Ontario Curriculum — Grade 3


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3-1.1.1.

Identify purposes for listening in a variety of situations, formal and informal, and set personal goals related to listening tasks

3-1.1.2.

Demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully and work constructively in groups

3-1.1.3.

Identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts

3-1.1.5.

Distinguish between stated and implied ideas in oral texts

3-1.1.6.

Extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them

3-1.1.9.

Identify some of the presentation strategies used in oral texts and explain how they influence the audience

3-1.2.1.

Identify a variety of purposes for speaking

3-1.2.2.

Demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including small- and large-group discussions

3-1.2.5.

Identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning

3-1.3.2.

Identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills

3-2.1.1.

Read a variety of literary texts, graphic texts, and informational texts

3-2.1.2.

Identify a variety of purposes for reading and choose reading materials appropriate for those purposes

3-2.1.3.

Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts

3-2.1.4.

Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details

3-2.1.5.

Make inferences about texts using stated and implied ideas from the texts as evidence

3-2.1.6.

Extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them

3-2.1.8.

Express personal opinions about ideas presented in texts

3-2.1.9.

Identify the point of view presented in a text and suggest some possible alternative perspectives

3-2.2.1.

Identify and describe the characteristics of a variety of text forms, with a focus on literary texts such as a fable or adventure story, graphic texts such as a comic book, and informational texts such as a nature magazine

3-2.2.2.

Recognize a few organizational patterns in texts of different types, and explain how the patterns help readers understand the texts

3-2.2.4.

Identify some elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts

3-2.3.2.

Predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues

3-2.3.3.

Read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the reader and an audience

3-2.4.1.

Identify, initially with some support and direction, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers

3-2.4.2.

Explain, initially with some support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read

3-3.1.1.

Identify the topic, purpose, audience, and form for writing

3-3.1.2.

Generate ideas about a potential topic, using a variety of strategies and resources

3-3.1.3.

Gather information to support ideas for writing in a variety of ways and/or from a variety of sources

3-3.1.5.

Identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers

3-3.2.2.

Establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude or feeling towards the subject or audience

3-3.2.3.

Use words and phrases that will help convey their meaning as specifically as possible

3-3.2.4.

Vary sentence structures and maintain continuity by using joining words

3-3.2.8.

Produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions

3-3.3.1.

Spell familiar words correctly

3-3.3.2.

Spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling

3-3.3.3.

Confirm spellings and word meanings or word choice using several different types of resources

3-3.3.4.

Use punctuation to help communicate their intended meaning, with a focus on the use of: quotation marks to indicate direct speech; commas to mark grammatical boundaries within sentences; capital letters and final punctuation to mark the beginning and end of sentences

3-3.3.5.

Use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for titles; the possessive pronouns my, mine, your, yours, his, her, hers, its; action verbs in the present and simple past tenses; adjectives and adverbs; question words

3-3.3.6.

Proofread and correct their writing using guidelines developed with peers and the teacher

3-4.1.2.

Use overt and implied messages to draw inferences and make meaning in simple media texts

3-4.1.3.

Express personal opinions about ideas presented in media texts

3-4.1.4.

Describe how different audiences might respond to specific media texts

3-4.2.2.

Identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning

3-4.4.2.

Explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

3-A.1.1.

Represent, compare, and order whole numbers to 1000, using a variety of tools;

3-A.1.10.

Solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 1000.

3-A.1.2.

Read and print in words whole numbers to one hundred, using meaningful contexts;

3-A.1.3.

Identify and represent the value of a digit in a number according to its position in the number;

3-A.1.4.

Compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of ways, using concrete materials;

3-A.1.5.

Round two-digit numbers to the nearest ten, in problems arising from real-life situations;

3-A.1.6.

Represent and explain, using concrete materials, the relationship among the numbers 1, 10, 100, and 1000,;

3-A.1.7.

Divide whole objects and sets of objects into equal parts, and identify the parts using fractional names, without using numbers in standard fractional notation;

3-A.1.8.

Represent and describe the relationships between coins and bills up to ten dollars;

3-A.1.9.

Estimate, count, and represent (using the $ symbol) the value of a collection of coins and bills with a maximum value of ten dollars;

3-A.2.1.

Count forward by 1's, 2's, 5's, 10's, and 100's to 1000 from various starting points, and by 25's to 1000 starting from multiples of 25, using a variety of tools and strategies;

3-A.2.2.

Count backwards by 2's, 5's, and 10's from 100 using multiples of 2, 5, and 10 as starting points, and count backwards by 100's from 1000 and any number less than 1000, using a variety of tools and strategies.

3-A.2.3.

Germinate seeds and record similarities and differences as seedlings develop (e.g., plant quick-growing seeds - nasturtium, morning glory, sunflower, tomato, beet, or radish seeds - in peat pellets to observe growth)

3-A.2.4.

Investigate ways in which a variety of plants adapt and/or react to their environment, including changes in their environment, using a variety of methods (e.g., read a variety of non-fiction texts; interview plant experts; view DVDs or CD-ROMs)

3-A.2.5.

