Getting things ready
This will only take a moment.
This will only take a moment.
Grade 3 mathematics in Manitoba.
Say the number sequence between any two given numbers forward and backward: from 0 to 1000 by; 10s or 100s, using any starting point; 5s, using starting points that are multiples of 5; 25s, using starting points that are multiples of 25; from 0 to 100 by; 3s, using starting points that are multiples of 3; 4s, using starting points that are multiples of 4 Say the number sequence between any two given numbers forward and backward: from 0 to 1000 by; 10s or 100s, using any starting point; 5s, using starting points that are multiples of 5; 25s, using starting points that are multiples of 25; from 0 to 100 by; 3s, using starting points that are multiples of 3; 4s, using starting points that are multiples of 4 C CommunicationCN ConnectionsME Mental Mathematics and Estimation3.N.1
Practice coming soon
Represent and describe numbers to 1000, concretely, pictorially, and symbolically. Represent and describe numbers to 1000, concretely, pictorially, and symbolically. C CommunicationCN ConnectionsV Visualization3.N.2
Practice coming soon
Compare and order numbers to 1000. 3.N.3
Practice coming soon
Estimate quantities less than 1000 using referents. Estimate quantities less than 1000 using referents. ME Mental Mathematics and EstimationPS Problem SolvingR ReasoningV Visualization3.N.4
Practice coming soon
Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000. Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000. C CommunicationCN ConnectionsR ReasoningV Visualization3.N.5
Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as: adding from left to right; taking one addend to the nearest multiple of ten and then compensating; using doubles Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as: adding from left to right; taking one addend to the nearest multiple of ten and then compensating; using doubles C CommunicationME Mental Mathematics and EstimationPS Problem SolvingR ReasoningV Visualization3.N.6
Practice coming soon
Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as: taking the subtrahend to the nearest multiple of ten and then compensating; thinking of addition; using doubles Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as: taking the subtrahend to the nearest multiple of ten and then compensating; thinking of addition; using doubles C CommunicationME Mental Mathematics and EstimationPS Problem SolvingR ReasoningV Visualization3.N.7
Practice coming soon
Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context. Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context. C CommunicationME Mental Mathematics and EstimationPS Problem SolvingR Reasoning3.N.8
Practice coming soon
Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by: using personal strategies for adding and subtracting with and without the support of manipulatives; creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially, and symbolically. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by: using personal strategies for adding and subtracting with and without the support of manipulatives; creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially, and symbolically. C CommunicationCN ConnectionsME Mental Mathematics and EstimationPS Problem SolvingR Reasoning3.N.9
Apply mental math strategies to determine addition facts and related subtraction facts to 18 (9 + 9) Apply mental math strategies to determine addition facts and related subtraction facts to 18 (9 + 9) C CommunicationCN ConnectionsME Mental Mathematics and EstimationR ReasoningV Visualization3.N.10
Practice coming soon
Demonstrate an understanding of multiplication to 5 × 5 by: representing and explaining multiplication using equal grouping and arrays; creating and solving problems in context that involve multiplication; modelling multiplication using concrete and visual representations, and recording the process symbolically; relating multiplication to repeated addition; relating multiplication to division Demonstrate an understanding of multiplication to 5 × 5 by: representing and explaining multiplication using equal grouping and arrays; creating and solving problems in context that involve multiplication; modelling multiplication using concrete and visual representations, and recording the process symbolically; relating multiplication to repeated addition; relating multiplication to division C CommunicationCN ConnectionsPS Problem SolvingR Reasoning3.N.11
Demonstrate an understanding of division by: representing and explaining division using equal sharing and equal grouping; creating and solving problems in context that involve equal sharing and equal grouping; modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically; relating division to repeated subtraction; relating division to multiplication (limited to division related to multiplication facts up to 5 × 5). Demonstrate an understanding of division by: representing and explaining division using equal sharing and equal grouping; creating and solving problems in context that involve equal sharing and equal grouping; modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically; relating division to repeated subtraction; relating division to multiplication (limited to division related to multiplication facts up to 5 × 5). C CommunicationCN ConnectionsPS Problem SolvingR Reasoning3.N.12
