MATHS-+3

= YEAR 3 MATHS =


 * ** MATHEMATICS STRANDS ** || ** MATH SUB-STRANDS **  || ** ELEMENT **  || ** ELABORATION **  || ** GENERAL CAPABILITIES **  || ** CROSS-CURRICULA PRIORITIES **  ||
 * Number and Algebra || Number and place value (F-8) || Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051) || * identifying even numbers using skip counting by twos or by grouping even collections of objects in twos
 * explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd || Critical and creative thinking, Literacy , Numeracy ||  ||
 * Number and Algebra || Number and place value (F-8) || Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) || * placing four-digit numbers on a number line using an appropriate scale
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">reproducing numbers in words using their numerical representations and vice versa || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and place value (F-8) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and place value (F-8) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Recognise and explain the connection between addition and subtraction (ACMNA054) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and place value (F-8) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising that certain single-digit number combinations always result in the same answer for addition and subtraction, and using this knowledge for addition and subtraction of larger numbers
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">combining knowledge of addition and subtraction facts and partitioning to aid computation (for example 57 + 19 = 57 + 20 – 1) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and place value (F-8) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">establishing multiplication facts using number sequences || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and place value (F-8) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">writing simple word problems in numerical form and vice versa
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">using a calculator to check the solution and reasonableness of the answer || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fractions and Decimals (1-6) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">partitioning areas, lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper to illustrate different unit fractions and comparing the number of parts with their sizes
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">locating unit fractions on a number line
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Numeracy || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Asia and Australia’s engagement with Asia ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Money and financial Maths (1-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising the relationship between dollars and cents, and that not all countries use these denominations and divisions (for example Japanese Yen) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Asia and Australia’s engagement with Asia ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Patterns and algebra (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">identifying and writing the rules for number patterns
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">describing a rule for a number pattern, then creating the pattern || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Using units of measurement (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising and using centimetres and metres, grams and kilograms, and millilitres and litres
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising the importance of using common units of measurement
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising that metric units are not the only units used throughout the world, for example measuring the area of floor space using tatami mats (Japan), using squares for room and house area (Australia) and miles for distance (Britain, USA) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Asia and Australia’s engagement with Asia ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Using units of measurement (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Tell time to the minute and investigate the relationship between units of time (ACMMG062) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising there are 60 minutes in an hour and 60 seconds in a minute || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Shape (F-7) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Make models of three-dimensional objects and describe key features (ACMMG063) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">exploring the creation of three-dimensional objects using origami, including prisms and pyramids || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Location and transformation (F-7) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Create and interpret simple grid maps to show position and pathways (ACMMG065) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">creating a map of the classroom or playground || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Location and transformation (F-7) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Identify symmetry in the environment (ACMMG066) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">identifying symmetry in Aboriginal rock carvings or art
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">identifying symmetry in the natural and built environment || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Intercultural understanding, Literacy, Numeracy || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Aboriginal Torres Straight Is history and culture ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Geometric reasoning (3-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">opening doors partially and fully and comparing the size of the angles created
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising that analogue clocks use the turning of arms to indicate time, and comparing the size of angles between the arms for familiar times || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Chance (1-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">conducting repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Data representation / interpretation (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast cereal among Year 3 students in our class?’) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Data representation / interpretation (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Data representation / interpretation (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Interpret and compare data displays (ACMSP070) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">comparing various student-generated data representations and describing their similarities and differences || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||