Math Games

3.SS.1

Relate the passage of time to common activities, using nonstandard and standard units (minutes, hours, days, weeks, months, years). • Select and use a nonstandard unit of measure, such as television shows or pendulum swings, to measure the passage of time, and explain the choice. • Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months and years. • Provide personal referents for minutes and hours.

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. • Determine the number of days in any given month, using a calendar. • Solve a given problem involving the number of seconds in a minute, minutes in an hour or days in a given month. • Create a calendar that includes days of the week, dates and personal events.

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. • Provide a personal referent for one centimetre, and explain the choice. • Provide a personal referent for one metre, and explain the choice. • Match a given standard unit to a given referent. • Show that 100 cm is equivalent to 1 m by using concrete materials. • Estimate the length of an object, using personal referents. • Determine and record the length and width of a given 2-D shape. • Determine and record the length, width or height of a given 3-D object. • Draw a line segment of a given length, using a ruler. • Sketch a line segment of a given length without using a ruler.

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 mass, using referents. • measuring and recording mass. • Provide a personal referent for one gram, and explain the choice. • Provide a personal referent for one kilogram, and explain the choice. • Match a given standard unit to a given referent. • Explain the relationship between 1000 g and 1 kg, using a model. • Estimate the mass of a given object, using personal referents. • Determine and record the mass of a given 3-D object. • Measure, using a scale, and record, using the units g and kg, the mass of given everyday objects. • Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g and 1 kg. • Determine the mass of two given similar objects with different masses, and explain the results. • Determine the mass of an object, change its shape, re-measure its mass, and explain the results.

3.SS.5

Demonstrate an understanding of perimeter of regular and irregular shapes by: • estimating perimeter, using referents for cm or m. • 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. • Measure and record the perimeter of a given regular shape, and explain the strategy used. • Measure and record the perimeter of a given irregular shape, and explain the strategy used. • Construct a shape for a given perimeter (cm, m). • Construct or draw more than one shape for a given perimeter. • Estimate the perimeter of a given shape (cm, m), using personal referents.

3.SS.6

Describe 3-D objects according to the shape of the faces and the number of edges and vertices. • Identify the faces, edges and vertices of given 3-D objects, including cubes, spheres, cones, cylinders, pyramids and prisms. • Identify the shape of the faces of a given 3-D object. • Determine the number of faces, edges and vertices of a given 3-D object. • Construct a skeleton of a given 3-D object, and describe how the skeleton relates to the 3-D object. • Sort a given set of 3-D objects according to the number of faces, edges or vertices.

3.SS.7

Sort regular and irregular polygons, including: • triangles according to the number of sides. • quadrilaterals according to the number of sides. • pentagons according to the number of sides. • hexagons according to the number of sides. • octagons according to the number of sides. • Classify a given set of regular and irregular polygons according to the number of sides. • Identify given regular and irregular polygons that have different dimensions. • Identify given regular and irregular polygons that have different orientations.

3.SP.1

Collect first-hand data and organize it using: • tally marks to answer questions. • line plots to answer questions. • charts to answer questions. • lists to answer questions. • Record the number of objects in a given set, using tally marks. • Determine the common attributes of line plots by comparing line plots in a given set. • Organize a given set of data, using tally marks, line plots, charts or lists. • Collect and organize data, using tally marks, line plots, charts and lists. • Answer questions arising from a given line plot, chart or list. • Answer questions using collected data.

3.SP.2

Construct, label and interpret bar graphs to solve problems. • Determine the common attributes, titles and axes of bar graphs by comparing bar graphs in a given set. • Create a bar graph, labelling the title and axes, to represent a given set of data. • Draw conclusions from a given bar graph to solve problems. • Solve problems by constructing and interpreting a bar graph.

