Alberta

Number

• Students interpret place value within 100 000.

  • Identify the place value of each digit in a natural number.

    • Place value names up to hundreds (3-B.3)
    • Place value names up to ten thousands (3-B.4)

  • Relate the values of adjacent places.

    • Convert between place values: up to hundreds (3-B.9)
    • Convert between place values: up to ten thousands (3-B.10)

  • Determine the value of each digit in a natural number.

    • Value of a digit: up to hundreds (3-B.5)
    • Value of a digit: up to ten thousands (3-B.6)

  • Express natural numbers using words and numerals.

    • Write numbers in words: up to 1000 (3-A.17)
    • Write numbers in words: up to 100 000 (3-A.18)

  • Express various compositions of a natural number using place value.

    • Place value models up to hundreds (3-B.1)
    • Place value models up to thousands (3-B.2)
    • Convert to/from a number: up to hundreds (3-B.7)
    • Convert to/from a number: up to ten thousands (3-B.8)
    • Convert between place values: up to hundreds (3-B.9)
    • Convert between place values: up to ten thousands (3-B.10)
    • Convert from expanded form: up to hundreds (3-B.11)
    • Convert from expanded form: up to ten thousands (3-B.12)
    • Convert between standard and expanded form: up to hundreds (3-B.13)
    • Convert between standard and expanded form: up to ten thousands (3-B.14)
    • Place value word problems: up to hundreds (3-B.15)
    • Place value word problems: up to ten thousands (3-B.16)

  • Round natural numbers to various places.

    • Round to the nearest 10 or 100 (3-O.2)
    • Round to the nearest 10 000 (3-O.3)
    • Rounding puzzles (3-O.5)

  • Compare and order natural numbers.

    • Comparing numbers: up to 1000 (3-A.20)
    • Comparing numbers: up to 100 000 (3-A.21)
    • Pick the greatest/least number: up to 1000 (3-A.22)
    • Pick the greatest/least number: up to 100 000 (3-A.23)
    • Put numbers up to 1000 in order (3-A.24)
    • Put numbers up to 100 000 in order (3-A.25)

  • Express the relationship between two numbers using <, >, or =.

    • Comparing numbers: up to 1000 (3-A.20)
    • Comparing numbers: up to 100 000 (3-A.21)

  • Count and represent the value of a collection of nickels, dimes, and quarters as cents.

    • Count nickels, dimes, and quarters (3)

  • Count and represent the value of a collection of loonies, toonies, and bills as dollars.

    • Count coins and bills: up to $5 bill (3-R.1)
    • Count coins and bills: up to $20 bill (3-R.2)

  • Recognize French and English symbolic representations of monetary values.

• Students apply strategies for addition and subtraction within 1000.

  • Relate strategies for the addition and subtraction of two-digit numbers to strategies for the addition and subtraction of three-digit numbers.

    • Complete the addition sentence - up to two digits (3-C.3)
    • Balance addition equations - up to two digits (3-C.4)
    • Use models to add three-digit numbers - without regrouping (3-C.5)
    • Use models to add three-digit numbers - with regrouping (3-C.6)
    • Addition input/output tables - up to three digits (3-C.8)
    • Complete the addition sentence - up to three digits (3-C.10)
    • Addition up to three digits: fill in the missing digits (3-C.14)
    • Properties of addition (3-C.24)
    • Add using properties (3-C.25)
    • Complete the subtraction sentence - up to two digits (3-D.3)
    • Balance subtraction equations - up to two digits (3-D.4)
    • Subtraction input/output tables - up to three digits (3-D.6)
    • Complete the subtraction sentence - up to three digits (3-D.8)
    • Balance subtraction equations - up to three digits (3-D.9)
    • Subtraction up to three digits: fill in the missing digits (3-D.10)

  • Model regrouping by place value for addition and subtraction.

    • Use models to add three-digit numbers - with regrouping (3-C.6)

  • Explain the standard algorithms for addition and subtraction of natural numbers.

  • Add and subtract natural numbers using standard algorithms.

    • Add two numbers up to two digits (3-C.2)
    • Add two numbers up to three digits (3-C.7)
    • Subtract numbers up to two digits (3-D.2)
    • Subtract numbers up to three digits (3-D.5)

  • Estimate sums and differences.

