. For example, if you throw a dice two times,
the outcome of the first toss does not impact the second toss.

D2.2 Probability

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

Teacher supports
Key concepts

● Data can vary from one population to another.

● If two populations are similar, the modes for the two data sets will more than likely be
the same and the means will be relatively close.
● Data can be used to make predictions that are not based on personal feelings or opinions
alone.

207
Note

● In the primary grades, students are collecting data from a small population. A population
is the total number of individuals or items that fit a particular description (e.g., the days
in a month, cubes in a container, students in Grade 3).
● In order to do an accurate comparison, it is important to survey the same number of
individuals or items in the different populations.

E. Spatial Sense
Overall expectations
By the end of Grade 3, students will:

E1. Geometric and Spatial Reasoning

describe and represent shape, location, and movement by applying geometric properties and
spatial relationships in order to navigate the world around them

Specific expectations
By the end of Grade 3, students will:

E1.1 Geometric Reasoning

sort, construct, and identify cubes, prisms, pyramids, cylinders, and cones by comparing their
faces, edges, vertices, and angles

Teacher supports
Key concepts

● Three-dimensional objects have attributes that allow them to be identified, compared,

sorted, and classified.
● Geometric properties are attributes that are the same for an entire group of three-
dimensional objects. Some attributes are relevant for classifying objects by geometry.
Others are not. For example, colour and size are attributes but are not relevant for
geometry since there are large cubes, small cubes, blue cubes, and yellow cubes. Having
six congruent faces, where each side is a square, is an attribute and a geometric property
because all cubes, by definition, have this property.

208
 ● When sorting and building objects, some of the attributes that are useful to name and
notice are the number and shape of the faces, the number of edges, and the number of
vertices and angles.
● When three-dimensional objects are sorted by geometric properties or categories,
classes emerge. Each class of three-dimensional object has common geometric
properties, and these properties are unaffected by the size or orientation of an object.

Note

● Constructing three-dimensional objects highlights the geometric properties of an object.

Properties can be used as a “rule” for constructing a certain class of objects.
● The following table lists properties of some common three-dimensional objects.

Prisms ● Prisms have two congruent,

polygon faces. These faces
form the base of the prism.
(Note that and the base may
or may not be the “bottom”
of the prism).
● The two bases are connected
by rectangles or
parallelograms of the same
height (e.g., the bases are
parallel).
● A prism is named by the
shape of its base. For
example, triangle-based
prisms have two bases that
are triangles, which are
connected by rectangles or
parallelograms.
Cubes ● Cubes have six congruent
faces and each face is a
square.
● Because cubes have all the
properties of a prism, they
can also be called square-
based prisms.

209
 Cylinders ● Cylinders have two congruent
bases; straight lines of equal
length can be drawn that join
one base to the other.
● Cylinders are named by the
shape of their base. For
example, a tin can is a circular
cylinder.
Pyramids ● Pyramids have a single
polygon for a base.
● Triangles join each side of the
base and meet at a vertex
called the apex.
● A pyramid is named by the
shape of its base. For
example, a square-based
pyramid has a square for its
base and four triangular
faces.

Cones ● Cones have one base; straight

lines can be drawn from any
point on the base’s edge to its
top point, called its apex.
● Cones are named by the
shape of their base. For
example, an ice cream cone is
a circular cone.

E1.2 Geometric Reasoning

compose and decompose various structures, and identify the two-dimensional shapes and
three-dimensional objects that these structures contain

Teacher supports
Key concepts

● Structures are composed of three-dimensional objects with faces that are two-
dimensional shapes. Recognizing and describing the shapes and objects in three-
dimensional structures provides insight into how structures are built.

210
 ● Objects and structures can be decomposed physically and visually (e.g., using the “mind’s
eye”). Visualization is an important skill to develop.
● Triangles are useful for strengthening and stabilizing a structure; rectangular prisms are
commonly used because of their ability to be stacked. This expectation is closely related
to the strand Understanding Structures and Mechanisms, Grade 3 expectations 3.1–3.10,
in The Ontario Curriculum, Grades 1-8: Science and Technology, 2007.

