Numeracy

Year 3: Number

In Number, students at the minimum standard at Year 3 generally recognise, compare and order whole numbers with up to three digits, recognising standard representations and different ways of partitioning one- and two-digit numbers.

Students meeting the minimum standard have typically developed computational fluency with addition and subtraction of small whole numbers. They generally add and subtract two-digit numbers, add the value of coins and use partitioning and grouping to solve simple problems.

Whole numbers

Students read, recognise and count with whole numbers up to three digits.
For example, students can generally:

• recognise three-digit numbers in words and symbols
• recognise odd and even numbers
• make given numbers larger or smaller by 1, by 10 or by 100
• count forwards and backwards by 1s, 2s, 5s and 10s
• skip count by 2s, 5s and 10s.

Students compare and order whole two-digit numbers. They use place valueknowledge up to the hundreds to interpret different representations of whole numbers. For example, students can generally:

• compare and order two-digit numbers
• partition one- and two-digit numbers in different ways
• recognise different standard representations of numbers in hundreds, tens and ones.

Fractions and decimals

Students halve small amounts and recognise a half and a quarter in familiar contexts. They start to interpret decimals in a money context. For example, students can generally:

• recognise a half and find half of discrete quantities or amounts
• find half of a symmetrical object
• interpret key decimals in money contexts as dollars and cents.

Calculating

Students recall basic number facts with small numbers and use them to complete addition and subtraction calculations. They recognise situations involving making equal groups. For example, students can generally:

• recall and use addition and subtraction facts to 20
• use partitioning to assist addition and subtraction of one- and two-digit numbers
• interpret repeated addition as multiplication
• form equal groups of objects, given a visual support
• count and record the total value of coins in dollars and cents (up to $5).

Applying number

Students generally identify situations and problems that require addition or subtraction with small numbers. For example, students can generally:

• use addition or subtraction to solve routine problems
• start to link the correct mathematical terms to the relevant operations (e.g. sum, difference, equal groups or equal sharing)
• recognise situations involving a single operation.

Year 3: Space

In Space, students at the minimum standard generally recognise basic 2D shapes and their properties such as length of sides, and size of angles or areas. They typically recognise and visualise familiar 2D shapes such as triangles, squares and circles, and common 3D objects such as cubes, prisms, cylinders and cones. They also recognise standard 2D representations of common 3D objects, line of symmetry and single turns. They generally follow simple directions to find locations on grids and informal maps.

Classification and properties of shapes

Students typically recognise and describe familiar 2D shapes and common 3D objects. They identify them within sketches, diagrams or photographs. For example, students can generally:

• identify familiar 2D shapes such as squares, rectangles, triangles and circles
• identify families of common 3D objects such as prisms, cones, cylinders
• recognise models and 2D diagrams of common 3D objects
• differentiate between 2D shapes and 3D objects
• recognise angles in shapes, objects and in turns 
• visualise simple objects made of cubes.

Transformations

Students recognise line of symmetry in simple 2D shapes. They recognise simple transformations of familiar shapes. For example, students can generally:

• use folding or other techniques to identify a line of symmetry
• recognise the effect of a single flip, slide or turn
• use symmetry or transformations to continue patterns.

Location and movement

Students identify pathways and specific locations on simple informal maps, grids and plans. For example, students can generally:

• identify the key features of simple informal maps, grids and plans
• use alpha-numeric coordinates to locate position on simple grids
• interpret informal maps or grids of familiar environments
• follow directions for moving from one point to another using the language of turns.

Year 3: Algebra, function and pattern

In Algebra, function and pattern, students at the minimum standard have pre-algebraic skills and concepts that relate mostly to number sense. They relate known facts to simple number sentences and number patterns.
Students at the minimum standard can typically complete addition or subtraction number sentences involving small numbers correctly. They can model familiar situations with addition or subtraction number sentences. Students can identify relationships between consecutive terms in number patterns with constant addition or subtraction of small numbers.

Equivalence

Students at the minimum standard level recognise equivalences in a variety of ways.
For example, students can generally:

• recognise a familiar correspondence between two sets of objects
• order objects according a common criterion 
• follow a short sequence of instructions
• recognise an equivalent form of a number or a simple expression
• identify the same attribute in measurement or spatial contexts.

Patterns

Students identify and continue patterns and sequences that show increase, decrease and repetition. For example, students can generally:

• recognise and continue a number pattern with a constant addition or subtraction of a small whole number
• identify the change between consecutive terms in a simple pattern.

Year 3: Measurement, chance and data

In Measurement, chance and data, students at the minimum standard at Year 3 are generally able to visually compare by length ordered objects and to choose the instrument that measures length. Students can also calculate areas or volumes by counting whole units. They are able to read and tell key times on digital and analogue clocks.

Students meeting the minimum standard record data using one-to-one correspondence and read data presented in simple tables, two-way tables and pictographs with one-to-one or one-to-two correspondence.

Measures

Students identify and distinguish the attributes of shapes and objects with respect to length, area, volume and mass. They start to use informal units to compare, measure and order a set of objects according to a specified attribute.
For example, students can generally:

• understand the language used to describe length in familiar contexts
• measure length using informal units
• compare and order objects according a specific attribute - length, capacity or area.

Students choose and use standard metric units such as metre, centimetre, litre and kilogram. They estimate and compare measurements, and choose appropriate instruments to measure to the nearest unit. For example, students can generally:

• decide whether containers hold less, about the same or more than a litre 
• use informal units to estimate length, volume and mass of familiar objects 
• use some relationships between standard units, e.g. 1h = 60 min, 1m = 100 cm
• read whole-number scales with all calibrations shown.

Students read times and dates using clocks and calendars. For example, students can generally:

• read half and quarter hour times on analogue clocks 
• read time on digital clocks in hours and minutes
• recognise the time half an hour before or after a given time.

Data

Students read data present in tallies and simple tables. They make statements about familiar events that are likely or unlikely to happen. For example, students can generally:

• read and interpret data presented in lists, tallies, tables, pictographs (1:1 or 1:2 correspondence) or simple column graphs and two-way tables
• make qualitative judgements about data in frequency tables
• identify variation of data in tables and graphs.

Year 3: Working mathematically

In Working Mathematically, the emphasis is on the processes rather than strand-specific content. In Working Mathematically, students at the minimum standard at Year 3 can generally recognise and respond to routine questions addressing known facts in familiar contexts.

Students recall basic facts, terms, procedures or properties of numbers and recognise simple shapes in familiar contexts. For example, students can generally:

• recall names of familiar shapes, symbols and notations
• recognise images of familiar 2D shapes and 3D objects, and equivalent forms of
      whole numbers and simple number sentences
• calculate with small numbers and coins
• retrieve information from simple tables, graphs and pictographs
• group shapes, objects or numbers according a common attribute or property
• compare shapes and objects by lengths, areas and masses.

Students’ ability to apply known problem-solving strategies and procedures to solve routine problems is essential for their progress and for their cognitive development. For example, students can generally:

• select the correct operation or a number sentence for a given situation
• compare information presented in familiar forms
• interpret simple diagrams and tables
• construct number sentences by using known facts
• follow simple instructions
• solve routine problems involving one or two steps.