    • Estimate sums up to 1000 (3-O.7)
    • Estimate sums: word problems (3-O.9)
    • Estimate differences up to 1000 (3-O.10)
    • Estimate differences: word problems (3-O.12)
    • Estimate sums and differences: word problems (3-O.13)

  • Solve problems using addition and subtraction.

    • Add two numbers up to three digits - word problems (3-C.9)
    • Subtract numbers up to three digits - word problems (3-D.7)
    • Addition and subtraction word problems (3-M.10)

• Students analyze and apply strategies for multiplication and division within 100.

  • Compose a product using equal groups of objects.

    • Count equal groups (3-E.1)
    • Identify multiplication expressions for equal groups (3-E.2)
    • Write multiplication sentences for equal groups (3-E.3)
    • Relate addition and multiplication for equal groups (3-E.4)

  • Relate multiplication to repeated addition.

    • Relate addition and multiplication for equal groups (3-E.4)
    • Relate addition and multiplication (3-E.9)

  • Relate multiplication to skip counting.

    • Write multiplication sentences for number lines (3-E.8)

  • Investigate multiplication by 0.

    • Multiply by 0 (3-F.1)

  • Model a quotient by partitioning a quantity into equal groups or groups of a certain size, with or without remainders.

    • Divide by counting equal groups (3-I.1)
    • Write division sentences for groups (3-I.2)

  • Visualize and model products and quotients as arrays.

    • Identify multiplication expressions for arrays (3-E.5)
    • Write multiplication sentences for arrays (3-E.6)
    • Make arrays to model multiplication (3-E.7)
    • Write division sentences for arrays (3-I.4)
    • Relate multiplication and division for arrays (3-I.5)

  • Recognize interpretations of multiplication and division in various contexts.

    • Multiplication facts up to 5: word problems (3-H.6)
    • Multiplication facts up to 10: word problems (3-H.7)
    • Multiplication word problems with facts up to 5: find the missing factor (3-H.8)
    • Multiplication word problems with facts up to 10: find the missing factor (3-H.9)
    • Division facts up to 5: word problems (3-L.4)
    • Division facts up to 10: word problems (3-L.5)
    • Multiplication and division word problems (3-M.11)

  • Investigate multiplication and division strategies.

    • Multiply by 0 (3-F.1)
    • Multiply by 1 (3-F.2)
    • Multiply by 2 (3-F.3)
    • Multiply by 3 (3-F.4)
    • Multiply by 4 (3-F.5)
    • Multiply by 5 (3-F.6)
    • Multiply by 6 (3-F.7)
    • Multiply by 7 (3-F.8)
    • Multiply by 8 (3-F.9)
    • Multiply by 9 (3-F.10)
    • Multiply by 10 (3-F.11)
    • Multiplication facts for 2, 5 and 10: true or false? (3-G.2)
    • Multiplication facts for 2, 5 and 10: sorting (3-G.3)
    • Multiplication facts up to 5: true or false? (3-G.6)
    • Multiplication facts up to 5: sorting (3-G.7)
    • Multiplication facts for 6, 7, 8 and 9: true or false? (3-G.10)
    • Multiplication facts for 6, 7, 8 and 9: sorting (3-G.11)
    • Multiplication facts up to 10: true or false? (3-G.14)
    • Multiplication facts up to 10: sorting (3-G.15)
    • Multiplication sentences up to 10: true or false? (3-G.18)
    • Squares up to 100 (3-G.19)
    • Divide by 1 (3-J.1)
    • Divide by 2 (3-J.2)
    • Divide by 3 (3-J.3)
    • Divide by 4 (3-J.4)
    • Divide by 5 (3-J.5)
    • Divide by 6 (3-J.6)
    • Divide by 7 (3-J.7)
    • Divide by 8 (3-J.8)
    • Divide by 9 (3-J.9)
    • Divide by 10 (3-J.10)
    • Division facts for 2, 5 and 10: true or false? (3-K.2)
    • Division facts for 2, 5 and 10: sorting (3-K.3)
    • Division facts up to 5: true or false? (3-K.5)
    • Division facts for 6, 7, 8 and 9: true or false? (3-K.7)
    • Division facts for 6, 7, 8 and 9: sorting (3-K.8)
    • Division facts up to 10: true or false? (3-K.10)
    • Division facts up to 10: sorting (3-K.11)
    • Division sentences up to 10: true or false? (3-K.14)
    • Multiplication and division facts up to 5: true or false? (3-M.3)
    • Multiplication and division facts up to 10: true or false? (3-M.4)

  • Multiply and divide within 100.

