Grade 3 and 3/4
Curriculum Expectations
Here is the full wording for all the grade-level specific expectations, along with columns for Progress, Term 1, and Term 2 completion. There is also space for notes and assessments beside each expectation.
Here is the full wording for all the Grade 3 and 4 specific expectations, along with columns for Progress, Term 1, and Term 2 completion. There is also space for notes and assessments beside each expectation.
My colleague (Rosanna) and I summarized the curriculum expectations into a single-page document. For the full wording and key concepts, visit the Ministry Curriculum Platform.
These key concepts were taken and formatted from the Ministry Digital Curriculum Platform. Editable GoogleDoc found here.
Key Concepts - GRADE 3 Math Curriculum 2020.pdfCurriculum Changes
Comparing expectations from both curriculum documents
Listing the "Catch-Up" Expectations from the previous year (in essence, what is "new" from the previous year)
This document is useful for teachers who have taught this grade before. I compared the 2005 and 2020 curricula and highlighted the key changes for Grade 3.
Long-Range Planners
Gr. 3 Concept Map.pdfOriginal Link here
Our colleagues at SCDSB created a spiraled course of study that begins with SEL for the first 20 days, and then covers the Grade 3 curriculum in three blocks.
Grade 3 Course of Study - SCDSB (AUG2020)Our friends at Simcoe County created and launched the First 20 Days of Math, which include activities that:
foster overall well-being
support math learning to high levels for all learners
develop social-emotional learning skills and the mathematical processes
contribute to equitable opportunities and outcomes
Ministry Long Range Plan (Grade 1-3)
Long-Range Plan by QUESTION _ Grades 1-3 (REV).pdfMinistry Long Range Plan (Grade 1-3)
Long-Range Plan by TOPIC _ Grades 1-3 (REV).pdfTextbook Alignments
Original Link here
Pearson released an alignment of the Mathology Resources (Little Books and Kit) to the Ministry Long-Range Plan by Question
3a_Long_Range_Plan_by_Question_Gr3_6_22_21FinalFinal_.pdfOriginal Link here
Pearson released an alignment of the Mathology Resources (Little Books and Kit) to the Ministry Long-Range Plan by Topic
3b_Long_Range_Plan_by_Topic_Gr3_6_22_21FinalFinal.pdfOriginal Link here
Pearson released the Curriculum Alignment between the Grade 3 Mathology LittleBooks & Kit and the new 2020 curriculum
ON-Gr3-Integrated-Correlation.pdfMathology Little Books Number Trajectory.pdfMathology Little Books Non-Number Trajectory.pdfMathology Book Labels.docx“Taking Shape” is helpful for teaching geometry and spatial thinking in the early years. “Section D: Locating, Orienting, Mapping, and Coding” (p.175-210), outlines valuable background information and pedagogical support for teaching coding, as well as seven detailed and rich lessons to explore in your classroom.
Nelson released the Curriculum Correlation between the Grade 3 Leaps and Bounds and the new 2020 curriculum
leaps_and_bounds_correlation_grade_3.pdfNelson released the Curriculum Correlation between the Grade 3 textbook and the new 2020 curriculum
Nelson Mathematics - Grade 3 - 2020 Correlation.pdfZorbits released the Curriculum Correlation between certain games and the new 2020 curriculum
New_Ontario_Curriculum_Guide_Sep2020.pdfJump Math released a Curriculum Correlation between the Student workbooks and the 2020 curriculum
Ontario Grade 3 Curriculum Correlations.pdfSample Spiralled Scope and Sequence
Based on the TCDSB Concept Maps (with minor revision)
Spiraling of knowledge-based material in Term 1, moving to application-based material in Term 2
Interleaving of two strands per topic (month)
Full-year interaction with Mental Math, Modelling, SEL, Coding, and Math Facts
The following Gr. 3 Concept Map serves as an example of how one may decide to structure and plan their mathematics program throughout the school year. Each month of instruction can be designed around a topic that allows students to explore curriculum content from multiple strands. The topics aim to connect the overall and specific expectations to meaningful contexts and tasks connected to the real world. It is vital teachers approach their planning with a responsive lens and adjust to meet the diverse needs and lived experiences of their students. Math instruction should be grounded in the curriculum and research-based resources, as well as be flexible and responsive to student needs. This concept map is not meant to be rigidly followed. (Taken from TCDSB Summer Writing 2020)
Complete PDF of the Grade 3 Concept Map
Gr. 3 Concept Map.pdf