Mathematics

Grade 3: Number Sense and Numeration	Planning: Term # Tracking: Ach. Level
Overall Expectations	1	2	3	4
• read, represent, compare, and order whole numbers to 1000, and use concrete materials to represent fractions and money amounts to $10;
• demonstrate an understanding of magnitude by counting forward and backwards by various numbers and from various starting points;
• solve problems involving the addition and subtraction of single- and multi-digit whole numbers, using a variety of strategies, and demonstrate an understanding of multiplication and division.
Specific Expectations
Quantity Relationships
– represent, compare, and order whole numbers to 1000, using a variety of tools (e.g., base ten materials or drawings of them, number lines with increments of 100 or other appropriate amounts);
– read and print in words whole numbers to one hundred, using meaningful contexts (e.g., books, speed limit signs);
– identify and represent the value of a digit in a number according to its position in the number (e.g., use base ten materials to show that the 3 in 324 represents 3 hundreds);
– compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of ways, using concrete materials (e.g., use base ten materials to decompose 327 into 3 hundreds, 2 tens, and 7 ones, or into 2 hundreds, 12 tens, and 7 ones);
– round two-digit numbers to the nearest ten, in problems arising from real-life situations;
– represent and explain, using concrete materials, the relationship among the numbers 1, 10, 100, and 1000, (e.g., use base ten materials to represent the relationship between a decade and a century, or a century and a millennium);
– divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation;
– represent and describe the relationships between coins and bills up to $10 (e.g., “There are eight quarters in a toonie and ten dimes in a loonie.”);
– estimate, count, and represent (using the $ symbol) the value of a collection of coins and bills with a maximum value of $10;
– solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 1000 (Sample problem: Do you know anyone who has lived for close to 1000 days? Explain your reasoning.)
Counting
– count forward by 1’s, 2’s, 5’s, 10’s, and 100’s to 1000 from various starting points, and by 25’s to 1000 starting from multiples of 25, using a variety of tools and strategies (e.g., skip count with and without the aid of a calculator; skip count by 10’s using dimes);
– count backwards by 2’s, 5’s, and 10’s from 100 using multiples of 2, 5, and 10 as starting points, and count backwards by 100’s from 1000 and any number less than 1000, using a variety of tools (e.g., number lines, calculators, coins) and strategies.
Operational Sense
– solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies (e.g., to add 37 + 26, add the tens, add the ones, then combine the tens and ones, like this: 30 + 20 = 50, 7 + 6 = 13, 50 + 13 = 63);
– add and subtract three-digit numbers, using concrete materials, student generated algorithms, and standard algorithms;
– use estimation when solving problems involving addition and subtraction, to help judge the reasonableness of a solution;
– add and subtract money amounts, using a variety of tools (e.g., currency manipulatives, drawings), to make simulated purchases and change for amounts up to $10 (Sample problem: You spent 5 dollars and 75 cents on one item and 10 cents on another item. How much did you spend in total?);
– relate multiplication of one-digit numbers and division by one-digit divisors to real life situations, using a variety of tools and strategies (e.g., place objects in equal groups, use arrays, write repeated addition or subtraction sentences) (Sample problem: Give a real-life example of when you might need to know that 3 groups of 2 is 3 x 2.);
– multiply to 7 x 7 and divide to 49 ÷ 7, using a variety of mental strategies (e.g., doubles, doubles plus another set, skip counting).
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Expectations: Copyright The Queen's Printer for Ontario, 2005.  Format: Copyright B.Phillips, 1998.