January 2018

Math Grade 3
January February March April
Topic Measurement and 3D, 2D Multiplication, Statistics Measurement and Fractions
Objects Patterns and Skip Counting Division

Chapter(s) Jump Math Chapters 4, 5, Jump Math Chapters 6, 7, 8, 15 Jump Math Chapters 9, 10 Jump Math Chapters 12, 13,
14
Resources -Jump Math 3 -Jump Math 3 -Jump Math 3 -Jump Math 3
-Learn Alberta -Learn Alberta -Learn Alberta -Learn Alberta
-Manipulatives -Manipulatives -Manipulatives -Manipulatives
Potential -SEE-I -SEE-I -SEE-I -SEE-I
Learning -KWL Chart -Mad Minute -Group Work -Group Work
Activities -Class discussion -Group Work -Analyzing charts and -Recipe Building
-Group Work -Puzzles graphs -Puzzles
-Puzzles -Puzzles
General -Use direct and indirect -Develop number sense -Collect display and -Use direct and indirect
Outcomes: measurement to solve problems -Use direct and indirect measurement to solve analyze data to solve measurement to solve
--Describe the characteristics problems problems. problems
of 3D objects and 3D shapes, -Develop number sense -Develop number sense
and analyze the relationships
among them.
Specific SHAPE AND SPACE NUMBER SENSE STATISTICS AND SHAPE AND SPACES
Outcomes: PROBABILITY
3. Demonstrate an 6. Describe and apply mental mathematics 1. Relate the passage of time
understanding of measuring strategies for adding two 2-digit numerals. [C, 1. Collect first-hand data to common activities, using
length (cm, m) by: CN, ME, PS, R, V] and organize it using: tally nonstandard and standard
• selecting and justifying marks, line plots, charts, units (minutes, hours, days,
referents for the units cm and 7. Describe and apply mental mathematics lists to answer questions. weeks, months, years).
m strategies for subtracting two 2-digit numerals. [C, CN, PS, V] [ICT: C4– [CN, ME, R]
• modelling and describing the [C, CN, ME, PS, R, V] 1.3]
relationship between the units 2. Relate the number of
cm and m • estimating length, 8. Apply estimation strategies to predict sums 2. Construct, label and seconds to a minute, the
using referents interpret bar graphs to number of minutes to an hour
and differences of two 2-digit numerals in a
• measuring and recording solve problems. [C, PS, R, and the number of days to a
problem-solving context. [C, ME, PS, R]
length, width and height. V] [ICT: C4–1.3, C7–1.3, month in a problem-solving
[C, CN, ME, PS, R, V] C7–1.4] context.
9. Demonstrate an understanding of addition
and subtraction of numbers with answers to [C, CN, PS, R, V]
5. Demonstrate an NUMBER SENSE
1000 (limited to 1-, 2- and 3-digit numerals),
understanding of perimeter of 4. Demonstrate an
concretely, pictorially and symbolically, by:
regular and irregular shapes by: understanding of measuring
• using personal strategies for adding and 12. Demonstrate an
• estimating perimeter, using mass (g, kg) by:
subtracting with and without the support of understanding of division
referents for cm or m manipulatives (limited to division related • selecting and justifying
• measuring and recording • creating and solving problems in context that to multiplication facts up referents for the units g and
 perimeter (cm, m)
• constructing different shapes
for a given perimeter (cm, m)
to demonstrate that many
shapes are possible for a
perimeter.
[C, ME, PS, R, V]
6. Describe 3-D objects
according to the shape of the
faces and the number of edges
and vertices. [C, CN, PS, R, V]
7. Sort regular and irregular
polygons, including: triangles,
quadrilaterals, pentagons,
hexagons, octagons
according to the number of
sides. [C, CN, R, V]
involve addition and subtraction of numbers. to 5 × 5) by: • representing kg
[C, CN, ME, PS, R, V] and explaining division • modelling and describing
using equal sharing and the relationship between the
10. Apply mental mathematics strategies and equal grouping units g and kg • estimating
number properties in order to understand and mass, using referents
recall basic addition facts and related -creating and solving • measuring and recording
subtraction facts to 18. problems in context that mass.
[C, CN, ME, PS, R, V] involve equal sharing and [C, CN, ME, PS, R, V]
equal grouping
11. Demonstrate an understanding of NUMBER SENSE
multiplication to 5 × 5 by: -modelling equal sharing
• representing and explaining multiplication and equal grouping using 13. Demonstrate an
using equal grouping and arrays concrete and visual understanding of fractions by:
• creating and solving problems in context that representations, and • explaining that a fraction
involve multiplication recording the process represents a part of a whole
• modelling multiplication using concrete and symbolically • describing situations in
visual representations, and recording the which fractions are used
process symbolically • relating multiplication -relating division to • comparing fractions of the
to repeated addition repeated subtraction same whole that have like
• relating multiplication to division. denominators. [C, CN, ME,
[C, CN, PS, R] R, V]
-relating division to
multiplication.
SPACE AND SHAPE [C, CN, PS, R]