Demonstrate an understanding of fractions by: explaining that a fraction represents a portion of a whole divided into equal parts; describing situations in which fractions are used; comparing fractions of the same whole with like denominators Demonstrate an understanding of fractions by: explaining that a fraction represents a portion of a whole divided into equal parts; describing situations in which fractions are used; comparing fractions of the same whole with like denominators C CommunicationCN ConnectionsME Mental Mathematics and EstimationR ReasoningV Visualization3.N.13
Demonstrate an understanding of increasing patterns by: describing; extending; comparing; creating patterns using manipulatives, diagrams, and numbers (to 1000). Demonstrate an understanding of increasing patterns by: describing; extending; comparing; creating patterns using manipulatives, diagrams, and numbers (to 1000). C CommunicationCN ConnectionsPS Problem SolvingR ReasoningV Visualization3.PR.1
Practice coming soon
Demonstrate an understanding of decreasing patterns by: describing; extending; comparing; creating patterns using manipulatives, diagrams, and numbers (starting from 1000 or less). Demonstrate an understanding of decreasing patterns by: describing; extending; comparing; creating patterns using manipulatives, diagrams, and numbers (starting from 1000 or less). C CommunicationCN ConnectionsPS Problem SolvingR ReasoningV Visualization3.PR.2
Practice coming soon
Solve one-step addition and subtraction equations involving symbols representing an unknown number. Solve one-step addition and subtraction equations involving symbols representing an unknown number. C CommunicationCN ConnectionsPS Problem SolvingR ReasoningV Visualization3.PR.3
Practice coming soon
Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years). Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years). CN ConnectionsME Mental Mathematics and EstimationR Reasoning3.SS.1
Relate the number of seconds to a minute, the number of minutes to an hour, and the number of days to a month in a problem-solving context. Relate the number of seconds to a minute, the number of minutes to an hour, and the number of days to a month in a problem-solving context. C CommunicationCN ConnectionsPS Problem SolvingR ReasoningV Visualization3.SS.2
Demonstrate an understanding of measuring length (cm, m), by: selecting and justifying referents for the units cm and m; modelling and describing the relationship between the units cm and m; estimating length using referents; measuring and recording length, width and height Demonstrate an understanding of measuring length (cm, m), by: selecting and justifying referents for the units cm and m; modelling and describing the relationship between the units cm and m; estimating length using referents; measuring and recording length, width and height C CommunicationCN ConnectionsME Mental Mathematics and EstimationPS Problem SolvingR ReasoningV Visualization3.SS.3
Practice coming soon
Demonstrate an understanding of measuring mass (g, kg) by: selecting and justifying referents for the units g and kg; modelling and describing the relationship between the units g and kg; estimating mass using referents; measuring and recording mass Demonstrate an understanding of measuring mass (g, kg) by: selecting and justifying referents for the units g and kg; modelling and describing the relationship between the units g and kg; estimating mass using referents; measuring and recording mass C CommunicationCN ConnectionsME Mental Mathematics and EstimationPS Problem SolvingR ReasoningV Visualization3.SS.4
Practice coming soon
Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter using referents for centimetre or metre; measuring and recording perimeter (cm, m); constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter using referents for centimetre or metre; measuring and recording perimeter (cm, m); constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter C CommunicationME Mental Mathematics and EstimationPS Problem SolvingR ReasoningV Visualization3.SS.5
Describe 3-D objects according to the shape of the faces and the number of edges and vertices. Describe 3-D objects according to the shape of the faces and the number of edges and vertices. C CommunicationCN ConnectionsPS Problem SolvingR ReasoningV Visualization3.SS.6
Practice coming soon
Sort regular and irregular polygons including: triangles; quadrilaterals; pentagons; hexagons; octagons according to the number of sides. Sort regular and irregular polygons including: triangles; quadrilaterals; pentagons; hexagons; octagons according to the number of sides. C CommunicationCN ConnectionsR ReasoningV Visualization3.SS.7
Practice coming soon
Collect first-hand data and organize it using: tally marks; line plots; charts; lists; to answer questions. Collect first-hand data and organize it using: tally marks; line plots; charts; lists; to answer questions. C CommunicationCN ConnectionsV Visualization3.SP.1
Practice coming soon
Construct, label, and interpret bar graphs to solve problems. Construct, label, and interpret bar graphs to solve problems. PS Problem SolvingR ReasoningV Visualization3.SP.2
Curriculum: Kindergarten to Grade 8 Mathematics: Manitoba Curriculum Framework of Outcomes (2013). Last verified 2026-10-17.