Grade 3 Curriculum

Number Core

  • 1. Count the numbers up to 1000 both forward and backward starting from any number.
  • 2. Represent the numbers up to 999 on the number line.
  • 3. Tell one more, one less, two more, two less than a given number up to 999.
  • 4. Show the numbers up to 999 using models like ganit mala, dienes block and more abstract models like money token and shapes showing different numbers.
  • 5. Identify and tell place, place value and face value of the numbers up to 999.
  • 6. Represent the numbers in the place value chart / mat.
  • 7. Decompose a given number into hundreds, tens and ones (Expanded form)
  • 8. Express the expanded notation up to 999 in the standard form.
  • 9. Decompose the number into various ways like 342 is 200 + 100 + 30 + 10 + 2 and so on.
  • 10. Count in skip counts of 2, 5, 10, 25, and 100 up to 999 both forward and backward.
  • 11. Connect number words and numerals to the quantity they show up to 999.
  • 12. Build numbers when the digits are given and reason the difference between the digits and the numbers.


  • 1. Express repeated addition statements in the form of multiplication statements.
  • 2. Identify the multiplier and multiplicand in the problem and express it pictorially for example 3 x 4 can be shown as 3 groups of 4 objects each.
  • 3. Use the scaling as a model for multiplication. For example, Amit has 2 pencils and Suresh has three times as many pencils as Amit, how many pencils does Suresh have ?
  • 4. Solve and find the product of two digit numbers by a one-digit number. (using distributive property and pictorially using area models)
  • 5. Multiply one digit number by 1, 10, and 100.
  • 6. Solve the given single digit by single digit , two digit by single digit and three digit by single digit multiplication facts using the distributive property.
  • 7. Reasonably estimate the product of the given multiplication fact.
  • 8. Multiply using the vertical method: 3 digit by 1 digit number.
  • 9. Frame contextual problems.
  • 1. Identify the situations of measuring length by measuring height, slanting lines, curved lines, etc.
  • 2. Use standard units like cm,metre and mm to measure commonly available things around by following the principles of measurement.
  • 3. Perpetually develop the idea of km by visualising and real life examples.
  • 4. Estimate, Measure and Compare length of two objects by using units like cm, metre and mm.
  • 5. Reason that the smaller the unit used, the more the number of counts needed to measure the object.
  • 6. Convert between units using multiplication and division (cm and m).
  • 7. Solve contextual problems.
  • 8. Frame contextual problem sums.


  • 1. Identify different denominations of Indian currency both in coins and rupees.
  • 2. Use currency to calculate the bills.
  • 3. Create combinations of different currency denominations to make a particular amount of money.
  • 4. Solve contextual problems using money.


  • 1. Identify, explain & extend a simple pattern in numbers. Both additive and multiplicative patterns.
  • 2. Extend patterns using simple shapes and numbers.
  • 3. Identify & represent different numerical patterns on a 100 grid.
  • 4. Create their own patterns both numerical and spatial.

Number Relation

  • 1. Estimate reasonably the number of objects or pictures up to 500.
  • 2. Compare numbers using number line and place value up to 999.
  • 3. Order numbers in increasing & decreasing order up to 999 using number line and place value.
  • 4. Write the predecessor or successor of a given number up to 999.
  • 5. Build the greatest or smallest numbers upto 3-digits as instructed – without repeating the digits like 2, 4, 7 and make the smallest 3 digit numbers or repeating the digits like 2, 4, 7 makes the smallest three digit number.
  • 6. Round off a given 2 and 3 digit numbers up to the nearest tens and hundreds.
  • 7. Do number bonds of 10, 100 in both simple ways like 2 + 8 = 10, 2+ 3+ 5 = 10 and 20+80 = 100 and 23 + 77 = 100.
  • 8. Observe , describe and extend patterns of numbers.
  • 9. Show the relative positions (on the number line) and magnitude of the numbers. For example, show 23 on a line where only 0 and 100 are marked.
  • 10. Identify and tell different forms of the numbers like 19 can be visualised as 1 ten and 9 ones and also as 19 ones. Similarly 123 can be visualised as one hundred, two tens and three ones or 1 hundred and 23 ones or 12 tens and 3 ones.
  • 11. See the different uses of the equal to sign as an equivalence and as a sign to show the answer.