E1.3 Geometric Reasoning

identify congruent lengths, angles, and faces of three-dimensional objects by mentally and
physically matching them, and determine if the objects are congruent

Teacher supports
Key concepts

● Congruence is a relationship between three-dimensional objects that have the same

shape and the same size. Congruent three-dimensional shapes match every face exactly,
in the exact same position.
● Checking for congruence is closely related to measurement. Side lengths and angles can
be directly compared by matching them, one against the other. They can also be
measured.
● Two objects that are not congruent can still have specific elements that are congruent.
For example, two objects might have a face that is congruent (i.e., the face is the same
size and shape), but if the other faces are different in any way (e.g., the faces have
different angles or side lengths), then the two objects are not congruent. Likewise, even if
all faces are congruent but they are in a different arrangement, the two objects would
not be congruent because they would not be the exact same shape.

Note

● The skill of visualizing congruent objects – mentally manipulating and matching objects to
predict congruence – can be developed through hands-on experience.

E1.4 Location and Movement

give and follow multistep instructions involving movement from one location to another,
including distances and half- and quarter-turns

211
Teacher supports
Key concepts

● Instructions to move from one location to another location requires information about
direction and distance from a given location.

○ Numbers and units describe distance (e.g., 5 steps; 3 kilometres).

○ Absolute direction can be conveyed using cardinal language (i.e., N, S, E, W), which
were introduced in Grade 2 to locate selected communities, countries, and/or
continents on a map (See The Ontario Curriculum: Social Studies, Grades 1 to 6;
History and Geography, Grades 7 and 8, 2018, Grade 2, B3.3).
○ Relative direction can be conveyed using qualitative language (right, left, forward,
backward, up, down).
○ Relative direction can be quantified and made more precise by describing the
amount of turn.

● The amount of a turn involves the measure of angles, a skill that is more formally
developed in Grades 4 and 5. In Grade 3, the language of half- and quarter-turn parallels
the minute hand of an analog clock. A turn may be clockwise (moving in the same
direction as the hands of a clock) or counterclockwise (the opposite direction from the
hands of a clock).

○ A full turn is a full circle that results in an object facing in the same direction (e.g.,
start at 12 o’clock, end at 12 o’clock). A full turn clockwise or counterclockwise
produces the same result.
○ A half-turn results in an object facing the opposite direction, (e.g., start at 12
o’clock, end at 6 o’clock). A half-turn clockwise or counterclockwise produces the
same result.

A quarter-turn results in an object facing either 9 o’clock or 3 o’clock, (i.e., start at 12 o’clock,
and go a quarter-turn right, and end at 3 o’clock, or go a quarter-turn left, and end at 9 o’clock).

212
E2. Measurement
compare, estimate, and determine measurements in various contexts

Specific expectations
By the end of Grade 3, students will:

E2.1 Length, Mass, and Capacity

use appropriate units of length to estimate, measure, and compare the perimeters of polygons
and curved shapes, and construct polygons with a given perimeter

Teacher supports
Key concepts

● Perimeter is the total length or distance around an object or region. A perimeter

measurement is a length measurement.
● If a perimeter is made up of straight lines, the parts are measured with a ruler and the
measurements are combined. This is an application of the additivity property.
● Curved perimeters are difficult to measure accurately with a ruler. A “go-between”, like a
string, is used to match the perimeter of the object and then measured. The
measurement of the go-between is used as the measurement of the perimeter. This is an
application of the transitivity property.
● Different shapes can have the same perimeter. A shape with a perimeter of 20 cm could
be a 5 cm by 5 cm square, a skinny rectangle that is 2 cm by 8 cm, or a completely curved
shape. To construct a shape with a given perimeter, the amount of length must always be
tracked so that the remaining length can be distributed appropriately around the rest of
the shape.
● Measurements of continuous quantities, like length, are always approximate. The smaller
the unit, the greater the potential accuracy. If different-sized units are used to measure
an object, each unit is counted and tracked separately.
● Because measurements are approximate, a combination of units might be used for
greater accuracy (e.g., a combination of centimetres and millimetres for a length
between 5 cm and 6 cm).
● The appropriate unit of length depends on the reason for measuring an object. Larger
units are used for approximate measurements; smaller units are used for precise
measurements and detailed work. While non-standard units are appropriate for quick,
personal measurements, standard units are used when communicating measurements.

213
Note

● In Grade 3, students should not use decimals in their measurements.

E2.2 Length, Mass, and Capacity

explain the relationships between millimetres, centimetres, metres, and kilometres as metric
units of length, and use benchmarks for these units to estimate lengths

Teacher supports
Key concepts

● Millimetres, centimetres, metres, and kilometres are standard metric units of length. The
metre is the metric standard or base unit of length.