5. Demonstrate an understanding of perimeter

of regular and irregular shapes by:
• estimating perimeter, using referents for cm
or m
• 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, ME,
PS, R, V]

Assessment: Observation, checklists,
quizzes, common assessments,
RAFT Writing, Posters,
Presentations, Journals
Observation, checklists, quizzes, common Observation, checklists,
assessments, RAFT Writing, Posters, quizzes, common
Presentations, Journals assessments, RAFT
Writing, Posters,
Presentations, Journals
Observation, checklists,
quizzes, common
assessments, RAFT Writing,
Posters, Presentations,
Journals
January
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2 3 4 5 6 7

8 9 10 11 12 13 14
Pre-assessment Measurement: Length Centimeters and Estimating length
Math Challenges SLO:3/5 meters
and games

15 16 17 18 19 20 21
Measuring and Problem Solving Test/Project Shapes and PD Day
Recording Space: SLO 6/7

22 23 24 25 26 27 28
Manipulations Review 2 D Classifying 3D Objects Sorting and Prep Game Prep game
Shapes Polygons 2D that make 3D Describing 3D (First Portion)
(Irregular/regular) Shapes
29 30 31
Numbers Sense: SLO Review of Mental Review of mult digit
6-11 addition subtraction addition/subtraction
February
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2 3 4
Even and odds Skip Counting

5 6 7 8 9 10 11
Skip Counting Skip Counting Repeated Multiplication PD Day
addition/Mult

12 13 14 15 16 17 18
Manipulatives Patterns with Problem Solving Test/Project Ski Trip
even and odd
#’s
19 20 21 22 23 24 25
No School No School No School Teachers Teachers
Convention Convention

26 27 28
Shape and Area/perimeter Problem Solving
Space: SLO 5
March
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2 3 4
Prob and Stats: Colleting and
SLO 1/2 Organizing Data

5 6 7 8 9 10 11
Colleting and Constructing Interpreting Problem Solving PD Day
Organizing Data and labeling graphs

12 13 14 15 16 17 18
Division: SLO 12, Sets, # in sets Rows and Skip Counting Addition and
(11) Columns Division

19 20 21 22 23 24 25
Patterns With Division Mult and Division Word Problems Test/Project
Division

26 27 28 29 30 31
Spring Break Spring Break Spring Break Spring Break Good Friday
April
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
1

2 3 4 5 6 7 8
Easter Monday Measurement: Time related to Relative use of Estimation of
SLO 1, 2, 4 normal activities seconds, min, time
hour, day, week,
years
9 10 11 12 13 14 15
Mass (g, kg) Measuring and Estimating Mass Measurement PD Day
recording project

16 17 18 19 20 21 22
Numbers: SLO 13 Fraction vocab Division/Fraction Manipulatives Comparing
Fractions

23 24 25 26 27 28 29
Use of fractions Problem solving Problem solving Test/Assignment PD Day
(Baking) Mult/Division/Frac

30