Grade 3 Curriculum Expectations and Sample Problems
Grade 3 Sample Problems by Strand: Ontario Curriculum
Grade 3: Number Sense and Numeration
Overall Expectations
By the end of Grade 3, students will:
• read, represent, compare, and order whole numbers to 1000, and use concrete materials to represent fractions and money amounts to $10;
• demonstrate an understanding of magnitude by counting forward and backwards by various numbers and from various starting points;
• solve problems involving the addition and subtraction of single- and multi-digit whole numbers, using a variety of strategies, and demonstrate an understanding of multiplication and division.
Sample problem:
Do you know anyone who has lived for close to 1000 days? Explain your reasoning.
Sample problem:
Give a real-life example of when you might need to know that 3 groups of 2 is 3 x 2.
Grade 3: Measurement
Overall Expectations
By the end of Grade 3, students will:
• estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using standard units;
• compare, describe, and order objects, using attributes measured in standard units.
Sample problem:
Record the temperature outside each day using a thermometer, and
compare your measurements with those reported in the daily news.
Sample problem:
Estimate, measure, and record the perimeter of your notebook.
Sample problem:
Does the order of the shapes change when you change the size of the pattern blocks
you measure with?
Sample problem:
What is the difference between the numbers of squares needed to cover the front of a book, using centimetre grid paper and using two-centimetre grid paper
Grade 3: Geometry and Spatial Sense
Overall Expectations
By the end of Grade 3, students will:
• compare two-dimensional shapes and three-dimensional figures and sort them by their geometric properties;
• describe relationships between two-dimensional shapes, and between two-dimensional shapes and three-dimensional figures;
• identify and describe the locations and movements of shapes and objects.
Sample problem:
Compose a hexagon using different numbers of smaller shapes.
Sample problem:
Build a structure from blocks, toothpicks, or other concrete materials, and describe it using geometric terms, so that your partner will be able to build your structure without seeing it.
Sample problem:
Draw the missing portion of the given butterfly on grid paper.
Grade 3: Patterning and Algebra
Overall Expectations
By the end of Grade 3, students will:
• 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 two-digit numbers.
Sample problem:
Create a repeating pattern using three colours and two shapes.
Sample problem:
Write the next three terms in the pattern 4, 8,12, 16, …
Sample problem:
Make a number pattern that starts at 0 and grows by adding 7 each time.
Sample problem:
What is the missing number in the equation 25 – 4 = 15 + ?)
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.
Grade 3: Data Management and Probability
Overall Expectations
By the end of Grade 3, students will:
• collect and organize categorical or discrete primary data and display the data using charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed;
• read, describe, and interpret primary data presented in charts and graphs, including vertical and horizontal bar graphs;
• predict and investigate the frequency of a specific outcome in a simple probability experiment.
Sample problem:
Sort a collection of buttons by size, colour, and number of holes.
Sample problem:
Graph data related to the eye colour of students in the class, using a vertical bar graph. Why does the scale on the vertical axis include values that are not in the set of data?
Grade 3: Number Sense and Numeration
Overall Expectations
By the end of Grade 3, students will:
• read, represent, compare, and order whole numbers to 1000, and use concrete materials to represent fractions and money amounts to $10;
• demonstrate an understanding of magnitude by counting forward and backwards by various numbers and from various starting points;
• solve problems involving the addition and subtraction of single- and multi-digit whole numbers, using a variety of strategies, and demonstrate an understanding of multiplication and division.
Sample problem:
Do you know anyone who has lived for close to 1000 days? Explain your reasoning.
Sample problem:
Give a real-life example of when you might need to know that 3 groups of 2 is 3 x 2.
Grade 3: Measurement
Overall Expectations
By the end of Grade 3, students will:
• estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using standard units;
• compare, describe, and order objects, using attributes measured in standard units.
Sample problem:
Record the temperature outside each day using a thermometer, and
compare your measurements with those reported in the daily news.
Sample problem:
Estimate, measure, and record the perimeter of your notebook.
Sample problem:
Does the order of the shapes change when you change the size of the pattern blocks
you measure with?
Sample problem:
What is the difference between the numbers of squares needed to cover the front of a book, using centimetre grid paper and using two-centimetre grid paper
Grade 3: Geometry and Spatial Sense
Overall Expectations
By the end of Grade 3, students will:
• compare two-dimensional shapes and three-dimensional figures and sort them by their geometric properties;
• describe relationships between two-dimensional shapes, and between two-dimensional shapes and three-dimensional figures;
• identify and describe the locations and movements of shapes and objects.
Sample problem:
Compose a hexagon using different numbers of smaller shapes.
Sample problem:
Build a structure from blocks, toothpicks, or other concrete materials, and describe it using geometric terms, so that your partner will be able to build your structure without seeing it.
Sample problem:
Draw the missing portion of the given butterfly on grid paper.
Grade 3: Patterning and Algebra
Overall Expectations
By the end of Grade 3, students will:
• 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 two-digit numbers.
Sample problem:
Create a repeating pattern using three colours and two shapes.
Sample problem:
Write the next three terms in the pattern 4, 8,12, 16, …
Sample problem:
Make a number pattern that starts at 0 and grows by adding 7 each time.
Sample problem:
What is the missing number in the equation 25 – 4 = 15 + ?)
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.
Grade 3: Data Management and Probability
Overall Expectations
By the end of Grade 3, students will:
• collect and organize categorical or discrete primary data and display the data using charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed;
• read, describe, and interpret primary data presented in charts and graphs, including vertical and horizontal bar graphs;
• predict and investigate the frequency of a specific outcome in a simple probability experiment.
Sample problem:
Sort a collection of buttons by size, colour, and number of holes.
Sample problem:
Graph data related to the eye colour of students in the class, using a vertical bar graph. Why does the scale on the vertical axis include values that are not in the set of data?