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
multidigit 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 threedigit 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 twodigit numbers to the nearest ten, in problems arising from
reallife 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 reallife 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 twodigit 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 threedigit 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 onedigit numbers and division by onedigit 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 reallife 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). 




Student Name: 




Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.