# Year 3 Curriculum

Below are the skills needed, with links to resources to help with that skill. We also enourage plenty of exercises and book work. Curriculum Home

*Important: this is a guide only.Check with your local education authority to find out their requirements.*

Year 3 | Counting

☐ Skip count by 25's, 50's, 100's to 1,000

Year 3 | Addition

☐ Use a variety of strategies to add 3-digit numbers (with and without regrouping)

☐ Addition

☐ Use and explain the commutative property of addition

☐ Understand and use the associative property of addition

Year 3 | Subtraction

☐ Use a variety of strategies to subtract 3-digit numbers (with and without regrouping)

Year 3 | Multiplication

☐ Develop fluency with multiplication facts: 2x, 3x, 4x, 5x, 10x

☐ Use a variety of strategies to solve multiplication problems with factors up to 12 x 12

☐ Use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication

☐ Use 1 as the identity element for multiplication

☐ Use the zero property of multiplication

☐ Use and explain the commutative property of multiplication

Year 3 | Division

☐ Demonstrate fluency and apply single-digit division facts

☐ Division

☐ Use tables, patterns, halving, and manipulatives to provide meaning for division

☐ Division

Year 3 | Numbers

☐ Identify odd and even numbers

☐ Develop an understanding of the properties of odd/even numbers as a result of addition or subtraction

☐ Read and write whole numbers to 1,000

☐ Compare and order numbers to 1,000

☐ In Order

☐ Understand the place value structure of the base ten number system:
10 ones = 1 ten
10 tens = 1 hundred
10 hundreds = 1 thousand

☐ Decimals

☐ Use a variety of strategies to compose and decompose three-digit numbers

☐ Decimals

Year 3 | Fractions

☐ Develop an understanding of fractions as part of a whole unit and as parts of a collection

☐ Use manipulatives, visual models, and illustrations to name and represent unit fractions (1/2,1/3,1/4,1/5,1/6 and 1/10) as part of a whole or a set of objects

☐ Understand and recognize the meaning of numerator and denominator in the symbolic form of a fraction

☐ Recognize fractional numbers as equal parts of a whole

☐ Explore equivalent fractions (1/2, 1/3, 1/4)

☐ Compare and order unit fractions (1/2, 1/3, 1/4) and find their approximate locations on a number line

Year 3 | Measurement

☐ Select tools and units appropriate for the length measured

☐ Select and use standard (metric or US) and non-standard units to estimate measurements

☐ Use a ruler to measure to the nearest standard unit (centimeters or inches)

☐ Weigh objects (using grams or ounces)

☐ Recognize capacity as an attribute that can be measured

☐ Compare capacities (e.g., Which contains more? Which contains less?)

☐ Measure capacity, using standard units (liters or pints)

Year 3 | Time

☐ Relate unit fractions to the face of the clock:
* Whole = 60 minutes
* 1/2 = 30 minutes
* 1/4 = 15 minutes

☐ Tell time to the minute, using digital and analog clocks

Year 3 | Geometry (Plane)

☐ Define and use correct terminology when referring to shapes (circle, triangle, square, rectangle, rhombus, trapezoid, kite and hexagon)

☐ Hexagon

☐ Identify congruent and similar figures

☐ Similar

☐ Identify and construct lines of symmetry

Year 3 | Geometry (Solid)

☐ Name, describe, compare, and sort three-dimensional shapes: cube, cylinder, sphere, torus, prism, pyramid and cone

☐ Pyramids

☐ Sphere

☐ Torus

☐ Identify the faces on a three-dimensional shape as two-dimensional shapes

Year 3 | Pre-Algebra

☐ Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers and unit fractions (1/2,1/3,1/4,1/5,1/6 and 1/10)

☐ Describe and extend numeric (+, -) and geometric patterns

☐ Patterns

☐ Develop strategies for selecting the appropriate computational and operational method in problem solving situations

Year 3 | Data

☐ Formulate questions about themselves and their surroundings

☐ Collect data using observation and surveys, and record appropriately

☐ Construct a frequency table to represent a collection of data

☐ Identify the parts of pictographs and bar graphs

☐ Display data in pictographs and bar graphs

☐ State the relationships between pictographs and bar graphs

☐ Read and interpret data in bar graphs and pictographs

☐ Formulate conclusions and make predictions from data graphs

Year 3 | Estimation

☐ Estimate numbers up to 500

☐ Recognize real world situations in which an estimate (rounding) is more appropriate

☐ Check reasonableness of an answer by using estimation

Year 3 | Money

☐ Count and represent combined coins and dollars, using currency symbols ($0.00)