    • Multiplication facts for 2, 5, 10 (3-G.1)
    • Multiplication facts up to 5 (3-G.5)
    • Multiplication facts for 6, 7, 8 and 9 (3-G.9)
    • Multiplication facts up to 10 (3-G.13)
    • Division facts for 2, 5 and 10 (3-K.1)
    • Division facts up to 5 (3-K.4)
    • Division facts for 6, 7, 8 and 9 (3-K.6)
    • Division facts up to 10 (3-K.9)

  • Verify a product or quotient using inverse operations.

    • Relate multiplication and division for groups (3-I.3)
    • Relate multiplication and division (3-I.6)

  • Determine a missing quantity in a product or quotient in a variety of ways.

    • Multiplication facts for 2, 5 and 10: find the missing factor (3-G.4)
    • Multiplication facts up to 5: find the missing factor (3-G.8)
    • Multiplication facts for 6, 7, 8 and 9: find the missing factor (3-G.12)
    • Multiplication facts up to 10: find the missing factor (3-G.16)
    • Multiplication facts up to 10: select the missing factors (3-G.17)
    • Division facts up to 10: find the missing number (3-K.12)
    • Division facts up to 10: select the missing numbers (3-K.13)

  • Express multiplication and division symbolically.

    • Write multiplication sentences for equal groups (3-E.3)
    • Write multiplication sentences for arrays (3-E.6)
    • Write multiplication sentences for number lines (3-E.8)

  • Explain the meaning of the remainder in various situations.

    • Divide two-digit numbers with remainders using arrays (3-L.9)
    • Divide two-digit numbers with remainders (3-L.10)

  • Solve problems using multiplication and division in sharing or grouping situations.

    • Multiplication word problems with facts up to 5: find the missing factor (3-H.8)
    • Multiplication word problems with facts up to 10: find the missing factor (3-H.9)
    • Division facts up to 5: word problems (3-L.4)
    • Division facts up to 10: word problems (3-L.5)

  • Examine patterns in multiplication and division, including patterns in multiplication tables and skip counting.

    • Divide using repeated subtraction (4-G.9)

  • Recognize families of related multiplication and division number facts.

    • Relate multiplication and division (3-I.6)

  • Recall multiplication number facts, with factors to 10, and related division facts.

    • Multiply by 0 (3-F.1)
    • Multiply by 1 (3-F.2)
    • Multiply by 2 (3-F.3)
    • Multiply by 3 (3-F.4)
    • Multiply by 4 (3-F.5)
    • Multiply by 5 (3-F.6)
    • Multiply by 6 (3-F.7)
    • Multiply by 7 (3-F.8)
    • Multiply by 8 (3-F.9)
    • Multiply by 9 (3-F.10)
    • Multiply by 10 (3-F.11)
    • Multiplication facts up to 10 (3-G.13)
    • Divide by 1 (3-J.1)
    • Divide by 2 (3-J.2)
    • Divide by 3 (3-J.3)
    • Divide by 4 (3-J.4)
    • Divide by 5 (3-J.5)
    • Divide by 6 (3-J.6)
    • Divide by 7 (3-J.7)
    • Divide by 8 (3-J.8)
    • Divide by 9 (3-J.9)
    • Divide by 10 (3-J.10)
    • Division facts up to 10 (3-K.9)

• Students interpret fractions in relation to one whole.

  • Model fractions of a whole quantity, length, shape, or object, in various ways, limited to denominators of 12 or less.

