Grade 3 Numeracy Plan 2019/2020

Month Additive Reasoning Multiplicative Reasoning Shape and Space Statistics and
Probability
Curriculum N.2-N.1O N.1, N.11-N.13 SS.1-SS.7 SP.1-SP.2
Outcomes PR.1-PR.4 PR.1-PR.4 PR.3
Vocabulary expressions vs equations, expression vs equations, Referent, standard, non- -survey, first
equality vs inequality, equality vs inequality, standard, width, length, hand data,
commutative and commutative and distance, circumference, organizing,
associative properties, distributive properties, metric system, grams, analyzing,
inverse operation, place inverse, arrays, groups litres, metres (with all tallies, table,
value, difference, sum, of, multiplication, prefixes—m, dm, cm, mm, chart, list, bar
addend, parts, whole, division, multiples, km) graph, pie
even, odd, greater than, product, whole, parts, area, perimeter, time, chart, line
less than, estimation, fractions, equal pieces, seconds, minutes, hours plot,
compensation, numerator, denominator, edges, faces, flat, curved, probability,
increasing, ascending, equivalent, increasing, surface, curved edge, axis,
descending, pattern rule ascending, descending, straight, parallel, comparison,
pattern rule perpendicular, vertices data
(vertex corner), prism,
pyramid
-2-D and 3-D shapes:
polygon, triangle,
quadrilaterals, pentagons,
hexagons, octagons and
related prisms and
pyramids
 Grade 3 Numeracy Plan 2019/2020

Sept. N.10 – Apply mental mathematics N.11- Multiplication: equal SS. 7, PR.3 – Identify and SP.1 – Collect and
strategies and number properties in groups, related to repeated Sort irregular Polygons organize first hand
order to understand and recall basic addition – Groups of 5 and 10 -focus: triangles, data into list
Assessment: addition facts and related subtraction as related to additive quadrilaterals, pentagons, -gather and
Making 5, 10 facts to 18. reasoning/place value hexagons, octagons. organize
Ex. 2 tens = 2(10), 2X10, 10 + -use vocabulary to describe information by
and 20
PR.4 – Use symbol to represent an 10 sides parallel, perpendicular, taking a survey
unknown etc. (Ex. Back to school
-use Cuisenaire rods to show equalities N.13 – Fractions represent -Sort according to attributes surveys, reading
-USE this model and facts to 18 to build parts of a whole surveys, favourite
SOLID understanding of commutative, Paper Folding – whole divided things surveys)
associative, whole to part, missing addend into equal parts -Record data into
and addition and subtraction as inverse lists with tallies
-Ex. Orange = Lime Green + Purple; PR. 3 – Sort numbers into --compare data
Inverse: Orange – Purple = Lime Green even and odds, multiples of 2,
Making 5, Making 10, Making 20 5, or 10 Explore Real
9 + 5 = 10 + ? Compose and decompose -Skip counting songs: 2, 5 graphs – construct,
numbers – how do you see it? (use dot label and analyze.
collections, 10 frames, 100 grids, fast 9s, Ex. What kind of
fast 8s, doubles, doubles +1, doubles + 2, shoe you are
inverses wearing.

PR.1, N.1 – Skip counting at any starting

point – 2s, 5s, 10s (w/in 100)
-Describe, extend, create and compare
increasing pattern rules up to 100 –
record on a table
 Grade 3 Numeracy Plan 2019/2020

Oct. N.10 – Mental math – facts to 18 N.11 – Multiplication: SS.6 PR.3 – Compare 2-D to SP.1 – Collect and
-continued practice modelling multiplication using 3-D shapes and analyze organize first hand
N.2 – Represent and describe numbers 1 concreate and visual relationships between them data into list
Assessment: – 1000 (within 100) representations, equal -differences between -gather and
Mental Math -place value within 100 – seeing groups grouping and arrays pyramids and prisms organize
of 10s and 1s (10 tens in 100, 100 ones in -folding and cutting simple -analyze and sort according information by
to 18, skip
100) arrays – groups of 5s and to faces, edges, vertices, etc. taking a survey
counting 2s, 4 tens s the same as 2 tens and 20 ones groups of 10s to go with (Ex. Back to school
5s, 10s within 4(10) = 2(10) + 20(1) = 40 additive reasoning surveys, reading
100 Say and write numbers in a variety of surveys, favourite
ways: standard, expanded, word, N.13 – Fractions represent things surveys)
expressions, etc. parts of a whole -Record data into
N.6, N.7 – Describe and apply mental -paper folding – equal parts lists with tallies
mathematics strategies for adding and --compare data
subtracting two 2-digit numerals PR.3 – Sort numbers into
PR.4 – Use symbol to represent unknown even and odds, multiples of 5, -create real graph
Number bonds within 100 2, or 10 with Halloween
-construct number line with meter -skip counting songs: 3s treats. Create a
referent, unifix cubes etc. table and bar
-use number line to solve add/subtract graph to represent
multiples of 10 within 100 (80 =20 + 60) data
-Add and subtract 10 from any number
(78 – 10 = 68)
-Use 100 chart to visualize bonds to 100 –
get to the next 10, then to the next 100
100 – 42 = ? (42 + 8 = 50, 50 + 50 = 100 so
50 + 8 = 58) write related facts (inverse,
commutative)
PR.2, N.1 – Skip counting backwards 2s,
5s, 10s (within 100)
 Grade 3 Numeracy Plan 2019/2020

