What students learn in AC9M3N07
This unit helps students build a clear, usable understanding of Follow and create algorithms involving a sequence of steps and.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- 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 following or creating an algorithm that determines whether a given number is a multiple of 2, 5 or 10, identifying and discussing emerging patterns
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns
- E1: 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
- E2: following or creating an algorithm that determines whether a given number is a multiple of 2, 5 or 10, identifying and discussing emerging patterns
- E3: 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 ...
- E4: 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
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M3N07 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M3N07 — follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns |
| Victoria | Victorian Curriculum F-10 | Year 3 Maths: closest match in Number. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 2 Maths: closest content focus for Follow and create algorithms involving a sequence of steps and... and related outcomes. |
| United States | Common Core / NGSS | Grade 3 Common Core Mathematics/ELA closest topic match for Follow and create algorithms involving a sequence of steps and.... |
| England / UK | National Curriculum | Key Stage 2 / Year 3: closest programme-of-study match for Follow and create algorithms involving a sequence of steps and.... |
| Canada | Provincial and territory curricula | Grade 3 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 2 Maths: closest achievement-objective topic for Follow and create algorithms involving a sequence of steps and.... |
| India | NCERT / CBSE | Class 3 closest NCERT/CBSE topic match for Follow and create algorithms involving a sequence of steps and.... |