Social Emotional Learning

To the best of their ability, students will learn to:

Identify and manage emotions
Recognize sources of stress and cope with challenges
Maintain positive motivation and perseverance
Build relationships and communicate effectively
Develop self-awareness and sense of identity
Think critically and creatively

... As they apply the mathematical processes:

Problem Solving: develop, select, and apply problem-solving strategies
Reasoning and Proving: Develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to justify thinking, make and investigate conjectures, and construct and defend arguments
Reflecting: Demonstrate that as they solve problems, they are pausing, looking back, and monitoring their thinking to help clarify their understanding (e.g., by comparing and adjusting strategies used, by explaining why they think their results are reasonable, by recording their thinking in a math journal)
Connecting: Make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports)
Communicating: Express and understand mathematical thinking, and engage in mathematical arguments using everyday language, language resources as necessary, appropriate mathematical terminology, a variety of representations, and mathematical conventions
Representing: Select from and create a variety of representations of mathematical ideas (e.g., representations involving physical models, pictures, numbers, variables, graphs), and apply them to solve problems
Selecting Tools & Strategies: Select and use a variety of concrete, visual, and electronic learning tools and appropriate strategies to investigate mathematical ideas and to solve problems

... So they can:

Express and manage their feelings, and show understanding of the feelings of others, as they engage positively in mathematics activities
Work through challenging math problems, understanding that their resourcefulness in using various strategies to respond to stress is helping them build personal resilience
Recognize that testing out different approaches to problems and learning from mistakes is an important part of the learning process, and is aided by a sense of optimism and hope
Work collaboratively on math problems- expressing their thinking, listening to the thinking of others, and practising inclusivity- and in that way foster healthy relationships
See themselves as capable math learners, and strengthen their sense of ownership of their learning, as part of their emerging sense of identity and belonging
Make connections between math and everyday contexts to help them make informed judgements and decisions

Numbers & Place Value

Grade 3 Expectations:

read, represent, compose and decompose whole numbers up to and including 1000, using a variety of tools and strategies, and describe various ways they are used in everyday life (e.g., expanded form 237= 200 + 30 +7)
compare and order whole numbers up to and including 1000, in various contexts (e.g., greater than, less than, equal to)
round whole numbers to the nearest ten or hundred, in various contexts (e.g., rounding 237 to the nearest 10 becomes 240; rounding 237 to the nearest 100 becomes 200)
count to 1000, including 50s, 100s, and 200s, using a variety of tools and strategies (e.g., a count can start from zero or any other starting number)
use place value when describing and representing multi-digit numbers in a variety of ways, including base ten materials (e.g., a place of a digit determines its value; the 5 in 511 has a value of 5 hundred not 5)

Patterns & Relationships

Grade 3 Expectations:

identify and describe repeating elements and operations in a variety of patterns, including patterns found in real-life contexts (e.g., identifying pattern core, use of addition/subtraction/multiplication/division)
create and translate patterns that have repeating elements, movements, or operations using various representations, including shapes, numbers, and tables of values (e.g., patterns can be based on attributes like colour, size, orientation)
determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in patterns that have repeating elements, movements, or operations (e.g., identify missing elements of patterns to complete a representation)
create and describe patterns to illustrate relationships among whole numbers up to 1000

Coding

Grade 3 Expectations:

solve problems and create computational representations of mathematical situations by writing and exceuting code, including code that involves sequential, concurrent, and repeating events (e.g., loops make code more readable and reduce the number of instructions, help to organize code, and considering efficiencies in program solutions)
read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes (e.g., changing the sequence of instructions can sometimes produce the same outcome or can produce a different outcome)

Addition & Subtraction

Grade 3 Expectations:

use mental math strategies, including estimation, to add and subtract whole numbers that up to no more than 1000, and explain the strategies used (e.g., counting on, decompose, compensation)
demonstrate an understanding of algorithms do for adding and subtracting whole numbers to making connections to and describing the way other tools and strategies are used to add and subtract
represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 1000, using various tools and algorithms

Graphing

Grade 3 Expectations:

sort sets of data about people or things according to two and three attributes, using tables and logic diagrams, including Venn, Carroll, and tree diagrams, as appropriate
collect data through observations, experiments, and interviews to answer questions of interest that focus on qualitative and quantitative data, and organize the data using frequency tables
display sets of data, using many-to-one correspondence, in pictographs and bar graphs with proper sources, titles, and labels, and appropriate scales
determine the mean and identify the mode(s), if any, for various data sets involving whole numbers, and explain what each of these measures indicates about the data
analyse different sets of data presented in various ways, including in frequency tables and in graphs with different scales, by asking and answering questions about that data and drawing conclusions, then make convincing arguments and informed decisions