Nov. N.2 – Represent and describe numbers 1- N.11 – Multiplication: SS.1 Relate the passage of SP.1- Collect and
1000 modelling multiplication using time to common activities, organize first hand
N.5 – Illustrate meaning of place value 1- concrete and visual using nonstandard and data into line plot
Assessment: 1000 representations, equal standard units (minutes, -Gather and
Measuring grouping and arrays hours, days, weeks, months, organize
-Build 1000 – use 10 hundreds grids to -cut, fold, and colour arrays up years) information
mass,
make a 10 X 100 array. Tape together to to 5X5 (just talk about visual— -Record data as
building represent 1000. Use to compose numbers no symbolic expressions yet) line plot
number and 1 – 1000
place value to Ex. Compose 345 N.13 -Fractions represent
100 See groups of 100s, ,10s, and 1s. parts of a whole
-3 hundreds, 4 tens, and 5 ones. You can -Paper folding – equal parts
also see this as 2(100) + 14(10) + 5(1). Say
and write numbers in a variety of ways: PR.1, N.1, Skip counting
standard, expanded, word, expressions, starting on multiple of 3, 4, or
etc. 25 by 3s, 4s, 25s up to 100
-Describe, extend, create and
N.6, N.7 – Describe and apply mental compare increasing pattern
mathematics strategies for adding and rules up to 100
subtracting two 2- digit numerals
PR. 4 – Use symbol to represent PR. 3 – Sort numbers into odd
unknown and even, multiplies of 3, 4,
or 25
ADD – 53 + 28 = ? use strategies Skip counting songs: 4s
(expanded form 50 + 20 = 70, 3 + 8 = 11 so
70 + 11 = 81)
Compensation (53 + 28 = 51 + 30 = 81),
number line, etc.
SUBTRACT – 76 – 43 = ? THINK INVERSE
43 + ? = 73 (43 + 7 = 50, 50 + 26 =76 so 26
+ 7 = 33)
 Grade 3 Numeracy Plan 2019/2020

Dec. N.2 – Represent and describe numbers 1- N.11 – Multiplication: SS.2- Demonstrate an SP.2 – Construct,
1000 modelling multiplication using understanding of measuring label and interpret
N.5 Illustrate meaning of place value 1- concrete and visual length (continue from bar graphs to solve
Assessment: 1000 representations, equal September) problems
Add/subtract -place value within 1000 – building grouping and arrays -use data from
numbers up to 1000—seeing groups of -arrays up to 5X5 SS.4 Demonstrate an table to construct
within 100, 2-
100s, 10s and 1s -Explore Multiplication with understanding of measuring bar graph
D shapes, -5s hundreds, 3 tens and 2 ones is the Cuisenaire rods to show mass (g, kg) by: -practice
skip counting same as 3(300) + 22 (10) + 12 (1). Say and equalities and commutative -use referents for g and kg interpreting data
3s, 4s, 25s to write numbers in a variety of ways: property -explore relationship from bar graph
100 standard, expanded, word, expressions, 2 yellow = 5 reds between g and kg
etc. 3 purples = 4 lime greens -estimate, measure and
N.3 Compare and order numbers 1-1000 record masses of different
-Use 1000 chart to find numbers between PR.2, N.1 – Skip counting objects
1-1000 starting on multiple of 3, 4, or
Comparisons: greater and less, 10 more, 25 count backwards by 3s, 4s,
10 less, 100 more, 100 less, etc. 25s up to100
N.8 –Estimate the sum of 2 digit numbers -Describe, extend and create
-will 27 + 38 be close to 70 or 60? Why? decreasing pattern rules up to
Think in expanded form 100
N.9 – Add and Subtract numbers to 1000
(within 200) PR.3 Sort numbers into odd
PR.4 – Use symbol to represent unknown and even, multiples or 3, 4, or
-Add and Subtract within 200 25
-80 + 70 = ? use strategies (make 100 by
dividing 70 into 20 and 50 = 150, pull out
50s—50 + 30 + 50 + 20 = 150)
-165 – 80 = ?
THINK INVERSE: 80 + ? = 165 (20 to get to
100, then 65 to get to 165 = 85)
 Grade 3 Numeracy Plan 2019/2020