Use scientific inquiry/experimentation skills, and knowledge acquired from previous investigations, to investigate a variety of ways in which plants meet their basic needs

3-A.2.6.

Use appropriate science and technology vocabulary, including stem, leaf, root, pistil, stamen, flower, adaptation, and germination, in oral and written communication

3-A.2.7.

Use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., make illustrated entries in a personal science journal to describe plant characteristics and adaptations to harsh environments)

3-A.3.1.

Solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies;

3-A.3.2.

Add and subtract three-digit numbers, using concrete materials, student generated algorithms, and standard algorithms;

3-A.3.3.

Use estimation when solving problems involving addition and subtraction, to help judge the reasonableness of a solution;

3-A.3.4.

Add and subtract money amounts, using a variety of tools, to make simulated purchases and change for amounts up to ten dollars;

3-A.3.5.

Relate multiplication of one-digit numbers and division by one-digit divisors to real life situations, using a variety of tools and strategies;

3-A.3.6.

Multiply to 7 x 7 and divide to 49 / 7, using a variety of mental strategies.

3-A.3.7.

Describe the different ways in which plants are grown for food (e.g., on farms, in orchards, greenhouses, home gardens), and explain the advantages and disadvantages of locally grown and organically produced food, including environmental benefits

3-A.3.8.

Identify examples of environmental conditions that may threaten plant and animal survival (e.g., extreme heat and cold; floods and/or droughts; changes in habitat because of human activities such as construction, use of gas-powered personal watercraft on lakes)

3-B.1.1.

Estimate, measure, and record length, height, and distance, using standard units(i.e., centimetre, metre, kilometre);

3-B.1.10.

Estimate, measure, and record the capacity of containers, using the standard unit of the litre or parts of a litre.

3-B.1.2.

Draw items using a ruler, given specific lengths in centimetres;

3-B.1.3.

Read time using analogue clocks, to the nearest five minutes, and using digital clocks, and represent time in 12-hour notation;

3-B.1.4.

Estimate, read (i.e., using a thermometer), and record positive temperatures to the nearest degree Celsius (i.e., using a number line; using appropriate notation);

3-B.1.5.

Identify benchmarks for freezing, cold, cool, warm, hot, and boiling temperatures as they relate to water and for cold, cool, warm, and hot temperatures as they relate to air;

3-B.1.6.

Estimate, measure, and record the perimeter of two-dimensional shapes, through investigation using standard units;

3-B.1.7.

Estimate, measure (i.e., using centimetre grid paper, arrays), and record area;

3-B.1.8.

Choose benchmarks for a kilogram and a litre to help them perform measurement tasks;

3-B.1.9.

Estimate, measure, and record the mass of objects, using the standard unit of the kilogram or parts of a kilogram;

3-B.2.1.

Compare standard units of length (i.e., centimetre, metre, kilometre), and select and justify the most appropriate standard unit to measure length;

3-B.2.2.

Compare and order objects on the basis of linear measurements in centimetres and/or metres in problem-solving contexts;

3-B.2.3.

Compare and order various shapes by area, using congruent shapes and grid paper for measuring;

3-B.2.4.

Describe, through investigation using grid paper, the relationship between the size of a unit of area and the number of units needed to cover a surface;

3-B.2.5.

Compare and order a collection of objects, using standard units of mass (i.e., kilogram) and/or capacity (i.e., litre);

3-B.2.6.

Solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years, using a variety of tools.

3-B.3.1.

Define a structure as a supporting framework, with a definite size, shape, and purpose, that holds a load (e.g., a running shoe, a tepee, a bicycle, an igloo)

3-B.3.10.

Identify the role of struts and ties in structures under load (e.g., a strut is added to a wooden frame to resist compression that might cause its collapse; a tie is added to a roof truss to resist tension that might cause the roof to collapse from the weight of the shingles)

3-B.3.2.

Identify structures in the natural environment (e.g., a tree, a bees' nest/hive) and in the built environment (e.g., a totem pole, a fence, a pyramid, the CN Tower)

3-B.3.3.

Identify the strength of a structure as its ability to support a load

3-B.3.4.

Identify the stability of a structure as its ability to maintain balance and stay fixed in one spot

3-B.3.5.

Identify properties of materials (e.g., strength, flexibility, durability) that need to be considered when building structures

3-B.3.6.

Describe ways in which the strength of different materials can be altered (e.g., by folding, adding layers, twisting/braiding, changing their shape)

3-B.3.7.

Describe ways to improve a structure's strength (e.g., by using triangulation or cross-members) and stability (e.g., by lowering the centre of gravity)

3-B.3.8.

Explain how strength and stability enable a structure (e.g., bridge, tent) to perform a specific function

3-B.3.9.

Describe ways in which different forces can affect the shape, balance, or position of structures (e.g., a load may cause a cardboard box to buckle)

3-C.1.1.