○ 1 metre is equal to 100 centimetres or 1000 millimetres.

○ 1000 metres is 1 kilometre long.

● For convenience, there are symbols for metric units: millimetre (mm), centimetre (cm),
metre (m), kilometre (km).
● Standard and non-standard units are equally accurate (provided that the measurement
itself is carried out well). However, standard units allow people to communicate
distances and lengths with others in ways that are consistently understood. Metric units
are the standard for all but three countries in the world and are the focus of this
expectation.
● The metric system is universally used by scientists because it uses standard prefixes
which helps understanding of measurements and conversions.

Note

● Canada officially adopted the metric system in 1970, through the Weights and Measures
Act. This act was amended in 1985 to allow Canadians to use a combination of metric and
imperial units (called “Canadian” units in the Weights and Measures Act). In addition to
metric units, other common standard units of length are inches, feet, yards, and miles.
The process for measuring length with imperial units is the same as for using metric and
non-standard units. Only the length of the unit and the measuring tools differ.

214
E2.3 Length, Mass, and Capacity

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

Teacher supports
Key concepts

● Capacity is the amount a container can hold. It can be directly compared by pouring the
contents of one container into another.
● Similar to measuring length, capacity can be quantified and measured by determining
how many equal-sized units something holds. Using units supports moving from
comparison questions (Which holds more?) to measurement questions (How much? How
much more?).
● To directly measure the capacity of an object:

○ choose a unit of capacity (e.g., the capacity of a container lid or a paper cup);
○ repeat (iterate) the unit without overfilling or underfilling it (e.g., filling a unit with
marbles creates more gaps than using rice, sand, or water);
○ count how many units it takes to fill the container completely (i.e., without
overfilling or underfilling the container).

● If different-sized units are used to fill an object more completely, each unit is counted
and tracked separately.

Note

● In Grade 3, students are not using decimals in their measurements.

E2.4 Length, Mass, and Capacity

compare, estimate, and measure the mass of various objects, using a pan balance and non-
standard units

Teacher supports
Key concepts

● Mass is the amount of matter in an object. Objects with more mass have more weight.

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 ● Although the weight of an object may vary in different locations, its mass is constant. For
example, the weight of an object on Jupiter is more than it is on Earth because weight is
affected by gravity, but the mass of the object is the same in both places.
● Mass is quantified and measured by using units of mass and finding out how many units it
takes to match the mass of the object. Any collection of uniform objects with the same
amount of mass can serve as a unit of mass. Units enable a move from comparison
questions (Which is heavier?) to measurement questions (How much heavier?).
● Two-pan balance scales or spring scales are used to indirectly compare and measure the
mass of an object.

○ Before measuring, ensure that the two pans on the balance are “balanced” or the
spring scale is set to start at zero. This is equivalent to eliminating gaps or overlaps
when measuring other attributes.
○ For a balance scale, place the object on one pan and add units of mass to the other
pan until the two pans balance.
○ For spring scales, place the object on the spring scale and record the distance the
spring scale moves; remove the object and replace it with just enough units of mass
to pull the spring down the same distance.
○ Count how many units it takes to match the object.

● If different-sized units are used to match an object’s mass more exactly, each unit is
counted and tracked separately. For example, if 5 small washers equal 1 large washer,
3
then 2 large washers and 3 small washers could be written as 2 large washers.
5

E2.5 Length, Mass, and Capacity

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

Teacher supports
Key concepts

● Measurement is more than a count; it is a spatial comparison. Units enable a spatial

comparison to be quantified.
● How much length, mass, area, or capacity an object has remains constant unless the
object itself has been changed (conservation principle). An amount is not changed by

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 measuring with different units; only the count of units changes. Using smaller units
produces a greater count than using larger units (inverse relationship).

E2.6 Time

use analog and digital clocks and timers to tell time in hours, minutes, and seconds

Teacher supports
Key concepts

● Clocks can answer two questions: “What time is it?” and “How much time has passed?”.
The focus in Grade 3 is on the first question.
● A colon (:) is used to separate units of time. Generally, time is read in hours and minutes,
so 12:36 means 36 minutes after 12:00. To describe time more precisely, another colon is
used to show seconds, so 12:36:15 means it is 15 seconds after 12:36.
● Analog clocks use fractions of a circle to provide benchmark times: quarter past the hour;
half past the hour; and quarter to the hour. Benchmark times are not evident in digital
clocks.
● Analog clocks have a face with three different scales. Navigating these scales can make
reading an analog clock challenging.

