{ "headers": { "Learning areas": [ "Learning Area", "Subject", "Level", "Level Description", "Code", "Pathway", "Sequence", "Strand", "Sub-Strand", "Content Description", "Elaboration", "Topics" ], "Achievement standards": [ "Learning Area", "Subject", "Pathway", "Sequence", "Level", "Achievement Standard" ] }, "rows": [ { "sheet": "Learning areas", "row": 17410, "cells": [ "Mathematics", "Mathematics", "Year 3", "

In Year 3, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

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Students further develop proficiency and positive dispositions towards mathematics and its use as they:

\n", "MATMATY3", null, null, null, null, null, null, null ], "xml_presence_flags": [ 3, 3, 3, 3, 3, 0, 0, 0, 0, 0, 0, 0 ], "xml_cell_types": [ "s", "s", "s", "s", "s", null, null, null, null, null, null, null ] }, { "sheet": "Learning areas", "row": 17411, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "MATMATY3_1NUM", null, null, "Number", null, null, null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 3, 0, 0, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, "s", null, null, null, null ] }, { "sheet": "Learning areas", "row": 17412, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N01", null, null, null, null, "recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17413, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N01_E1", null, null, null, null, null, "moving materials from one place to another on a place value model to show renaming of numbers; for example, \\(1574\\) can be shown as one thousand, \\(5\\) hundreds, \\(7\\) tens and \\(4\\) ones, or as \\(15\\) hundreds, \\(7\\) tens and \\(4\\) ones", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17414, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N01_E2", null, null, null, null, null, "using the repeating pattern of place value names and spaces within sets of \\(3\\) digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; writing, for example, four hundred and twenty-five thousand as \\(425 000\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17415, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N01_E3", null, null, null, null, null, "predicting and naming the number that is one more than \\(99, 109, 199, 1009, 1099, 1999, 10 009\\) ... \\(99 999\\) and discussing what will change when one, one ten and one hundred is added to each", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17416, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N01_E4", null, null, null, null, null, "comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、万", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17417, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N01_E5", null, null, null, null, null, "comparing, reading and writing the numbers involved in the more than \\(60 000\\) years of First Peoples of Australia’s presence on the Australian continent through time scales relating to pre-colonisation and post-colonisation", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17418, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N02", null, null, null, null, "recognise and represent unit fractions including \\(\\frac12\\), \\(\\frac13\\), \\(\\frac14\\), \\(\\frac15\\) and \\(\\frac1{10}\\) and their multiples in different ways; combine fractions with the same denominator to complete the whole", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17419, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N02_E1", null, null, null, null, null, "recognising that unit fractions represent equal parts of a whole; for example, one-third is one of \\(3\\) equal parts of a whole", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17420, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N02_E2", null, null, null, null, null, "representing unit fractions and their multiples in different ways; for example, using a Think Board to represent three-quarters using a diagram, concrete materials, a situation and fraction notation", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17421, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N02_E3", null, null, null, null, null, "cutting objects such as oranges, sandwiches or playdough into halves, quarters or fifths and reassembling them to demonstrate; for example, two-halves make a whole, four-quarters make a whole, counting the fractions as they go", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17422, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N02_E4", null, null, null, null, null, "sharing collections of objects, such as pop sticks or counters, between \\(3, 4\\) and \\(5\\) people and connecting division with fractions; for example, sharing between \\(3\\) people gives \\(\\frac13\\) of the collection to each and sharing between \\(5\\) people gives \\(\\frac15\\) of the collection to each", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17423, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N03", null, null, null, null, "add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17424, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N03_E1", null, null, null, null, null, "using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written “jottings” to keep track of the numbers if necessary", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17425, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N03_E2", null, null, null, null, null, "using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations; for example, to calculate \\(214 + 325\\) representing \\(214\\) as \\(2\\) groups of \\(100\\), one group of \\(10\\) and \\(4\\) ones and \\(325\\) as \\(3\\) groups of \\(100, 2\\) groups of \\(10\\) and \\(5\\) ones resulting in \\(5\\) groups of \\(100, 3\\) groups of \\(10\\) and \\(9\\) ones which is \\(539\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17426, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N03_E3", null, null, null, null, null, "choosing between standard and non-standard place value partitions to assist with calculations; for example, to solve \\(485 + 365\\), thinking of \\(365\\) as \\(350 + 15\\), then adding the parts, \\(485 + 15 = 500\\), \\(500 + 350 = 850\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17427, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N03_E4", null, null, null, null, null, "solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, \\(534 \\space– \\space395\\) adding \\(5\\) to both numbers to make \\(539 \\space – \\space400 = 139\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17428, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N03_E5", null, null, null, null, null, "justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17429, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N03_E6", null, null, null, null, null, "applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17430, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N04", null, null, null, null, "multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17431, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N04_E1", null, null, null, null, null, "applying