### N3: Number

#### N3.1: Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including:

N3.1.1: representing (including place value)

N3.1.2: describing

N3.1.4: comparing two numbers

N3.1.5: ordering three or more numbers.

N3.1.j: Sort a set of numbers into ascending or descending order and justify the result (e.g., using hundred charts, a number line, or by explaining the place value of the digits in the numbers).

N3.1.m: Analyze a sequence of numbers and justify the conclusion of whether or not the sequence is ordered.

N3.1.o: Record, in more than one way, the quantity represented by proportional (e.g., base ten blocks) or non-proportional (e.g., coins) concrete materials.

N3.1.q: Provide examples of how different representations of quantities, including place value, can be used to determine sums and differences of whole numbers.

#### N3.2: Demonstrate understanding of addition of whole numbers with answers to 1000 and their corresponding subtractions (limited to 1, 2, and 3-digit numerals) including:

N3.2.1: representing strategies for adding and subtracting concretely, pictorially, and symbolically

N3.2.2: solving situational questions involving addition and subtraction

N3.2.3: estimating using personal strategies for adding and subtracting.

N3.2.b: Observe and generalize personal strategies from different types of representations for adding 2-digit quantities (given concrete materials, pictures, and symbolic decompositions) such as:

N3.2.b.1: Adding from left to right (e.g., for 23 + 46 think 20 + 40 and 3 + 6)

N3.2.c: Observe and generalize personal strategies for subtracting 2-digit quantities (given concrete materials, pictures, and symbolic decompositions) such as:

N3.2.c.1: Taking the subtrahends to the nearest multiple or 10 (e.g., for 48 - 19, think 48 ? 20 + 1)

N3.2.d: Apply and explain personal mental mathematics strategies to determine the sums and differences of two-digit quantities.

N3.2.e: Create a situational question that involves either addition or subtraction and that has a given quantity as the solution.

N3.2.i: Extend personal mental mathematics strategies to determine sums and differences (of quantities less than 1000) and explain the reasoning used.

N3.2.l: Provide examples to show why knowing about place value is useful when adding and subtracting quantities.

#### N3.3: Demonstrate understanding of multiplication to 5 x 5 and the corresponding division statements including:

N3.3.1: representing and explaining using repeated addition or subtraction, equal grouping, and arrays

N3.3.2: creating and solving situational questions

N3.3.3: modelling processes using concrete, physical, and visual representations, and recording the process symbolically

N3.3.c: Explain and represent concretely, pictorially, orally, or physically, as well as symbolically, the relationship between repeated addition and multiplication and the relationship between repeated subtraction and division.

N3.3.d: Represent and solve an orally presented multiplication or division statement, concretely, physically, or pictorially, using equal groupings, an array, repeated addition, or repeated subtraction (e.g., 3 x 4 shown using equal groupings of snowballs).

N3.3.e: Apply and explain personal strategies for determining products and quotients.

N3.3.g: Represent and solve an orally presented situational question that involves division.

N3.3.h: Relate multiplication and division orally and by using concrete, physical, or pictorial models, including repeated addition/subtraction and arrays/dimensions.

N3.3.j: Create and solve a situational question that relates to a given symbolic multiplication or division statement.

#### N3.4: Demonstrate understanding of fractions concretely, pictorially, physically, and orally including:

N3.4.1: representing

N3.4.2: observing and describing situations

N3.4.3: comparing

N3.4.4: relating to quantity.

N3.4.a: Identify and observe situations relevant to self, family, or community in which fractional quantities would be measured or used and explain what the fraction quantifies.

N3.4.c: Explain the relationship of a representation of a fraction to both a quantity of zero and a quantity of one (the whole or entire group, region, or length).

N3.4.d: Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.

N3.4.e: Analyze a set of diagrams or concrete representations to sort the representations into those that represent the same fraction and those that do not, and explain the sorting.

N3.4.f: Analyze representations of a set of fractions of a whole, group, region, or length that all have the same numerator (e.g., 2/3, 2/4, 2/5) and explain what about the fractional quantities is similar and what is different.

N3.4.g: Analyze representations of a set of fractions of a whole, group, region, or length that all have the same denominator (e.g., 0/5, 1/5, 2/5, 3/5, 4/5, 5/5) and explain what about the fractional quantities is similar and what is different.

N3.4.h: Explain the role of the numerator and denominator in a fraction.

N3.4.i: Demonstrate how a fraction can represent a different amount if a different size of whole, group, region, or length is used.

N3.4.j: Compare, concretely, pictorially, physically, or orally, and order a set of fractions with either equivalent denominators or equivalent numerators.

N3.4.k: Represent a fraction as part of a whole, group, region, or length and explain the representation.

N3.4.l: Explain how a region can be divided into unequal parts, but the parts still represent a fraction of the region (e.g., Canada divided into provinces and territories which are not equal in area).

### P3: Patterns and Relations

#### P3.1: Demonstrate understanding of increasing and decreasing patterns including:

P3.1.g: Describe strategies used to solve situational questions involving increasing or decreasing patterns, including determining missing elements within the pattern.

### SS3: Shape and Space

#### SS3.1: Demonstrate understanding of the passage of time including:

SS3.1.1: relating common activities to standard and non-standard units

SS3.1.3: solving situational questions.

#### SS3.2: Demonstrate understanding of measuring mass in g and kg by:

SS3.2.3: estimating mass using referents

#### SS3.3: Demonstrate understanding of linear measurement (cm and m) including:

SS3.3.1: selecting and justifying referents

SS3.3.3: estimating length and perimeter using referents

SS3.3.4: measuring and recording length, width, height, and perimeter.

SS3.3.a: Observe and describe situations relevant to self, family, and community that involve measuring lengths, including perimeter, in cm or m.

SS3.3.b: Measure and compare different lengths on 3-D objects to select personally relevant referents for 1 cm, 10 cm, and 1 m.

SS3.3.d: Pose and solve situational questions that involve the estimating or measuring of length (including perimeter) using cm or m.

SS3.3.e: Identify and determine the length of the dimensions of a personally relevant 2-D shape or 3-D object.

SS3.3.f: Explain why sometimes different names are used for different length measurements (e.g., height, width, or depth).

SS3.3.o: Critique the statement ?perimeter is a linear measurement?.

### SP3: Statistics and Probability

#### SP3.1: Demonstrate understanding of first-hand data using tally marks, charts, lists, bar graphs, and line plots (abstract pictographs), through:

SP3.1.1: collecting, organizing, and representing

SP3.1.d: Analyze a set of bar graphs to determine the common attributes of bar graphs.

SP3.1.e: Answer questions related to the data presented in a bar graph or line plots.

SP3.1.f: Collect and represent data using bar graphs or line plots.

SP3.1.g: Pose and solve situational questions related to self, family, or community by collecting and organizing data, representing the data using a bar graph or line plot, and interpreting the data display.

SP3.1.h: Analyze interpretations of bar graphs or line plots and explain whether or not the interpretation is valid based on the data display.

Correlation last revised: 9/16/2020

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.