EQAO Grade 3 math practice, with answers

Sources: EQAO’s assessments page and its Grade 9 page, where the parent webinar is listed, both saved on 22 October 2026. EQAO is an agency of the Government of Ontario. Modern Age Coders has no connection with it.

1. Read EQAO’s own words first. Look for what the Grade 3 page says about how the assessment is given and what children can use. Trust that over any summary, including ours.
2. Treat any sample as a tour, not a test. If EQAO offers a sample or practice activity, sit beside your child and explore it once with no clock. The aim is that nothing on the day looks strange.
3. Notice the question types, not the score. Talk about how questions are asked: choosing an answer, showing work, explaining a strategy. A child who knows what “explain your thinking” wants is calmer than one who has drilled answers.
4. Match each question to a strand. Use the table above. If most of the questions your child found hard sit in one strand, that is the strand to practise, through ordinary schoolwork.
5. Then go back to normal math. One look at official material is plenty for a Grade 3 child. Daily ten-minute practice from schoolwork and sets like ours does more than repeating the same sample.
6. Ask the teacher what to expect. The class teacher knows how and when the school runs the assessment within the window. A short question at a parent conference saves a lot of guessing.

1. 600 + 0 + 7, or 600 + 7. The 6 is in the hundreds place, so it is worth 600. The zero in the tens place shows there are no tens.
2. 350 and 300. 348 is between 340 and 350 and closer to 350. It is between 300 and 400 and closer to 300, because 48 is less than 50.
3. 498. Both have 4 hundreds. 498 has 9 tens and 489 has only 8 tens, so 498 is greater. The ones do not matter once the tens are different.
4. 434 and 236. For the first: 256 + 200 = 456, then take away 22 because we added too much: 456 − 22 = 434. For the second: count up from 267 to 300 (33), then to 503 (203), and 33 + 203 = 236.
5. 4 rows of 5 dots make 20. The same array split into groups of 5 shows 4 groups, so 20 ÷ 5 = 4. Multiplication and division are two ways of reading one picture.
6. 2 and a half crackers each. Each friend gets 2 whole crackers, which uses 8. The last 2 crackers are cut in half, giving each friend one half more. Written as a mixed number: 2 1/2.
7. Add 3; the 8th number is 24. Keep counting by 3s: 15, 18, 21, 24. The pattern is the 3 times table.
8. Yes, then no. Four fives added together is 20, and 4 × 5 is 20, so they are equivalent. 12 − 4 is 8, but 4 − 12 cannot be done with whole numbers, so order matters in subtraction.
9. 12, then 18. Four moves of 3 is 3 + 3 + 3 + 3 = 12. Six moves of 3 is 18. Changing the number of repeats changes where the robot stops, which is the Grade 3 idea of how to “read and alter existing code”.
10. The mode is apples and grapes; the mean is 5. Apples and grapes both have 7, the most votes, so there are two modes. The mean: 7 + 4 + 7 + 2 = 20 votes, shared fairly among 4 fruits gives 5 each.
11. Likely, unlikely, impossible. Red is likely because 8 of the 9 cubes are red. Blue is unlikely because there is only one. Green is impossible because there are no green cubes.
12. 6 faces, 12 edges, 8 vertices. Count them on a real box or dice: 6 flat faces, 4 edges on top, 4 on the bottom and 4 going up, and 4 corners on top plus 4 below.
13. 20 cm. Go all the way around: 6 + 4 + 6 + 4 = 20. Perimeter is the distance around the outside.
14. 4:15. From 3:45, 15 minutes takes you to 4:00, and 15 more takes you to 4:15.
15. 35 cents. A loonie is 100 cents. Count up from 65: 5 cents makes 70, then 30 more makes 100. 5 + 30 = 35 cents.

If several answers in one strand were wrong, practise that strand through schoolwork for a few weeks rather than redoing these. If the answers were right but the explanations were thin, that is the more common Grade 3 gap, and it is the one we work on most.