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Grade 3 mathematics in Prince Edward Island.
Say the number sequence forward and backward from 0 to 1000 by: 5s, 10s, or 100s, using any starting point; 3s using starting points that are multiples of 3; 4s using starting points that are multiples of 4; 25s, using starting points that are multiples of 25. Say the number sequence forward and backward from 0 to 1000 by: 5s, 10s, or 100s, using any starting point; 3s using starting points that are multiples of 3; 4s using starting points that are multiples of 4; 25s, using starting points that are multiples of 25.3.N1
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Represent and describe numbers to 1000, concretely, pictorially and symbolically. Represent and describe numbers to 1000, concretely, pictorially and symbolically.3.N2
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Compare and order numbers to 1000. Compare and order numbers to 1000.3.N3
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Illustrate, concretely & pictorially, the meaning of place value for numerals to 1000 Illustrate, concretely & pictorially, the meaning of place value for numerals to 10003.N4
Describe and apply mental mathematics strategies for adding two 2-digit numerals. Describe and apply mental mathematics strategies for adding two 2-digit numerals.3.N5
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Describe and apply mental mathematics strategies for subtracting two 2-digit numerals. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals.3.N6
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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.3.N7
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Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals). Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals).3.N8
Apply mental mathematics strategies and number properties, such as: using doubles; making 10; using the commutative property; using the property of zero; thinking addition for subtraction to determine answers for basic addition facts and related subtraction facts (to 18). Apply mental mathematics strategies and number properties, such as: using doubles; making 10; using the commutative property; using the property of zero; thinking addition for subtraction to determine answers for basic addition facts and related subtraction facts (to 18).3.N9
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Demonstrate an understanding of multiplication to products of 36 with single digit factors. Demonstrate an understanding of multiplication to products of 36 with single digit factors.3.N10
Demonstrate an understanding of division (related multiplication to products of 36 with single digit factors). Demonstrate an understanding of division (related multiplication to products of 36 with single digit factors).3.N11
Demonstrate an understanding of fractions by: explaining that a fraction represents a part of a whole; 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 part of a whole; describing situations in which fractions are used; comparing fractions of the same whole with like denominators.3.N12
Demonstrate an understanding of decreasing patterns by: describing, extending, comparing, creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000). Demonstrate an understanding of decreasing patterns by: describing, extending, comparing, creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).3.PR1
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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.3.PR2
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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).3.SS1
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.3.SS2
Demonstrate an understanding of measuring length (cm, m) by: selecting and justifying referents for the units cm and m; modeling 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; modeling and describing the relationship between the units cm and m; estimating length using referents; measuring and recording length, width and height.3.SS3
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Demonstrate an understanding of measuring mass (g, kg). Demonstrate an understanding of measuring mass (g, kg).3.SS4
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Demonstrate an understanding of perimeter of regular and irregular shapes. Demonstrate an understanding of perimeter of regular and irregular shapes.3.SS5
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.3.SS6
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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.3.SP1
Curriculum: PEI Mathematics Curriculum Grades 1-8. Last verified 2026-10-17.