    • Make halves, thirds and fourths (3-X.3)
    • Make sixths and eighths (3-X.4)
    • Make halves, thirds, fourths, sixths and eighths (3-X.5)
    • Show fractions: fraction bars (3-X.8)
    • Show fractions: area models (3-X.9)
    • Match fractions to models: halves, thirds and fourths (3-X.10)
    • Match unit fractions to models (3-X.11)
    • Match fractions to models (3-X.12)
    • Fractions of number lines: unit fractions (3-X.13)
    • Fractions of number lines (3-X.14)
    • Identify unit fractions on number lines (3-X.15)
    • Identify fractions on number lines (3-X.16)
    • Graph unit fractions on number lines (3-X.17)
    • Graph fractions on number lines (3-X.18)
    • Unit fractions: modelling word problems (3-X.20)
    • Fractions of a whole: modelling word problems (3-X.21)

  • Visualize fractions as compositions of a unit fraction.

    • Decompose fractions into unit fractions using models (3-X.23)
    • Decompose fractions into unit fractions (3-X.24)

  • Identify the numerator and denominator of a fraction in various representations.

  • Name a given fraction.

    • Understand fractions: fraction bars (3-X.6)
    • Understand fractions: area models (3-X.7)

  • Express fractions, including one whole, symbolically, limited to denominators of 12 or less.

    • Fractions of a group (2-W.6)
    • Fractions of a group: word problems (3-X.22)

  • Relate various representations of the same fraction, limited to denominators of 12 or less.

  • Compare the same fraction of different-sized wholes.

  • Compare different fractions of the same whole that have the same denominator.

    • Compare fractions with like denominators (3-Z.6)

  • Compare different fractions of the same whole that have the same numerator and different denominators.

    • Compare fractions using models (3-Z.1)
    • Compare fractions using number lines (3-Z.2)
    • Compare fractions (3-Z.7)

  • Express the relationship between two fractions of the same whole, using <, >, or =.

    • Compare fractions using models (3-Z.1)
    • Compare fractions with like denominators (3-Z.6)
    • Compare fractions (3-Z.7)

  • Relate a fraction less than one to its position on the number line, limited to denominators of 12 or less.

    • Compare fractions using number lines (3-Z.2)

  • Compare fractions to benchmarks of 0, ¹/₂, and 1.

    • Compare fractions using ½ as a benchmark (4-V.6)
    • Compare fractions using ½ as a benchmark: find the missing numerator (4-V.7)

Algebra

• Students illustrate equality with equations.

  • Write equations that represent equality between a number and an expression or between two different expressions of the same number.

    • Identify equations (3-N.1)
    • Write variable equations to represent word problems: addition and subtraction (3-N.5)
    • Write variable equations to represent word problems: multiplication and division (3-N.6)
    • Write variable equations to represent word problems (3-N.7)

  • Model equations that include an unknown value, including with a balance.

  • Determine an unknown value on the left or right side of an equation, limited to equations with one operation.

    • Solve for the variable: addition and subtraction (3-N.2)
    • Solve for the variable: multiplication and division (3-N.3)
    • Solve for the variable (3-N.4)

  • Solve problems using equations, limited to equations with one operation.

    • Solve for the variable: addition and subtraction (3-N.2)
    • Solve for the variable: multiplication and division (3-N.3)
    • Solve for the variable (3-N.4)

Geometry

• Students relate geometric properties to shape.

  • Investigate the relationships between the sides of a polygon, including perpendicular, parallel, and equal, using referents for 90 or by measuring.

    • Parallel sides in quadrilaterals (3-V.3)
    • Parallel, perpendicular and intersecting lines (3-V.14)

  • Investigate the relationships between vertices of a polygon, including equal or right angles, using direct comparison or referents for 90°.

    • Count and compare sides and vertices (3-V.2)

  • Describe geometric properties of regular and irregular polygons.

    • Identify two-dimensional shapes (3-V.1)
    • Count and compare sides and vertices (3-V.2)
    • Parallel sides in quadrilaterals (3-V.3)
    • Classify quadrilaterals (3-V.4)
    • Is it a polygon? (3-V.12)

  • Sort polygons according to geometric properties and describe the sorting rule.

    • Sort shapes into a Venn diagram (3-T.18)

  • Classify polygons as regular or irregular using geometric properties.

