Number — Grade 3

• 3, 4 and 8 times tables

  Litnumia skill: 3, 4 and 8 times tables

  The Atlantic provinces share CAMET-derived outcomes with a strong mental-math tradition; expectations are phrased as achievement indicators. Multiplication and division start from equal groups and arrays.

• Column addition without regrouping

  Litnumia skill: Column addition without regrouping

  The Atlantic provinces share CAMET-derived outcomes with a strong mental-math tradition; expectations are phrased as achievement indicators. Addition and subtraction grow out of place-value reasoning and student strategies.

• Compare and order numbers to 1,000

  Litnumia skill: Compare and order numbers to 1,000

  The Atlantic provinces share CAMET-derived outcomes with a strong mental-math tradition; expectations are phrased as achievement indicators. Number work is developed with concrete and pictorial representations before symbols.

• Compare fractions with the same denominator

  Litnumia skill: Compare fractions with the same denominator

  The Atlantic provinces share CAMET-derived outcomes with a strong mental-math tradition; expectations are phrased as achievement indicators. Fractions are built with regions, sets and number lines before operations.

• Count in 50s and 100s

  Litnumia skill: Count in 50s and 100s

  The Atlantic provinces share CAMET-derived outcomes with a strong mental-math tradition; expectations are phrased as achievement indicators. Number work is developed with concrete and pictorial representations before symbols.

• Make amounts and give change

  Litnumia skill: Make amounts and give change

  The Atlantic provinces share CAMET-derived outcomes with a strong mental-math tradition; expectations are phrased as achievement indicators. Money work uses Canadian coins and bills in practical contexts.

• Mental strategies with three-digit numbers

  Litnumia skill: Mental strategies with three-digit numbers

  The Atlantic provinces share CAMET-derived outcomes with a strong mental-math tradition; expectations are phrased as achievement indicators. Addition and subtraction grow out of place-value reasoning and student strategies.

• Place value: hundreds, tens and ones

  Litnumia skill: Place value: hundreds, tens and ones

  The Atlantic provinces share CAMET-derived outcomes with a strong mental-math tradition; expectations are phrased as achievement indicators. Number work is developed with concrete and pictorial representations before symbols.