Mathematics
Grade 3: Patterning and Algebra 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
describe, extend, and create a variety of numeric patterns and geometric
patterns; 




•
demonstrate an understanding of equality between pairs of expressions, using
addition and subtraction of one and twodigit numbers. 




Specific Expectations 




Patterns and Relationships





–
identify, extend, and create a repeating pattern involving two attributes
(e.g., size, colour, orientation, number), using a variety of tools (e.g.,
pattern blocks, attribute blocks, drawings) (Sample problem: Create a
repeating pattern using three colours and two shapes.); 




–
identify and describe, through investigation, number patterns involving
addition, subtraction, and multiplication, represented on a number line, on a
calendar, and on a hundreds chart (e.g., the multiples of 9 appear diagonally
in a hundreds chart); 




–
extend repeating, growing, and shrinking number patterns (Sample
problem:Write the next three terms in the pattern 4, 8, 12, 16, ….); 




–
create a number pattern involving addition or subtraction, given a pattern
represented on a number line or a pattern rule expressed in words (Sample
problem: Make a number pattern that starts at 0 and grows by adding 7 each
time.); 




–
represent simple geometric patterns using a number sequence, a number line,
or a bar graph (e.g., the given growing pattern of toothpick squares can be
represented numerically by the sequence 4, 7, 10, …, which represents the
number of toothpicks used to make each figure); 




–
demonstrate, through investigation, an understanding that a pattern results
from repeating an action (e.g., clapping, taking a step forward every
second), repeating an operation (e.g., addition, subtraction), using a
transformation (e.g., slide, flip, turn), or making some other repeated
change to an attribute (e.g., colour, orientation). 




Expressions and Equality





–
determine, through investigation, the inverse relationship between addition
and subtraction (e.g., since 4 + 5 = 9, then 9 – 5 = 4; since 16 – 9 = 7,
then 7 + 9 = 16); 




–
determine, the missing number in equations involving addition and subtraction
of one and twodigit numbers, using a variety of tools and strategies (e.g.,
modelling with concrete materials, using guess and check with and without the
aid of a calculator) (Sample problem: What is the missing number in the
equation 25 – 4 = 15 + [1]?); 




–
identify, through investigation, the properties of zero and one in
multiplication (i.e., any number multiplied by zero equals zero; any number
multiplied by 1 equals the original number) (Sample problem: Use tiles to
create arrays that represent 3 x 3, 3 x 2, 3 x 1, and 3 x 0. Explain what you
think will happen when you multiply any number by 1, and when you multiply any
number by 0.); 




–
identify, through investigation, and use the associative property of addition
to facilitate computation with whole numbers (e.g., “I know that 17 + 16
equals 17 + 3 + 13. This is easier to add in my head because I get 20 + 13 =
33.”). 




Student Name: 




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