knowledge of numbers and the properties of operations using a variety of ways to represent multiplication or division number sentences; 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for example, using given number sentences to create worded problems for others to solve", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17434, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N04_E4", null, null, null, null, null, "formulating connected multiplication and division expressions by representing situations from First Nations Australians’ cultural stories and dances about how they care for Country/Place such as turtle egg gathering using number sentences", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17435, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N05", null, null, null, null, "estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17436, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N05_E1", null, null, null, null, null, "estimating how much space a grid paper representation of a large number such as \\(20 200\\) will take up on the wall and how much paper will be required", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17437, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N05_E2", null, null, null, null, null, "estimating the number of people in a large gathering; for example, school assembly, using known numbers, such as how many students per class", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17438, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N05_E3", null, null, null, null, null, "choosing which place value they would estimate to for different situations; for example, they would estimate to the nearest \\(10\\) when estimating how many dots on a ladybird or they would estimate to the nearest \\(1000\\) when estimating crowd sizes at a venue", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17439, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N05_E4", null, null, null, null, null, "checking the reasonableness of an addition calculation by using two- and three-digit numbers to the nearest \\(10\\) or hundred to estimate; for example, using \\(200 + 400 = 600\\) to estimate and check the solution to the calculation \\(219 + 385\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17440, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N06", null, null, null, null, "use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17441, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N06_E1", null, null, null, null, null, "modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17442, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N06_E2", null, null, null, null, null, "modelling additive problems using a bar model to represent the problem; for example, “I had \\(75\\) tomatoes and then picked some more, now I have \\(138\\). How many did I pick?”", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17443, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N06_E3", null, null, null, null, null, "modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if \\(4\\) tomato plants each have \\(6\\) tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17444, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N06_E4", null, null, null, null, null, "modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences; explaining how the \\(2\\) number sentences are connected to the problem", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17445, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N06_E5", null, null, null, null, null, "modelling the problem of deciding how to share an amount equally; for example, \\(48\\) horses into \\(2, 4, 6\\) or \\(8\\) paddocks, representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17446, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N07", null, null, null, null, "follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17447, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N07_E1", null, null, null, null, null, "following or creating an algorithm to generate number patterns formed by doubling and halving using technology to assist where appropriate; identifying and describing emerging patterns", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17448, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N07_E2", null, null, null, null, null, "following or creating an algorithm that determines whether a given number is a multiple of \\(2, 5\\) or \\(10\\), identifying and discussing emerging patterns", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17449, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N07_E3", null, null, null, null, null, "creating an algorithm as a set of instructions that a classmate can follow to generate multiples of \\(3\\) using the rule “To multiply by \\( 3\\) you double the number and add on one more of the number”; for example, for \\(3\\) threes you double \\(3\\) and add on \\(3\\) to get \\(9\\), for \\(3\\) fours you double \\(4\\) and add one more \\(4\\) to get \\(12\\) ...", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17450, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3N07_E4", null, null, null, null, null, "creating a sorting algorithm that will sort a collection of \\(5\\) cent and \\(10\\) cent coins and providing the total value of the collection by applying knowledge of multiples of \\(5\\) and \\(10\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17451, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "MATMATY3_2ALG", null, null, "Algebra", null, null, null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 3, 0, 0, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, "s", null, null, null, null ] }, { "sheet": "Learning areas", "row": 17452, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A01", null, null, null, null, "recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17453, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A01_E1", null, null, null, null, null, "partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models; for example, \\(16 + 8 = 24\\), \\(24\\space – \\space8 = 16\\), \\(8 = 24 \\space–\\space 16\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17454, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A01_E2", null, null, null, null, null, "using the inverse relationship between addition and subtraction to find unknown values with a calculator; for example, representing the problem, “Peter had some money and then spent \\(\\$375\\), now he has \\(\\$158\\) left. How much did Peter have to start with?” as \\(\\square – \\$375 = \\$158\\) and solving the problem using \\(\\$375 + \\$158 = \\$533\\); solving \\(27 + \\square = 63\\) using subtraction, \\(\\square = 63\\space – \\space27\\) or by counting on; \\(27, 37, 47, 57, 60, 63,\\) so add \\(3\\) tens and \\(6\\) ones, so \\(\\square = 36\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17455, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A01_E3", null, null, null, null, null, "exploring First Nations Australians’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17456, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A02", null, null, null, null, "extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17457, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A02_E1", null, null, null, null, null, "partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as \\(8 + 7 = 15\\) therefore, \\(15 \\space–\\space 7 = 8\\) and \\(15\\space – \\space 8 = 7\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17458, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A02_E2", null, null, null, null, null, "using partitioning to develop and record facts systematically; for example, “How many ways can \\(12\\) monkeys be spread among \\(2\\) trees?”, \\(12 = 12 + 0\\), \\(12 = 11 + 1\\), \\(12 = 10 + 2\\), \\(12 = 9 + 3\\), …; explaining how they know they have found all possible partitions", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17459, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A02_E3", null, null, null, null, null, "understanding basic addition and related subtraction facts and using extensions to these facts; for example, \\(6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23\\), and \\(60 + 60 = 120, 600 + 600 = 1200\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17460, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A03", null, null, null, null, "recall and demonstrate proficiency with multiplication facts for \\(3, 4, 5\\) and \\(10\\); extend and apply facts to develop the related division facts", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17461, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A03_E1", null, null, null, null, null, "using concrete or virtual manipulatives, groups and repeated addition to recognise patterns and establish the \\(3, 4, 5\\) and \\(10\\) multiplication facts; ; using the language of “\\(3\\) groups of \\(2\\) equals \\(6\\)” to develop into “\\(3\\) twos are \\(6\\)” and extend to establish the \\(3 \\times 10\\) multiplication facts and related division facts", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17462, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A03_E2", null, null, null, null, null, "recognising that when they multiply a number by \\(5\\), the resulting number will either end in a \\(5\\) or a zero; using a calculator or spreadsheet to generate a list of the multiples of \\(5\\) to develop the multiplication and related division facts for fives", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17463, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A03_E3", null, null, null, null, null, "practising calculating and deriving multiplication facts for \\(3, 4, 5\\) and \\(10\\), explaining and recalling the patterns in them and using them to derive related division facts", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17464, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3A03_E4", null, null, null, null, null, "systematically exploring algorithms used for repeated addition, comparing and describing what is happening, and using them to establish the multiplication facts for \\(3, 4, 5\\) and \\(10\\); for example, following the sequence of steps, the decisions being made and the resulting solution, recognising and generalising any emerging patterns", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17465, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "MATMATY3_3MEA", null, null, "Measurement", null, null, null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 3, 0, 0, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, "s", null, null, null, null ] }, { "sheet": "Learning areas", "row": 17466, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M01", null, null, null, null, "identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17467, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M01_E1", null, null, null, null, null, "examining the packaging on supermarket items to determine the metric unit used to describe the mass or capacity of the contents", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17468, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M01_E2", null, null, null, null, null, "identifying items that have a mass of one kilogram or \\(500\\) grams, or a capacity of one litre or \\(500\\) millilitres and using these benchmarks to estimate the mass or capacity of other things, explaining their reasoning", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17469, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M01_E3", null, null, null, null, null, "estimating the height of a tree by comparing it to the height of their friend and quoting the result as “the tree is about \\(3\\) times as tall”; estimating the capacity of a fish tank by using a litre milk carton as a benchmark", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17470, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M01_E4", null, null, null, null, null, "choosing and using metres to estimate the dimensions of the classroom", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17471, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M02", null, null, null, null, "measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17472, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M02_E1", null, null, null, null, null, "making a measuring tape using metric units of length and using it to measure and compare things; for example, the girth of a tree; explaining that the lines on a ruler show the beginning and end of each unit", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17473, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M02_E2", null, null, null, null, null, "using a strip of centimetre grid paper to measure and compare the length of objects, connecting this with centimetre units on a ruler and using fractions of a graduation to give a more accurate measure", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17474, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M02_E3", null, null, null, null, null, "discussing how the capacity of a container or object usually refers to the amount of liquid it can hold, measured in millilitres and litres; comparing the capacity of different sizes of familiar drinks; for example, \\(600\\) millilitres, one litre, \\(2\\) litre and \\(3\\) litre milk containers", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17475, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M02_E4", null, null, null, null, null, "measuring and comparing the mass of objects and capacity of containers, using measuring jugs and kitchen or other scales and standard metric units of millilitres, litres, grams and kilograms; interpreting and explaining what the lines on the measuring jug or scales