Money

Grade 3 Expectations:

estimate and calculate the change required for various simple cash transactions involving whole-dollar amounts and amounts of less than one dollar

Geometry

Grade 3 Expectations:

sort, construct, and identify cubes, prisms, pyramids, cylinders, and cones by comparing their faces, edges, vertices, and angles
compose and decompose various structures, and identify the two-dimensional shapes and three-dimensional objects that these structures contain
identify congruent lengths, angles, and faces of three-dimensional objects by mentally and physically matching them, and determine if the objects are congruent

Variables, Equalities & Inequalities

Grade 3 Expectations:

describe how variables are used, and use them in various contexts as appropriate (variables are used in formulas such as the perimeter of a square can be determined by four times its side length [s], which can be expressed as 4s])
determine whether given sets of addition, subtraction, multiplication, and division expressions are equivalent or not (e.g., the equal sign show that both parts on either side of the equal sign are equal)
identify and use equivalenet relationships for whole numbers up to 1000, in various contexts

Multiplication & Division

Grade 3 Expectations:

use properties of operations, and the relationships between multiplication and division, to solve problems and check calculations
recall and demonstrate multiplication facts of 2, 5, and 10, and related division facts
represent multiplication of numbers up to 10 x 10 and division up to 100 / 10, using a variety of tools and drawings, including arrays
represent and solve problems involving multiplication and division, including problems that involve groups of one half, one fourth, and one third, using tools and drawings

Time

Grade 3 Expectations:

use analog and digital clocks and timers to tell time in hours, minutes, and seconds

Measurement

Grade 3 Expectations

use appropriate units of length to estimate, measure, and compare the perimeters of polygons and curved shapes, and construct polygons with a given perimeter
explain the relationships between millimetres, centimetres, metres, and kilometres as metric units of length, and use benchmarks for these units to estimate lengths
use non-standard units appropriately to estimate, measure, and compare capacity, and explain the effect that overfilling or underfilling, and gaps between units, have on accuracy
compare, estimate, and measure the mass of various objects, using a pan balance and nonstandard units
use various units of different sizes to measure the same attribute of a given item, and demonstrate that even though using different-sized units produces a different count, the size of the attribute remains the same
compare the areas of two-dimensional shapes by matching, covering, or decomposing and recomposing the shapes, and demonstrate that different shapes can have the same area
use appropriate non-standard units to measure area, and explain the effect that gaps and overlaps have on accuracy
use square centimetres (cm2 ) and square metres (m2 ) to estimate, measure, and compare the areas of various two-dimensional shapes, including those with curved sides

Geometry- Location & Movement

Grade 3 Expectations:

give and follow multistep instructions involving movement from one location to another, including distances and half- and quarter-turns

Fractions & Ratios

Grade 3 Expectations:

use drawings to represent, solve, and compare the results of fair-share problems that involve sharing up to 20 items among 2, 3, 4, 5, 6, 8, and 10 sharers, including problems that result in whole numbers, mixed numbers, and fractional amounts (e.g., fractional amounts can be expressed as a count of unit fractions [2 one thirds], as words [two thirds], as a combination of numbers and words [2 thirds], and symbolically [2/3]
represent and solve fair-share problems that focus on determining and using equivalent fractions, including problems that involve halves, fourths, and eighths; thirds and sixths; and fifths and tenths (e.g., five tenths, four eighths, three sixths, and two fourths all represent the same amount as one half)
represent the connection between the numerator of a fraction and the repeated addition of the unit fraction with the same denominator using various tools and drawings, and standard fractional notation
use the ratios of 1 to 2, 1 to 5, and 1 to 10 to scale up numbers and to solve problems (e.g., if a set has 1 red objects and 5 blue objects, then the ratio of red to blue is 1 to 5)

Probability

Grade 3 Expectations:

use mathematical language, including the terms "impossible", "unlikely", "equally likely", "likely", and "certain", to describe the likelihood of events happening, and use that likelihood to make predictions and informed decisions
make and test predictions about the likelihood that the mean and the mode(s) of a data set will be the same for data collected from different populations