○ The shorter hour hand (0 to 12, numbered scale) measures broad approximate
time.
○ The longer minute hand (0 to 60, unnumbered markings) measures time more
precisely.
○ The optional second hand (same 0 to 60 scale as that used by the minute hand) is
used for precise time.

● The 24-hour clock is widely used in transportation schedules and in the military. For many
parts of the world, it is the standard way of describing time.

Note

● Digital clocks are easier to read but may be more challenging to understand. To know
that 9:58 is almost 10:00 requires an understanding that there are 60 minutes in an hour.
This is unlike the place-value system, which moves in groups of 10 and 100. Using both
digital and analog clocks helps make the 0 to 60 scale visible.

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E2.7 Area

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

Teacher supports
Key concepts

● Area is the amount of surface or space inside a two-dimensional region. An area can be
directly compared to another area by covering and matching the areas to determine
which is larger.
● The same area can take the form of an infinite number of shapes.
● To better compare two areas, an area can be decomposed and “re-shaped” to make
covering and matching easier. If the amount of an area doesn’t change, the comparison is
valid.

E2.8 Area

use appropriate non-standard units to measure area, and explain the effect that gaps and
overlaps have on accuracy

Teacher supports
Key concepts

● Units quantify comparisons and are used to change comparison questions (e.g., Which is
longer?) into measurement questions (e.g., How long and how much longer?). A unit of
area is used to measure area.
● A unit of area is an amount of area. It is not a shape. Two different shapes, if they have
the same area, can represent the same unit.
● Area is measured by counting how many units of area it takes to cover (tile) a surface
without gaps or overlaps.
● Gaps between units produce an underestimate, and overlaps produce an overestimate.
Both affect the accuracy of the count.
● Units of area can be decomposed, rearranged, and redistributed to better cover an area
and minimize gaps or overlaps. If the amount of area is preserved, the unit is constant,
regardless of its form.
● Choosing an appropriate object or shape to represent a unit of area is an important
decision when measuring area. The object must:

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 ○ tile a surface without gaps or overlaps;
○ retain a constant area;
○ be able to be decomposed and rearranged as necessary.

E2.9 Area

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

Teacher supports
Key concepts

● Squares tile a grid without gaps or overlaps and are the conventional shape used to
describe units of area. A square with a side length of 1 unit (i.e., a unit square) has 1
square unit of area. Any standard unit of length (i.e., metric or imperial) can produce a
standard unit of area.
● Square centimetres and square metres are standard metric units of area.

○ A square with dimensions 1 cm × 1 cm has an area of one square centimetre (1

cm2).
○ A square with dimensions 1 m × 1 m has an area of 1 square metre (1 m2).
○ Square centimetres and square metres are amounts of area. Although they both
“start out” as squares, they can come in any shape.

● Area is measured by counting the number of full or partial units needed to cover a
surface. For example, a surface that is completely covered by eighteen 1-unit squares has
an area of 18 square units.

Note

● Since the same unit of area can come in any shape, objects used to represent these units
may need to be decomposed, rearranged, and redistributed to better cover an area and
minimize gaps and overlaps.
● Shapes chosen to represent square centimetres and square metres must retain a
constant area, even if they are rearranged into a different shape or form. Tracking the
count of partial units and combining partial units into whole units ensures that the
measurement is as accurate as possible.
● If students are using a three-dimensional object to determine the area of another shape,
they should pay attention to the area of the face that they are using to measure with.

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F. Financial Literacy
Overall expectations
By the end of Grade 3, students will:

F1. Money and Finances

demonstrate an understanding of the value and use of Canadian currency

Specific expectations
By the end of Grade 3, students will:

F1.1 Money Concepts

estimate and calculate the change required for various simple cash transactions involving
whole-dollar amounts and amounts of less than one dollar

Teacher supports
Key concepts

● Addition and subtraction skills can be applied to estimate and calculate change during
simple cash transactions.

Note

● Real-life contexts build understanding of simple cash transactions while developing

proficiency with addition, subtraction, mental math strategies, and math facts.
● Tasks involving only whole-dollar amounts support an understanding of place value. (The
concept of place value up to hundredths is not addressed until Grade 5.)

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