Use a reference tool to identify right angles and to describe angles as greater than, equal to, or less than a right angle;

3-C.1.2.

Identify and compare various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (i.e., number of sides; side lengths; number of interior angles; number of right angles);

3-C.1.3.

Compare various angles, using concrete materials and pictorial representations, and describe angles as bigger than, smaller than, or about the same as other angles;

3-C.1.4.

Compare and sort prisms and pyramids by geometric properties (i.e., number and shape of faces, number of edges, number of vertices), using concrete materials;

3-C.2.1.

Solve problems requiring the greatest or least number of two-dimensional shapes needed to compose a larger shape in a variety of ways;

3-C.2.2.

Explain the relationships between different types of quadrilaterals;

3-C.2.3.

Identify and describe the two-dimensional shapes that can be found in a three-dimensional figure;

3-C.2.4.

Describe and name prisms and pyramids by the shape of their base;

3-C.2.5.

Identify congruent two-dimensional shapes by manipulating and matching concrete materials.

3-C.2.6.

Use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., give a demonstration to show how a device was constructed and how it performs; use a drawing to illustrate the design alterations needed to improve a device; describe with pictures and/or in writing the steps required to build a device)

3-C.3.1.

Describe movement from one location to another using a grid map;

3-C.3.2.

Identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations;

3-C.3.3.

Complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry.

3-C.3.4.

Explain how forces are exerted through direct contact (e.g., pushing a door, pulling a toy) or through interaction at a distance (e.g., magnetism, gravity)

3-C.3.5.

Identify ways in which forces are used in their daily lives (e.g., magnetism - fridge magnet; gravity - a falling ball; friction - bicycle brakes)

3-D.1.1.

Identify, extend, and create a repeating pattern involving two attributes, using a variety of tools;

3-D.1.2.

Identify and describe, through investigation, number patterns involving addition, subtraction, and multiplication, represented on a number line, on a calendar, and on a hundreds chart;

3-D.1.3.

Extend repeating, growing, and shrinking number patterns;

3-D.1.4.

Create a number pattern involving addition or subtraction, given a pattern represented on a number line or a pattern rule expressed in words;

3-D.1.5.

Represent simple geometric patterns using a number sequence, a number line, or a bar graph;

3-D.1.6.

Demonstrate, through investigation, an understanding that a pattern results from repeating an action, repeating an operation, using a transformation, or making some other repeated change to an attribute.

3-D.2.1.

Determine, through investigation, the inverse relationship between addition and subtraction;

3-D.2.2.

Determine, the missing number in equations involving addition and subtraction of one- and two-digit numbers, using a variety of tools and strategies;

3-D.2.3.

Identify, through investigation, the properties of zero and one in multiplication (i.e., any number multiplied by zero equals zero; any number multiplied by 1 equals the original number);

3-D.2.4.

Identify, through investigation, and use the associative property of addition to facilitate computation with whole numbers.

3-D.2.5.

Use appropriate science and technology vocabulary, including clay, sand, loam, pebbles, earth materials, and soil, in oral and written communication

3-D.2.6.

Use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., record in words and pictures what happens when soil and water are shaken together in a container; prepare a display comparing the composition of soils from different locations)

3-D.3.1.

Identify and describe the different types of soils (e.g., Sandy soil is made up of minerals and tiny pieces of rock that have come from the erosion and weathering of rocks. It feels gritty and does not stick together well. Sandy soil drains easily and quickly after a rain and warms up quickly in the spring, but does not hold water and nutrients as well as clay soil, and is eroded more easily. Loamy soil is made up of sand, silt, and clay in relatively equal amounts. It sticks together better than sand but not as well as clay. Loamy soil holds water and nutrients well, and also drains well so that sufficient air can reach the roots. Clay soil is a very fine-grained soil that is plastic when wet but hard when dried. It feels slick and smooth. Clay soils have poor drainage and aeration.)

3-D.3.2.

Identify additives that might be in soil but that cannot always be seen (e.g., pesticides, fertilizers, salt)

3-D.3.3.

Describe the interdependence between the living and non-living things that make up soil (e.g., earthworms ingest the soil and absorb the nutrients, then their castings return the nutrients to the soil; the roots of plants use the soil as an anchor to keep the plants from blowing away)

3-D.3.4.

Describe ways in which the components of various soils enable the soil to provide shelter/homes and/or nutrients for different kinds of living things (e.g., microscopic bacteria and micro-organisms feed on decaying matter in the soil; roots of plants absorb minerals from the soil)

3-E.1.1.

Demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously;

3-E.1.3.

Collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence.

3-E.2.1.

Read primary data presented in charts, tables, and graphs (including vertical and horizontal bar graphs), then describe the data using comparative language, and describe the shape of the data;

3-E.2.2.

Interpret and draw conclusions from data presented in charts, tables, and graphs;

3-E.2.3.

Demonstrate an understanding of mode, and identify the mode in a set of data.

3-E.3.2.

Demonstrate, through investigation, an understanding of fairness in a game and relate this to the occurrence of equally likely outcomes.