Jan. N.2 -Represent and describe numbers 1- N.11 – Multiplication: SS.3 Demonstrate an SP.2 Construct,
1000 Modelling using concrete and understanding of measuring label and interpret
N.5 – Illustrate meaning of place value 1- visual representations, equal length (cm, m) bar graphs to solve
Assessment: 1000 grouping and arrays, -Non0standard units problems
Add and -continued practice of composing and recording the process -Use referents for cm and m -use data from
decomposing numbers up to 1000. 5(100) symbolically. -explore relationship table to construct
subtract
+ 32(10) + 15(1) = 835 -fold, cut, colour arrays up to between cm and m by bar graph
number to -In the number 835 there are 8 hundreds, 5X5 estimating constructing, -practice
200, 3-D 3 tens, and 5 ones OR 83 tens and 5 ones, -Review Cuisenaire rods which measuring, and recording interpreting data
Shapes etc. show commutative property lengths of objects from bar graph
N.6, N.7, N.8 – Estimate, add and -Use number equations to -Constructing a meter- -introduce pie
subtract within 100 show equalities to show folding/cutting charts
-Continue practice equalities and commutative 1, 10, 100, 1000
N.4 -Estimate quantities less than 1000, property -m, dm, cm, mm -If the world were
using referents -2 yellows = 5 red – becomes 2 -Use as a referent to 100 people – pie
-Use Great Estimations book X 5 = 10, 5 X 2 = 10 construct a number line charts based on
-Counting a sample and estimate whole 3 purples = 4 lime greens 100% (connect to
amount becomes 3 X 4 = 12, 4 X 3 = 12 social studies)
N.3, N.9 – Compare and order numbers -relate to groups of and skip
1-1000, add and subtract 1-1000 counting
-use 1000 chart, or number line. Identify a
3 digit number and compare it to the
benchmarks (250, 500, 750, 1000) Do you
+ or –?
-Write equations and inverses
PR.1, PR.2, N.1 -Review Skip Counting
forwards and backwards by 2s, 3s, 4s, 5s,
10s, and 25s up to 100
-Identify pattern rule
Ascending/descending patterns
 Grade 3 Numeracy Plan 2019/2020

Feb. N.2 – represent and describe number 1- N.11, N.12- Multiplication SS.2 Relate the number of SP.2 Construct,
100 related to division: modelling seconds to a minute, the label and interpret
N.5 – Illustrate meaning of place value 1- using concrete and visual number of minutes to an bar graphs to solve
Assessment: 100 representations, equal hour and the number of problems
Building -continued practice of composing and grouping and arrays, days to a month in a -use data from
numbers and decomposing numbers up to 1000 recording the process problem solving context table to construct
N.6, N.7, N.8 – Estimate, Add and symbolically, relating to -time to the hour, half hour, bar graph
place value to Subtract within 100 repeated addition, x and quarters, and 5 min intervals -practice
1000, Pattern -practice automatically divide as inverses interpreting data
rule to 100 PR.4 – Use symbol to represent unknown PR.4 – Symbol to represent from bar graph
N.4, N.9 – Estimate quantities less than unknown -compare data
1000, Demonstrate an understanding of from countries
addition and subtraction of numbers -Explore with Cuisenaire Rods with bar graphs
with answers to 1000 concretely, to show multiplication and
pictorially and symbolically division as inverses. Related to
-use personal strategies for adding with arrays
and without the support of manipulatives -up to 5 X 5
-create and solve word problems for 20 divided into 4 groups = 5
addition 4X5 = 5X4, 20 divided by 5 = 4,
-expanded form strategy: 529 + 396 = ? 4(5) = 20, etc.
500 + 300 = 800 -Use expressions to show
20 + 90 = 110 qualities, inverses,
9 + 6 = 15 800 + 110 + 15 (Use visual 100 commutative and distributive
grid and number line properties
-Use compensation: 529 + 396 = 525 +
400 = 925
PR.1, PR.2, N.1- Skip counting forwards
and backwards starting on any number by
2s, 5s, 10s, up to 100—pattern rules
 Grade 3 Numeracy Plan 2019/2020