mean", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17476, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M02_E5", null, null, null, null, null, "comparing the capacity of different beakers used in science lessons and using the numbered graduations to measure out different capacities of liquid", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17477, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M03", null, null, null, null, "recognise and use the relationship between formal units of time including days, hours, minutes and seconds to estimate and compare the duration of events", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17478, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M03_E1", null, null, null, null, null, "estimating how long it would take to read a set passage of text, and sharing this information to demonstrate understanding of formal units of duration of time", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17479, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M03_E2", null, null, null, null, null, "planning a sequence of events based on estimates of the duration of each event; for example, planning a set of activities for a class party by estimating how long each game or activity will take", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17480, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M03_E3", null, null, null, null, null, "reading or setting the time on digital devices to the minute or second; for example, setting an online timing device to count down from a set time; or setting the time on a digital clock", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17481, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M03_E4", null, null, null, null, null, "using sand timers and digital timers to measure and check estimates of short durations of time, such as one minute, \\(3\\) minutes and \\(5\\) minutes", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17482, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M03_E5", null, null, null, null, null, "exploring how cultural accounts of First Nations Australians explain cycles of time that involve the sun, moon and stars", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17483, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M04", null, null, null, null, "describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17484, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M04_E1", null, null, null, null, null, "representing and reading the time on an analog clock using the markings and the positions of the hands, to the nearest minute mark or five-minute interval", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17485, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M04_E2", null, null, null, null, null, "reading and connecting analog and digital time, interpreting times, recognising and using the language of time; for example, \\(12\\):\\(15\\) as a quarter past \\(12\\), or \\(15\\) minutes past \\(12, 12\\):\\(45\\) as a quarter to one or \\(15\\) minutes before one o’clock and \\(10\\):\\(05\\) as \\(5\\) minutes past \\(10\\)", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17486, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M04_E3", null, null, null, null, null, "reading analog clocks throughout the day, and noticing and connecting the position of the hour hand and the distance the minute hand has travelled during the current hour", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17487, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M05", null, null, null, null, "identify angles as measures of turn and compare angles with right angles in everyday situations", null, null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 3, 0, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, "s", null, null ] }, { "sheet": "Learning areas", "row": 17488, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M05_E1", null, null, null, null, null, "using quarter, half and three-quarter turns and comparing them to a right angle; for example, a quarter turn is the same as a right angle; a half a turn is greater than a right angle and is the same as \\(2\\) right angles; a three-quarter turn is greater than a right angle and is the same as \\(3\\) right angles", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17489, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M05_E2", null, null, null, null, null, "recognising that right angles occur at the corners of many everyday objects; for example, books, windows, table tops and whiteboards", null ], "xml_presence_flags": [ 3, 3, 3, 0, 3, 0, 0, 0, 0, 0, 3, 0 ], "xml_cell_types": [ "s", "s", "s", null, "s", null, null, null, null, null, "s", null ] }, { "sheet": "Learning areas", "row": 17490, "cells": [ "Mathematics", "Mathematics", "Year 3", null, "AC9M3M05_E3", null, null, null, null, null, "identifying angles that are bigger than, smaller than and the same as a right angle in the environment; 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By the end of Year 3, students order and represent natural numbers beyond 10 000. They partition, rearrange and regroup two- and three-digit numbers in different ways to assist in calculations. Students extend and use single-digit addition and related subtraction facts and apply additive strategies to model and solve problems involving two- and three-digit numbers. They use mathematical modelling to solve practical problems involving single-digit multiplication and division, recalling multiplication facts for twos, threes, fours, fives and tens, and using a range of strategies. Students represent unit fractions and their multiples in different ways. They make estimates and determine the reasonableness of financial and other calculations. Students find unknown values in number sentences involving addition and subtraction. They create algorithms to investigate numbers and explore simple patterns.

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Students use familiar metric units when estimating, comparing and measuring the attributes of objects and events. They identify angles as measures of turn and compare them to right angles. Students estimate and compare measures of duration using formal units of time. They represent money values in different ways. Students make, compare and classify objects using key features. They interpret and create two-dimensional representations of familiar environments.

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Students conduct guided statistical investigations involving categorical and discrete numerical data and interpret their results in terms of the context. They record, represent and compare data they have collected. Students use practical activities, observation or experiment to identify and describe outcomes and the likelihood of everyday events explaining reasoning. They conduct repeated chance experiments and discuss variation in results.

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