Gizmos for Alberta - Mathematics: 3rd Grade (Mathematics Curriculum adopted 2022)

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

3.1: : Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

3.1.1: : Students interpret place value within 100 000.

3.1.1.1: : Identify the place value of each digit in a natural number.

3.1.1.2: : Relate the values of adjacent places.

3.1.1.3: : Determine the value of each digit in a natural number.

3.1.1.4: : Express natural numbers using words and numerals.

3.1.1.5: : Express various compositions of a natural number using place value.

3.1.1.6: : Round natural numbers to various places.

3.1.2: : Students apply strategies for addition and subtraction within 1000.

3.1.2.1: : Relate strategies for the addition and subtraction of two-digit numbers to strategies for the addition and subtraction of three-digit numbers.

3.1.2.2: : Model regrouping by place value for addition and subtraction.

3.1.2.3: : Explain the standard algorithms for addition and subtraction of naturalrnnumbers.

3.1.2.4: : Add and subtract natural numbers using standard algorithms.

3.1.2.6: : Solve problems using addition and subtraction.

3.1.3: : Students analyze and apply strategies for multiplication and division within 100.

3.1.3.1: : Compose a product using equal groups of objects.

3.1.3.2: : Relate multiplication to repeated addition.

3.1.3.3: : Relate multiplication to skip counting.

3.1.3.5: : Model a quotient by partitioning a quantity into equal groups or groups of a certain size, with or without remainders.

3.1.3.6: : Visualize and model products and quotients as arrays.

3.1.3.7: : Recognize interpretations of multiplication and division in various contexts.

3.1.3.8: : Investigate multiplication and division strategies.

3.1.3.9: : Multiply and divide within 100.

3.1.3.10: : Verify a product or quotient using inverse operations.

3.1.3.11: : Determine a missing quantity in a product or quotient in a variety of ways.

3.1.3.12: : Express multiplication and division symbolically.

3.1.3.13: : Explain the meaning of the remainder in various situations.

3.1.3.14: : Solve problems using multiplication and division in sharing or grouping situations.

3.1.3.15: : Examine patterns in multiplication and division, including patterns in multiplication tables and skip counting.

3.1.3.16: : Recognize families of related multiplication and division number facts.

3.1.4: : Students interpret fractions in relation to one whole.

3.1.4.1: : Model fractions of a whole quantity, length, shape, or object, in various ways, limited to denominators of 12 or less.

3.1.4.2: : Visualize fractions as compositions of a unit fraction.

3.1.4.3: : Identify the numerator and denominator of a fraction in various representations.

3.1.4.4: : Name a given fraction.

3.1.4.5: : Express fractions, including one whole, symbolically, limited to denominators of 12 or less.

3.1.4.6: : Relate various representations of the same fraction, limited to denominators of 12 or less.

3.1.4.8: : Compare different fractions of the same whole that have the same denominator.

3.1.4.9: : Compare different fractions of the same whole that have the same numerator and different denominators.

3.1.4.10: : Express the relationship between two fractions of the same whole, using

3.1.4.11: : Relate a fraction less than one to its position on the number line, limited to denominators of 12 or less.

3.1.4.12: : Compare fractions to benchmarks of 0, 1/2, and 1.

3.2: : Algebra: Equations express relationships between quantities.

3.2.1: : Students illustrate equality with equations.

3.2.1.1: : Write equations that represent equality between a number and an expression or between two different expressions of the same number.

3.2.1.2: : Model equations that include an unknown value, including with a balance.

3.2.1.3: : Determine an unknown value on the left or right side of an equation, limited to equations with one operation.

3.2.1.4: : Solve problems using equations, limited to equations with one operation.

3.3: : Geometry: Shapes are defined and related by geometric attributes.

3.3.1: : Students relate geometric properties to shape.

3.3.1.1: : Investigate the relationships between the sides of a polygon, including perpendicular, parallel, and equal, using referents for 90 degrees or by measuring.

3.3.1.3: : Describe geometric properties of regular and irregular polygons.

3.3.1.5: : Classify polygons as regular or irregular using geometric properties.

3.3.1.6: : Examine geometric properties of polygons by translating, rotating, or reflecting using hands-on materials or digital applications.

3.4: : Measurement: Attributes such as length, area, volume, and angle are quantified by measurement.

3.4.1: : Students determine length using standard units.

3.4.1.1: : Relate millimetres, centimetres, and metres.

3.4.1.2: : Relate inches to feet and yards.

3.4.1.3: : Justify the choice of millimetres, centimetres, or metres to measure various lengths.

3.4.1.4: : Measure lengths of straight lines and curves, with millimetres, centimetres, or metres.

3.4.1.5: : Recognize length expressed in metric or imperial units.

3.4.1.6: : Approximate a measurement in inches, feet, or yards using centimetres or metres.

3.4.1.7: : Determine the perimeter of polygons.

3.5: : Patterns: Awareness of patterns supports problem solving in various situations.

3.5.1: : Students analyze patterns in numerical sequences.

3.5.1.1: : Recognize familiar numerical sequences, including the sequence of even or odd numbers.

3.5.1.2: : Describe position in a sequence using ordinal numbers.

3.5.1.4: : Recognize skip-counting sequences in various representations, including rows or columns of a multiplication table.

3.5.1.5: : Determine any missing term in a skip-counting sequence using multiplication.

3.5.1.6: : Describe the change from term to term in a numerical sequence using mathematical operations.

3.6: : Time: Duration is described and quantified by time.

3.6.1: : Students tell time using clocks.

3.6.1.3: : Describe time of day as a.m. or p.m. relative to 12-hour cycles of day andrnnight.

3.6.1.4: : Tell time using analog and digital clocks.

3.6.1.5: : Express time of day in relation to one 24-hour cycle.

3.7: : Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.

3.7.1: : Students interpret and explain representations of data.

3.7.1.1: : Formulate statistical questions for investigation.

3.7.1.2: : Predict the answer to a statistical question.

3.7.1.3: : Collect data using digital or non-digital tools and resources.

3.7.1.4: : Represent first-hand and second-hand data in a dot plot or bar graph with one-to-one correspondence.

3.7.1.7: : Consider possible answers to a statistical question based on the data collected.

Correlation last revised: 6/14/2022

Alberta - Mathematics: 3rd Grade

Mathematics Curriculum | Adopted: 2022