We will start the school year with the following outcome:

3N2(FL): REPRESENT AND DESCRIBE NUMBERS TO 1000, CONCRETELY, PICTORIALLY AND SYMBOLICALLY

Achievement Indicators

Students who have achieved this outcome(s) should be able to:

• Read a given three-digit numeral without using the word “and,” e.g., 321 isthree 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 – 50 for 250 or 230 + 20

• Represent a given number using manipulatives, such as base ten materials, in multiple ways.

• Represent a given number pictorially.

• Write number words for given multiples of ten to 90.

• Write number words for given multiples of hundred to 900

In October-November, 2021 we will work on the following outcome:

3N1 (FL): SAY THE NUMBER SEQUENCE FORWARD AND BACKWARD FROM 0 TO 1000 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.

Achievement Indicators

Students who have achieved this outcome(s) should be able to:

• 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.

3N3: COMPARE AND ORDER NUMBERS TO 1000

In December -January we will work on the following outcome:

3N9(FL): DEMONSTRATE AN UNDERSTANDING OF ADDITION AND SUBTRACTION OF NUMBERS WITH ANSWERS TO 1000 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.

Achievement Indicators

Students who have achieved this outcome(s) should be able to:

• 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.

• Solve a given problem involving the sum or difference of two given numbers.

In February, 2022, we will be learning the following outcome:

3N11(FL): DEMONSTRATE AN UNDERSTANDING OF MULTIPLICATION TO PRODUCTS OF 36 WITH SINGLE DIGIT FACTORS 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.

Achievement Indicators

Students who have achieved this outcome(s) should be able to:

• Identify events from experience that can be described as multiplication.

• Represent a given story problem (orally, shared reading, written) using manipulatives or diagrams and record 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., given 2 × 3, create and illustrate a story problem.

• 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 problem in context involving multiplication.

Note: It is not intended that students automatically recall the basic multiplication facts in grade 3, though many students will have mastered some by the end of the year. Teachers must help students become familiar with flexible ways to think about and work with numbers so that products can be determined. Thinking strategies should be introduced, practised, and reinforced on a regular basis in the classroom.