  • Examine geometric properties of polygons by translating, rotating, or reflecting using hands-on materials or digital applications.

    • Reflection, rotation and translation (3-V.18)

Measurement

• Students determine length using standard units.

  • Relate millimetres, centimetres, and metres.

    • Convert units of length (3-U.6)

  • Relate inches to feet and yards.

  • Justify the choice of millimetres, centimetres, or metres to measure various lengths.

    • Which unit of length is appropriate? (3-U.4)

  • Measure lengths of straight lines and curves, with millimetres, centimetres, or metres.

    • Measure using a centimetre ruler (3-U.3)

  • Recognize length expressed in metric or imperial units.

  • Approximate a measurement in inches, feet, or yards using centimetres or metres.

  • Determine the perimeter of polygons.

    • Perimeter of rectangles (3-W.1)
    • Perimeter of polygons (3-W.2)
    • Perimeter of rectilinear shapes (3-W.3)
    • Perimeter of figures on grids (3-W.4)
    • Perimeter: word problems (3-W.6)

  • Determine the length of an unknown side given the perimeter of a polygon.

    • Perimeter: find the missing side length (3-W.5)

  • Identify referents for a centimetre and a metre.

  • Estimate length by comparing to a benchmark.

  • Estimate length by visualizing the iteration of a referent for a centimetre or metre.

    • Which unit of length is appropriate? (3-U.4)

• Students interpret angles.

  • Recognize various angles in surroundings.

  • Recognize situations in which an angle can be perceived as motion.

  • Compare two angles directly by superimposing.

  • Compare two angles indirectly by superimposing a third angle.

  • Estimate which of two angles is greater.

    • Angles greater than, less than or equal to a right angle (3-V.15)

  • Identify referents for 90°.

    • Angles greater than, less than or equal to a right angle (3-V.15)

  • Identify 90°. angles in the environment using a referent.

Patterns

• Students analyze patterns in numerical sequences.

  • Recognize familiar numerical sequences, including the sequence of even or odd numbers.

    • Even or odd (3-A.12)

  • Describe position in a sequence using ordinal numbers.

    • Ordinal numbers up to 100th (3-A.15)

  • Differentiate between finite and infinite sequences.

  • Recognize skip-counting sequences in various representations, including rows or columns of a multiplication table.

    • Skip-counting sequences (3-A.7)
    • Count forward and backward by fives and tens (3-A.8)
    • Count forward and backward by twos, fives and tens (3-A.9)
    • Skip-counting puzzles (3-A.10)
    • Number sequences (3-A.11)
    • Use a rule to complete a number pattern (3-Q.8)

  • Determine any missing term in a skip-counting sequence using multiplication.

  • Describe the change from term to term in a numerical sequence using mathematical operations.

Time

• Students tell time using clocks.

  • Investigate relationships between seconds, minutes, and hours using an analog clock.

    • Convert between seconds, minutes and hours (3-S.9)

  • Relate minutes past the hour to minutes until the next hour.

  • Describe time of day as a.m. or p.m. relative to 12-hour cycles of day and night.

    • A.M. or P.M. (3-S.4)

  • Tell time using analog and digital clocks.

    • Match clocks and times (3-S.1)
    • Match analogue and digital clocks (3-S.2)
    • Read clocks and write times (3-S.3)

  • Express time of day in relation to one 24-hour cycle.

    • Reading schedules - 12-hour time (3-S.14)
    • Reading schedules - 24-hour time (3-S.15)

Statistics

• Students interpret and explain representations of data.

  • Formulate statistical questions for investigation.

  • Predict the answer to a statistical question.

  • Collect data using digital or non-digital tools and resources.

  • Represent first-hand and second-hand data in a dot plot or bar graph with one-to-one correspondence.

    • Create bar graphs (3-T.10)
    • Create line plots (3-T.13)

  • Describe the story that a representation tells about a collection of data in relation to a statistical question.

  • Examine First Nations, Métis, or Inuit representations of data.

  • Consider possible answers to a statistical question based on the data collected.

    • Interpret bar graphs (3-T.9)
    • Use bar graphs to solve problems (3-T.11)
    • Interpret line plots (3-T.12)