Mar. N.6, N.7, N..8 – Estimate, add and N.11 – Review multiplication SS.1 and ss.2 – Review time SP.1 – Collect and
subtract within 100 N.12 – demonstrate an organize first hand
-practice automatically understanding of division up data into
Assessment: PR.4 Use symbol to represent unknown to 5 X 5 chart/table
Comparing N.9 – Demonstrate an understanding of -Equal sharing and groupings
subtraction of numbers with answers to -Concrete, visual and SP.2 Use that data
numbers
1000 concretely, pictorially, and symbolic, relating division to to create a bar
within 1000, symbolically repeated subtraction, and graph
time, -using personally strategies for division and multiplication as
analyzing subtracting with and without the support inverse -Solve problems
data of manipulatives -Divide manipulatives and based on data
-creating and solving word problems for visuals to show equal groups from bar graph
subtraction and equal sharing
-subtract 100 more, 100 less, subtract 10 -Solve word problems with -Compare data
more, 10 less multiplication and division from countries
PR.1, PR.2, N.1 – skip with bar graphs
724 – 281 = ? counting forwards and and pie charts
THINK INVERSE (use 1000 grid and backwards by 3s, 4s, 25s
number line)
281 + ? = 724
+ 19 to get to 300, then + 424 to get to
724. 424 + 19 = 443

875 – 50 = 725
 Grade 3 Numeracy Plan 2019/2020

Apr. PR.4 Use symbol to represent unknown N.11, N.12 – Practice
N.9 – Demonstrate an understanding of multiplication and division to
addition and subtraction of numbers improve automaticity
Assessment: with answers to 1000 concretely,
Adding and pictorially and symbolically. N.13, Fractions are parts of a
-Using personal strategies for adding and whole, describe situations in
subtracting
subtracting with and without the support which fractions are used
numbers of manipulatives -Explore Fraction—use
within 1000, -creating and solving word problems for cuisenaire rods, Geri’s
measuring addition and subtraction whole/part diagrams,
length in measuring cups, food, etc., to
cm/m show relationship between
parts of a whole (equalities)
Blue = 3 lime greens
1 divided into 3 equal pieces
EACH PIECE is 1/3 to 3/3 = 1
whole
Hershey’s Fraction Book
-Numerator and denominator
-PRACTICE – relate to arrays
and paper folding
PR.1, PR.2, N.1 – skip
counting forwards and
backwards by 3s, 4s, 25s
SS.3 -Review length
measurement
-appropriate referents (m,
cm, km)
-solve problems by
estimating, measuring, and
recording lengths
SS.5 Estimate, measure, and
record perimeter of regular
and irregular shapes in
appropriate units
-use m and cm as referents
-solve problems involving
perimeter
SP.1 – Collect and
organize first hand
data into line plot
SP.2 – Use that
data to create bar
graph. Compare
line plot/bar graph
Solve problems
based on data
from line plot and
bar graph
 Grade 3 Numeracy Plan 2019/2020
May REVIEW- N.2 – Represent and describe
numbers 1-1000
N.5 – Illustrate meaning of place value 1-
Assessment: 1000
Multiplication -Review composing and decomposing
and Division numbers up to 1000
PR.4 – Symbol to represent unknown
up to 5X5, N.9 Review – Add and Subtract within
skip counting 1000
and pattern -continued practice with strategies
rule up to -create and solve word problems
1000
PR.1, PR.2, N.1, - Review pattern rule and
skip counting with number sequences up
to 1000
-describe, extend, create, and compare
increasing /decreasing pattern rules up to
1000
N.11, N.12 – Review, practice SS.5 – Estimate, measure SP.1, SP.2 –
and extend: and record perimeter of Review collecting
N.11—show how facts up to regular and irregular shapes and organizing
5X5 can be used to solve more in appropriate units first hand data and
complex problems such as 7X4 -use m and cm as referents constructing and
using distribution (4X5) + (4X2) -construct a variety of analyzing bar
= 20 + 8 different shapes for a given graph
perimeter in cm and m
N.13 – Comparing fractions of
the same whole that have like
denominators, describing
situations in which fractions
are used
-Compare using visual models
ex. ¾ is greater than ¼
-explore and extend fraction
equalities and inequalities
using visual models
½ = 3/6, 1/3 is not = to 2/4
-PRACTICE writing fractions,
drawing visuals models
-Relate fractions to real life—
food, money, multiplication,
linear measurement (cm =
1/100)
-Solve fraction word problems
 Grade 3 Numeracy Plan 2019/2020

Jun. Review N.1-9, PR 1-4 Review N.11-13, PR.1-4 Review SS.1-7 Review SP.1-2

Assessment:
Fractions,
Perimeter