3.PR.1

Demonstrate an understanding of increasing patterns by: • describing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. • extending numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. • comparing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. • creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. • Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues; e.g., for 42, 44, 46… the pattern rule is start at 42 and add 2 each time. • Identify the pattern rule of a given increasing pattern, and extend the pattern for the next three terms. • Identify and explain errors in a given increasing pattern. • Locate and describe various increasing patterns found on a hundred chart, such as horizontal, vertical and diagonal patterns. • Compare numeric patterns of counting by 2s, 5s, 10s, 25s and 100s. • Create a concrete, pictorial or symbolic representation of an increasing pattern for a given pattern rule. • Create a concrete, pictorial or symbolic increasing pattern; and describe the relationship, using a pattern rule. • Solve a given problem, using increasing patterns. • Identify and describe increasing patterns in the environment. • Identify and apply a pattern rule to determine missing elements for a given pattern. • Describe the strategy used to determine missing elements in a given increasing pattern.

3.PR.2

Demonstrate an understanding of decreasing patterns by: • describing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. • extending numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. • comparing numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. • creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. • Describe a given decreasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues. • Identify the pattern rule of a given decreasing pattern, and extend the pattern for the next three terms. • Identify and explain errors in a given decreasing pattern. • Identify and describe various decreasing patterns found on a hundred chart, such as horizontal, vertical and diagonal patterns. • Compare decreasing numeric patterns of counting backward by 2s, 5s, 10s, 25s and 100s. • Create a concrete, pictorial or symbolic decreasing pattern for a given pattern rule. • Create a concrete, pictorial or symbolic decreasing pattern; and describe the relationship, using a pattern rule. • Solve a given problem, using decreasing patterns. • Identify and describe decreasing patterns in the environment. • Identify and apply a pattern rule to determine missing elements for a given pattern. • Describe the strategy used to determine missing elements in a given decreasing pattern.

3.PR.3

Sort objects or numbers, using one or more than one attribute. • Classify a given set of numbers according to the number of digits. • Classify a given set of numbers as odd or even. • Classify a given set of numbers as fractions or whole numbers. • Determine the difference between two given pre-sorted sets of objects that have been sorted based on two attributes, and explain a possible sorting rule used to sort them. • Record the sorting of a set of objects, using tools such as Venn diagrams. • Sort a given set of objects or numbers in more than one way, and explain how the sorting rules are different.

3.PR.4

Solve one-step addition and subtraction equations involving a symbol to represent an unknown number. • Explain the purpose of the symbol in a given addition or subtraction equation with one unknown; e.g., in the equation 3 + ? = 10, the triangle represents the number that would make the equation true. • Create an addition or subtraction equation with one unknown to represent a given combining or separating action. • Provide an alternative symbol for the unknown in a given addition or subtraction equation. • Solve, using manipulatives, a given addition or subtraction equation with one unknown that represents combining or separating actions. • Solve a given addition or subtraction equation with one unknown, using a variety of strategies, including guess and test. • Solve a given addition or subtraction equation when the unknown is on the left or the right side of the equation. • Explain why the unknown in a given addition or subtraction equation has only one value.

3.N.1

Say the number sequence 0 to 1000 forward and backward by: • 5s, 10s or 100s, using any starting point. • 3s, using starting points that are multiples of 3. • 4s, using starting points that are multiples of 4. • 25s, using starting points that are multiples of 25. • Extend a given skip counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point. • Extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3. • Extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4. • Extend a given skip counting sequence by 25s, forward and backward, starting at a given multiple of 25. • Identify and correct errors and omissions in a given skip counting sequence. • Determine the value of a given set of coins (nickels, dimes, quarters, loonies) by using skip counting. • Identify and explain the skip counting pattern for a given number sequence.

