What your child is learning

There are four areas, or “strands,” in Grade 3 math:

Inside the Number strand, children

• count forward and backward from 0 to 1000 by 5s, 10s, 25s and 100s;
• use objects, pictures and numbers to show and compare quantities up to 1000;
• count forward and backward from 0 to 100 by 3s and 4s;
• add and subtract to 1000 and recall addition and subtraction facts to 18;
• understand multiplication up to 5 X 5 and related division;
• show the meaning of place value for numbers up to 1000;
• understand fractions as a part of a whole.

In the Patterns and Relationships strand, children

• create increasing and decreasing patterns using objects, pictures and numbers up to 1000;
• solve equations such as “93 plus what equals 107?”.

In the Shape and Space strand, children

• measure time, mass, length and perimeter;
• describe 3-D objects and sort shapes by number of sides.

In the Statistic and Probability strand, children collect and organize information using charts, lists and graphs to solve problems.

In order to achieve lifelong learning in mathematics, children:

• communicate what they are thinking and learning;
• connect math to everyday situations and other subjects;
• estimate and use mental math strategies;
• learn through problem solving;
• reason and explain their thinking;
• use technology to enhance their learning;
• use visual images (think in pictures) to describe their thinking.

To find out more about what your child is learning, we encourage you to talk to the teacher. You may also find helpful information on the Curriculum Essentials posters, which are interactive PDFs designed for teachers that provide an overview of the knowledge, processes, and skills for this subject area.

The first page gives an overview of what your child will be learning, grouped into learning targets (concepts) so that the curriculum is easier to understand. The number codes correspond to the curriculum learning outcomes. The arrow at the top of the page highlights the mathematical processes, which are described in more detail on the third page. These are the ways through which mathematical concepts are taught. The second page offers a more detailed description of the expectations related to each concept and the categories found on the provincial report cards regarding assessment.

You may also wish to refer to the Mathematics - Manitoba Curriculum Framework of Outcomes.

How your child is assessed

There are two types of assessment in Grade 3 Math: teacher’s classroom assessments and the Grade 3 Provincial Assessment ( 1.77 MB).

Using a variety of tools and strategies, the teacher assesses the students on the four math strands.  Student’s learning is assessed through the three categories on the report card: knowledge and understanding, mental math and estimation, and problem solving. The teacher reports on the student progress on these categories three times a year. Each report gives you an opportunity to discuss results, strengths, challenges and next steps with your child and your child’s teacher, to help you support your child’s learning.

The Grade 3 Provincial Assessment looks at reading and numeracy. The numeracy assessment takes place in the fall over a period of weeks during which teachers gain a sense of each student’s strengths and weaknesses. It is used as a tool for classroom planning. The assessment looks at number skills including adding and subtracting, using the equal sign and working with patterns. Your child needs these skills throughout their school years and beyond.

Your Child and the Grade 3 and Grade 4 Provincial Assessment ( 1.77 MB)

Resources

Helping Your Child Learn Math: A Parent’s Guide
This guide offers suggestions of hands-on activities that promote problem solving, communication, and links to daily life to help develop your child's math skills and understanding.

Early Years Mathematics Activities and Games
These games and activities, presented in MS Word and Adobe PDF files, can be used at home.

Numeracy At Home Newsletters
Each newsletter offers a variety of interesting and challenging activities to support student thinking and learning of mathematics.

Glossary

• Glossary of Mathematical Terms

Frequently Asked Questions

Here are some questions that are often asked about mathematics:

If you have a question that isn't answered here, you can ask your child's teacher or use the comment form on the left of the page.

What has changed in the new curriculum? The whole curriculum has not been revised. Clarifications have been made to some of the original learning outcomes of the number strand in the curriculum.  Clear indications of what students are expected to do have been added. The revised programs of study offer students greater opportunities to develop mathematical reasoning and problem-solving skills, and to make connections between mathematics and its applications. Only the following sections have been revised: Philosophy and Pedagogy of the Introduction Addition and Subtraction Facts to 18 (Clear indications of what students are expected to do.) Multiplication and Division Facts to 81 (Clear indications of what students are expected to do.) Skip Counting in Grade 3 Adding, Subtracting, Multiplying, and Dividing Whole Numbers Adding, Subtracting, Multiplying, and Dividing Decimal Numbers Addition of references   Highlights of the revisions can be reviewed within the document, Kindergarten to Grade 8 Mathematics Curriculum Framework: 2013 Revisions.

How can I stay informed about the revised mathematics program? Updates about the mathematics program are posted on the Manitoba Education's website. Students and parents are also encouraged to talk to the mathematics teachers in their school for additional information about the mathematics program.

Will my child learn basic addition, subtraction and multiplication? Yes. Everyone needs to know the basics of numbers to solve problems. Teachers also want students to understand the concepts behind the math skills, so they will know which skill to use when solving problems. For example, when solving 36 + 39, a student will know that 6 + 9 = 15, add 30 and 30 to get 60, add the 15 to make 75. Students may use numbers or drawings to learn the math facts. They review and practice the facts to use when solving complex calculations. Your child’s ability to recall math facts will come from all of the learning and practice she or he has had since starting Kindergarten.

What do you mean by mental math and estimation? Mental math is the ability to calculate answers mentally rather than on paper or an electronic device. There are a variety of ways to do this. Mental math strategies help students learn to estimate or figure out the approximate values or quantities. Students use estimates to help them make math judgments.

What are mental math strategies? A mental math strategy is a way to solve problems. Your child’s knowledge of math strategies gets more sophisticated as they build on the level of math in each grade. As your child moves up to a higher grade, his or her  level of math understanding increases. The following are a few examples to show how strategies can be adapted for grade or skill development:

How can I help my child with mental math and estimation? You can help your child build a better understanding of mental math and estimation skills by: playing card and board games that use mental math (ex: Snakes and Ladders, Yahtzee, dice and card games) getting your child to help with banking, cooking, shopping and budgeting – all  activities that include mental math and estimation problems – helping your child learn that math is part of our everyday lives asking your child to explain how she or he came up with her or his math answers allowing your child to struggle – and not give up – with math problems having a positive attitude towards math asking your child to explain what was learned in math class When your child is working on mental math and estimation problems, ask: Does your answer make sense? Why did you do it that way? How did you get that answer? Do you see a pattern? Can you tell me a different way of answering the question?

What is meant by personal strategies? Personal strategies are steps students take to solve a problem when using addition, subtraction, multiplication or division. These used to be taught in a formal step-by-step method and students didn’t always understand why the steps were done or why the order was important. Students now learn they can solve problems in different ways. Your child is learning a variety of personal strategies including the standard step-by-step method, and the carrying and borrowing numbers method. The goal is to help your child calculate using number sense and learn flexible, accurate ways to solve math problems.

What is meant by problem solving? Students generally learn math through problems, situations, models and real-life situations. A task or problem will be given to your child so he or she can solve it through math thinking and applying math skills and knowledge. An important part of problem solving is getting students to explain their answers and how they got them.