Year 3 Maths skills

Units of time, estimation and duration

Choose seconds, minutes, hours or days; estimate and compare durations; plan events and use timers.

Analogue and digital clocks

Read time to the nearest minute and explain how the hour and minute hands move together.

Recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

Large numbers are organised in groups of three digits. Each digit has a place value, and the same number can be renamed without changing its total value

ExampleWith base-ten blocks, which numeral is 23,040 written without commas?

Recognise and represent unit fractions including \frac12, \frac13, \frac14, \frac15 and \frac1{10} and their multiples in different ways

recognise and represent unit fractions including \frac12, \frac13, \frac14, \frac15 and \frac1{10} and their multiples in different ways; combine fractions with the same…

ExampleAt the trading station, one whole is split into 2 equal parts. What is one part called?

Add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator

Place value lets us split numbers into hundreds, tens and ones, regroup equal values and choose efficient addition or subtraction strategies

ExampleWith a pizza, what is 236 + 47?

Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

Multiplication combines equal groups and division shares or groups equally. Arrays and partitioning make the structure of a problem visible

ExampleAt the sticker table, there are 3 rows of 4 chairs. How many chairs are there?

Estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations

An estimate is a sensible approximate value based on evidence. Benchmarks, equal groups and rounded numbers help judge whether an exact answer is reasonable

ExampleWith the counter groups, what is a sensible estimate for 47 + 103?

Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts

use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number…

ExampleIn the class shop, kai pays $20 for a toy that costs $8. How much change should Kai get?

Follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns

An algorithm is an ordered set of instructions. Decisions such as even or odd can change the next step, and recording outputs helps reveal patterns

ExampleIn the robot lab, start at 5, add 3, then double. What is the output?

Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences

Addition and subtraction undo each other. A whole and two parts create related number sentences that can solve unknown values

ExampleAt the bead table, which subtraction fact checks 24 + 17 = 41?

Extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator

Known facts such as doubles, complements to 10 and fact families can be extended to tens and hundreds for efficient mental calculation

ExampleIn the shell game, knowing 6+7=13, what is 60+70?

Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts

Facts for 3, 4, 5 and 10 can be built from patterns, arrays and known facts. Each multiplication fact connects to related division facts

ExampleAt the sock table, what is 4 × 3?

Identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates

Metric units must match the attribute and size of the item. Familiar benchmarks help make sensible estimates

ExampleAt the art table, which unit is most suitable for measuring the pencil?

Measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings

Accurate measurement requires a suitable instrument, correct starting point, careful reading of labelled markings and a unit in the answer

ExampleAt lunch, a scale is marked every 5 cm. The pointer is at 25 cm. What is the reading?

Units of Time, Estimation and Duration

Recognise and use days, hours, minutes and seconds to estimate, measure and compare how long events take

ExampleOn the class calendar, how many minutes are in 1 hour?

Telling Time on Analogue and Digital Clocks

Describe how hours and minutes work together, read analogue and digital time to the nearest minute, use everyday time language, and understand where the hour hand should…

ExampleBefore recess, the minute hand is on minute 7 and the hour hand is just past 2. Which digital time matches?

Identify angles as measures of turn and compare angles with right angles in everyday situations

An angle measures the amount of turn between two arms. A right angle is a useful benchmark for comparing smaller and larger turns

ExampleIn the robot game, an arrow faces north. After a half turn, where does it face?

Recognise the relationships between dollars and cents and represent money values in different ways

One dollar equals 100 cents. The same money value can be represented with different combinations of coins and notes

ExampleAt the class shop, how many cents equal $2?

Make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses

Objects can be compared and classified by features such as faces, edges, vertices, curved surfaces, strength, stability and how they are used

ExampleAt the shape table, which description matches a cube?

Interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

A map is a two-dimensional representation viewed from above. Symbols, labels, keys and relative position language help locate landmarks and communicate routes

ExampleOn the classroom map, start at the orange dot. Move 2 squares right. Where do you finish?

Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets

acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the…

ExampleIn the fruit survey, a class records how many books each student read. What kind of data are the whole-number counts?

Create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context

The same data can be represented in tables, picture graphs or column graphs. Good displays preserve the data and make the question easier to answer

ExampleOn the fruit graph, which category has the fewest fruit votes?

Conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables

conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with…

ExampleIn the garden survey, which question is suitable for a guided investigation about seed growth?

Identify practical activities and everyday events involving chance

identify practical activities and everyday events involving chance; describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’…

ExampleIn the spinner game, a bag has 1 red and 4 blue counters. Which colour is more likely to be drawn?

Conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation

Repeated chance experiments produce results that can vary. More trials give more evidence about patterns, but exact counts are not guaranteed

ExampleDuring the coin trial, a coin is tossed 20 times. What should be recorded after each toss?