3.N.10

Apply mental mathematics strategies and number properties in order to understand and recall basic addition facts and related subtraction facts to 18. • Describe a mental mathematics strategy that could be used to determine a given basic fact, such as: - doubles; e.g., for 6 + 8, think 7 + 7. - doubles plus one; e.g., for 6 + 7, think 6 + 6 + 1. - doubles take away one; e.g., for 6 + 7, think 7 + 7 – 1. - doubles plus two; e.g., for 6 + 8, think 6 + 6 + 2. - doubles take away two; e.g., for 6 + 8, think 8 + 8 – 2. - making 10; e.g., for 6 + 8, think 6 + 4 + 4 or 8 + 2 + 4. - commutative property; e.g., for 3 + 9, think 9 + 3. - addition for subtraction; e.g., for 13 – 7, think 7 + ? = 13. • Apply the property of zero to determine a given sum or difference when adding or subtracting zero; e.g., 5 + 0 = 5 and 5 – 0 = 5. • Provide a rule for determining answers when adding and subtracting zero. • Apply a mental mathematics strategy to provide a solution to a given basic addition fact up to and including 9 + 9 or a related subtraction fact. • Demonstrate understanding, recall/memorization and application of addition facts up to and including 9 + 9 and related subtraction facts.

3.N.11

Demonstrate an understanding of multiplication to 5 × 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. • Identify events from experience that can be described as multiplication. • Represent a given story problem, using manipulatives or diagrams, and record the problem in a number sentence. • Represent a given multiplication expression as repeated addition. • Represent a given repeated addition as multiplication. • Create and illustrate a story problem for a given number sentence; e.g., 2 × 3 = 6. • Represent, concretely or pictorially, equal groups for a given number sentence. • Represent a given multiplication expression, using an array. • Create an array to model the commutative property of multiplication. • Relate multiplication to division by using arrays and writing related number sentences. • Solve a given multiplication problem. • Demonstrate understanding and recall/memorization of multiplication facts to 5 × 5.

3.N.12

Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 × 5) 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. • Identify events from experience that can be described as equal sharing. • Identify events from experience that can be described as equal grouping. • Illustrate, with counters or a diagram, a given story problem, presented orally, that involves equal sharing; and solve the problem. • Illustrate, with counters or a diagram, a given story problem, presented orally, that involves equal grouping; and solve the problem. • Listen to a story problem; represent the numbers, using manipulatives or a sketch; and record the problem with a number sentence. • Create and illustrate, with counters, a story problem for a given number sentence; e.g., 6 ÷ 3 = 2. • Represent a given division expression as repeated subtraction. • Represent a given repeated subtraction as a division expression. • Relate division to multiplication by using arrays and writing related number sentences. • Solve a given problem involving division. • Demonstrate understanding and recall/memorization of division facts related to multiplication facts to 5 × 5.

3.N.13

Demonstrate an understanding of fractions by: • explaining that a fraction represents a part of a whole. • describing situations in which fractions are used. • comparing fractions of the same whole that have like denominators. • Identify common characteristics of a given set of fractions. • Describe everyday situations where fractions are used. • Cut or fold a whole into equal parts, or draw a whole in equal parts; demonstrate that the parts are equal; and name the parts. • Sort a given set of shaded regions into those that represent equal parts and those that do not, and explain the sorting. • Represent a given fraction concretely or pictorially. • Name and record the fraction represented by the shaded and non-shaded parts of a given region. • Compare given fractions with the same denominator, using models. • Identify the numerator and denominator for a given fraction. • Model and explain the meaning of numerator and denominator.

3.N.2

Represent and describe numbers to 1000, concretely, pictorially and symbolically. • Read a given three-digit numeral without using the word and; e.g., 321 is three hundred twenty-one, NOT three hundred AND twenty-one. • Read a given number word (0 to 1000). • Represent a given number as an expression; e.g., 300 – 44 or 20 + 236 for 256. • Represent a given number, using manipulatives such as base ten materials. • Represent a given number pictorially. • Write number words for given multiples of ten to 90. • Write number words for given multiples of a hundred to 900.

3.N.3

Compare and order numbers to 1000. • Place a given set of numbers in ascending or descending order, and verify the result by using a hundred chart (e.g., a one hundred chart, a two hundred chart, a three hundred chart), a number line or by making references to place value. • Create as many different 3-digit numerals as possible, given three different digits. Place the numbers in ascending or descending order. • Identify and explain errors in a given ordered sequence. • Identify missing numbers in parts of a given hundred chart. • Identify errors in a given hundred chart.

