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Framework for Learning

 
 
 
 
 
 

Framework for LEARNING

English Program

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Grade 3 Mathematics

Course Overview

Grade 3 learners will demonstrate an understanding of how numbers are related to each other, how to estimate quantities, and the meaning of place value and fractions. They will demonstrate an understanding of the meaning of multiplication and division, apply mental math and estimation strategies to add and subtract numbers, and recall the addition and related subtraction facts to 18. Learners will demonstrate an understanding of increasing and decreasing patterns and solve equations. They will demonstrate an understanding of measurement of mass and perimeter using standard measurement units, and of the meaning of the passage of time. Learners will describe objects and sort polygons, and gather first-hand data to answer questions and to construct and interpret graphs.

Guiding Principles for the Design of Learning Experiences and Assessment Practices

The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities, and interests of each learner are met.

Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.

Learning experiences and assessment practices support learner growth and well-being by being learner-centred.
Learning experiences and assessment practices support learner growth and well-being by integrating diverse perspectives, lived experiences, and world views.
Learning experiences and assessment practices support learner growth and well-being by being authentic, social, and purposeful.
Learning experiences and assessment practices support learner growth and well-being by engaging in Indigenous ways of knowing, being, and doing to strengthen the process of Truth and Reconciliation.
Learning experiences and assessment practices support learner growth and well-being by infusing multiliteracies and technologies through diverse pedagogical approaches within and across disciplines.
Learning experiences and assessment practices support learner growth and well-being by enhancing self-efficacy and encouraging autonomy and responsibility.

Guiding Principles for Evaluation and Reporting

The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.

Learning Outcomes

General Learning Outcome: Develop number sense.

  • 3.N.1. Say the number sequence between any two given numbers forward and backward

    • from 0 to 1000 by
      • 10s or 100s, using any starting point
      • 5s, using starting points that are multiples of 5
      • 25s, using starting points that are multiples of 25
    • from 0 to 100 by
      • 3s, using starting points that are multiples of 3
      • 4s, using starting points that are multiples of 4

    [C, CN, ME]

  • 3.N.2. Represent and describe numbers to 1000, concretely, pictorially, and symbolically.
    [C, CN, V]

  • 3.N.3. Compare and order numbers to 1000.
    [CN, R, V]

  • 3.N.4. Estimate quantities less than 1000 using referents.
    [ME, PS, R, V]

  • 3.N.5. Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
    [C, CN, R, V]

  • 3.N.6. Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as

    • adding from left to right
    • taking one addend to the nearest multiple of ten and then compensating
    • using doubles

    [C, ME, PS, R, V]

  • 3.N.7. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as

    • taking the subtrahend to the nearest multiple of ten and then compensating
    • thinking of addition
    • using doubles

    [C, ME, PS, R, V]

  • 3.N.8. Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.
    [C, ME, PS, R]

  • 3.N.9. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by

    • using personal strategies for adding and subtracting with and without the support of manipulatives
    • creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially, and symbolically.

    [C, CN, ME, PS, R]

  • 3.N.10. Apply mental math strategies to determine addition facts and related subtraction facts to 18 (9 + 9)
    [C, CN, ME, R, V]

    Recall of addition and related subtraction facts to 18 is expected by the end of Grade 3.

  • 3.N.11. Demonstrate an understanding of multiplication to 5 x 5 by

    • representing and explaining multiplication using equal grouping and arrays
    • creating and solving problems in context that involve multiplication
    • modelling multiplication using concrete and visual representations, and recording the process symbolically
    • relating multiplication to repeated addition
    • relating multiplication to division

    [C, CN, PS, R]

  • 3.N.12. Demonstrate an understanding of division by

    • representing and explaining division using equal sharing and equal grouping
    • creating and solving problems in context that involve equal sharing and equal grouping
    • modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically
    • relating division to repeated subtraction
    • relating division to multiplication

    (limited to division related to multiplication facts up to 5 x 5).
    [C, CN, PS, R]

  • 3.N.13. Demonstrate an understanding of fractions by

    • explaining that a fraction represents a portion of a whole divided into equal parts
    • describing situations in which fractions are used
    • comparing fractions of the same whole with like denominators

    [C, CN, ME, R, V]

General Learning Outcome: Use patterns to describe the world and solve problems.

  • 3.PR.1. Demonstrate an understanding of increasing patterns by

    • describing
    • extending
    • comparing
    • creating

    patterns using manipulatives, diagrams, and numbers (to 1000).
    [C, CN, PS, R, V]

  • 3.PR.2. Demonstrate an understanding of decreasing patterns by

    • describing
    • extending
    • comparing
    • creating

    patterns using manipulatives, diagrams, and numbers (starting from 1000 or less).
    [C, CN, PS, R, V]

General Learning Outcome: Represent algebraic expressions in multiple ways.

  • 3.PR.3. Solve one-step addition and subtraction equations involving symbols representing an unknown number.
    [C, CN, PS, R, V]

General Learning Outcome: Use direct or indirect measurement to solve problems.

  • 3.SS.1. Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
    [CN, ME, R]

  • 3.SS.2. 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.
    [C, CN, PS, R, V]

  • 3.SS.3. Demonstrate an understanding of measuring length (cm, m), by

    • selecting and justifying referents for the units cm and m
    • modelling and describing the relationship between the units cm and m
    • estimating length using referents
    • measuring and recording length, width, and height

    [C, CN, ME, PS, R, V]

  • 3.SS.4. Demonstrate an understanding of measuring mass (g, kg) by

    • selecting and justifying referents for the units g and kg
    • modelling and describing the relationship between the units g and kg
    • estimating length using referents
    • measuring and recording length, width, and height

    [C, CN, ME, PS, R, V]

  • 3.SS.5. Demonstrate an understanding of perimeter of regular and irregular shapes by

    • estimating perimeter using referents for centimetre or metre
    • measuring and recording perimeter (cm, m)
    • constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter

    [C, ME, PS, R, V]

General Learning Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

  • 3.SS.6. Describe 3-D objects according to the shape of the faces and the number of edges and vertices.
    [C, CN, PS, R, V]

  • 3.SS.7. Sort regular and irregular polygons including

    • triangles
    • quadrilaterals
    • pentagons
    • hexagons
    • octagons

    according to the number of sides.
    [C, CN, R, V]

General Learning Outcome: Collect, display, and analyze data to solve problems.

  • 3.SP.1. Collect first-hand data and organize it to answer questions using

    • tally marks
    • line plots
    • charts
    • lists

    [C, CN, V]

  • 3.SP.2. Construct, label, and interpret bar graphs to solve problems.
    [PS, R, V]

Curriculum Implementation Resources

Grade 3 - Curriculum Implementation Resources: Web Pages

Grade 3 - Curriculum Implementation Resources: Multimedia

Grade 3 - Curriculum Implementation Resources: Documents


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