  • 1. Express the situation of equal sharing and grouping in division statements.
  • 2. Identify the different problem structures (sharing and division) and express the answers in the appropriate way.
  • 3. Relate division with multiplication as inverse operations.
  • 4. Write division and multiplication facts up to 100.
  • 5. Use repeated subtraction to express a division fact.
  • 6. Explore different ways of equal grouping/ sharing/distribution. for example 213 divided into 3 groups can be done as first dividing 150 into three groups and then divide the remaining 63 into three groups and then adding the partial quotients given.
  • 7. Identify division as another way of equal grouping/ sharing /distribution.
  • 8. Find the missing dividend / divisor / quotient in a given situation.
  • 9. Solve division situations by grouping / using multiplication tables for performing backward division.
  • 10. Solve 2 digit by one digit, contextual division problems using the missing number strategy as well as the standard algorithm.
  • 11. Frame contextual problem sums.


  • 1. Identify the situations of measuring weight by measuring weight of different objects informally using words like heavy, light, heavier etc.
  • 2. Use non-standard units like small stones and other such objects available in & around the classroom to measure mass/weight of different objects.
  • 3. Use standard units like gm and kg to measure commonly available things around by following the principles of measurement using both the analog balance and the digital balance.
  • 4. Perpetually develop the idea of the units by observing real life situations.
  • 5. Estimate, Measure and Compare the weight of two objects by using appropriate units like gm and kg.
  • 6. Reason that the smaller the unit used, the more the number of counts needed to measure the object.
  • 7. Reason and observe that some objects though bigger have less weight compared to more dense solids. For example Iron and cotton.
  • 8. Convert between units using multiplication and division (g and kg).
  • 9. Solve contextual problems.
  • 10. Frame contextual problem.

Data Handling

  • 1.Answer on the basis of bar graphs & tables.
  • 2. Interpret pictographs from magazines and newspapers.

Addition and Subtraction

  • 1. Relate the idea of addition and subtraction to part whole and the something becoming more after adding or less after subtracting. (bar model)
  • 2. Add/subtract 1, 2 and 20 to (from) a given number using models and later mentally.
  • 3. Use 100 chart to add ones and tens to a given number and explain the reasoning.
  • 4. Identify the problem structures and connect it to addition and subtraction depending on the contexts.
  • 5. Add and subtract two numbers using column method and horizontal method. (Without carryover/borrowing) a. Using models (like dienes block, money etc.) b. Without using models and only using symbols.
  • 6. Verify the answer using the relation between addition and subtraction.
  • 7. Estimate the sums and difference of two numbers up to 999.
  • 8. Solve contextual addition and subtraction problems (all the structures of the problems in addition and subtraction to be taken).
  • 9. Form and identify the mathematical statements for the given contextual problems. For example 23 pencils and 32 pencils taken together can be modelled as 23 + 32.
  • 10. List and reason the properties of addition and subtraction like commutativity, associative property and additive identity.
  • 11. Frame questions and problems based on some information.
  • 12. Identify the missing numbers in addition and subtraction problems (column method).


  • 1. Represent common fractions using models like area models and linear models.


  • 1. Identify situations where capacity is measured in litres and millilitres.
  • 2. Estimate and measure the capacity of things using non standard units like spoon, cups, etc.
  • 3. Use appropriate units of capacity like litres and ml to measure the capacity of different objects around them.
  • 4. Estimate, measure and compare capacity of various objects using ml, litres.
  • 5. Conserve the capacity and reason that the capacity depends on all the dimensions of the container.


  • 1. Perceive time taken for different activities in minutes and hours.
  • 2.Read the clock and tells the time in hours like 4pm, 6pm, etc.
  • 3. Convert hours and part of hour in minutes and minutes in second.
  • 4. Knows about parts of an hour like quarter, half and 3 quarters like half past 3 as 3.30 pm 3.45 pm etc.
  • 5. See and tell the time in digital clock and analog clock and relate the two.
  • 6. Divide the year into months and weeks.
  • 7. Identify days in the calendar and weeks.

2D Shapes

  • 1.Identify line, line segment and ray.
  • 2. Identify and describe 2D shapes like triangle, square, rectangle, circle , pentagon, hexagon, up to decagon based on their number of sides.

3D Shapes

  • 1. Identify, name and Describe 3 D shapes like cube, cuboid , sphere and prism by the number of sides, vertices and faces.
  • 2. Identify and Trace the faces of the solids.
  • 3. Identify nets of solids like cube , cuboid and cylinder.
  • 4. Identify & match 3D shapes with objects from their surroundings.