3.N.4

Estimate quantities less than 1000, using referents. • Estimate the number of groups of ten in a given quantity, using 10 as a referent (known quantity). • Estimate the number of groups of a hundred in a given quantity, using 100 as a referent. • Estimate a given quantity by comparing it to a referent. • Select an estimate for a given quantity by choosing among three possible choices. • Select and justify a referent for determining an estimate for a given quantity.

3.N.5

Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000. • Record, in more than one way, the number represented by given proportional materials (e.g., base-ten materials) and non-proportional materials (e.g., money). • Represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent; e.g., 351 can be represented as three 100s, five 10s and one 1; or two 100s, fifteen 10s and one 1; or three 100s, four 10s and eleven 1s. • Explain and show, with counters, the meaning of each digit for a given 3-digit numeral with all digits the same; e.g., for the numeral 222, the first digit represents two hundreds (two hundred counters) the second digit represents two tens (twenty counters) and the third digit represents two ones (two counters). • Explain, using concrete materials, the meaning of zero as a place holder in a given number.

3.N.6

Describe and apply mental mathematics strategies for adding two 2-digit numerals. • Add two given 2-digit numerals, using a mental mathematics strategy, and explain or illustrate the strategy. • Explain how to use the "adding from left to right" strategy; e.g., to determine the sum of 23 + 46, think 20 + 40 and 3 + 6. • Explain how to use the "taking one addend to the nearest multiple of ten and then compensating" strategy; e.g., to determine the sum of 28 + 47, think 30 + 47 – 2 or 50 + 28 – 3. • Explain how to use the "using doubles" strategy; e.g., to determine the sum of 24 + 26, think 25 + 25; to determine the sum of 25 + 26, think 25 + 25 + 1 or doubles plus 1. • Apply a mental mathematics strategy for adding two given 2-digit numerals.

3.N.7

Describe and apply mental mathematics strategies for subtracting two 2-digit numerals. • Subtract two given 2-digit numerals, using a mental mathematics strategy, and explain or model the strategy used. • Explain how to use the "taking the subtrahend to the nearest multiple of ten and then compensating" strategy; e.g., to determine the difference of 48 – 19, think 48 – 20 + 1. • Explain how to use the "adding on" strategy; e.g., to determine the difference of 62 – 45, think 45 + 5, then 50 + 12 and then 5 + 12. • Explain how to use the "using doubles" strategy; e.g., to determine the difference of 24 – 12, think 12 + 12 = 24. • Apply a mental mathematics strategy for subtracting two given 2-digit numerals.

3.N.8

Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context. • Estimate the solution for a given problem involving the sum of two 2-digit numerals; e.g., to estimate the sum of 43 + 56, use 40 + 50 (the sum is close to 90). • Estimate the solution for a given problem involving the difference of two 2-digit numerals; e.g., to estimate the difference of 56 – 23, use 50 – 20 (the difference is close to 30).

3.N.9

Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by: • using personal strategies for adding and subtracting with and without the support of manipulatives. • creating and solving problems in context that involve addition and subtraction of numbers. • Model the addition of two or more given numbers, using concrete or visual representations, and record the process symbolically. • Model the subtraction of two given numbers, using concrete or visual representations, and record the process symbolically. • Create an addition or subtraction story problem for a given solution. • Determine the sum of two given numbers, using a personal strategy; e.g., for 326 + 48, record 300 + 60 + 14. • Determine the difference of two given numbers, using a personal strategy; e.g., for 127 – 38, record 38 + 2 + 80 + 7 or 127 – 20 – 10 – 8. • Refine personal strategies to increase their efficiency. • Solve a given problem involving the sum or difference of two given numbers. • Solve a given problem using the standard/traditional addition algorithm. • Solve a given problem using the standard/traditional subtraction algorithm.