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Year 3 Mathematics Achievement Standard – Australian Curriculum v9
Year 3 Mathematics ASMATY3

Year 3 Mathematics Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Year 3 Mathematics by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.

What Students Should Know

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.

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.

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.

Content Descriptors by Strand

This standard is supported by 23 Content Descriptors:

Algebra

AC9M3A01 recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences AC9M3A02 extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator AC9M3A03 recall and demonstrate proficiency with multiplication facts for \(3, 4, 5\) and \(10\); extend and apply facts to develop the related division facts

Measurement

AC9M3M01 identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates AC9M3M02 measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings AC9M3M03 recognise and use the relationship between formal units of time including days, hours, minutes and seconds to estimate and compare the duration of events AC9M3M04 describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute AC9M3M05 identify angles as measures of turn and compare angles with right angles in everyday situations AC9M3M06 recognise the relationships between dollars and cents and represent money values in different ways

Number

AC9M3N01 recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 AC9M3N02 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 AC9M3N03 add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator AC9M3N04 multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies AC9M3N05 estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations AC9M3N06 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 AC9M3N07 follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns

Probability

AC9M3P01 identify practical activities and everyday events involving chance; describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ explaining reasoning AC9M3P02 conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation

Space

AC9M3SP01 make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses AC9M3SP02 interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

Statistics

AC9M3ST01 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 data using appropriate methods including frequency tables and spreadsheets AC9M3ST02 create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context AC9M3ST03 conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest

At a Glance

Strand Substrand CDs Elaborations
Algebra — 3 10
Measurement — 6 24
Number — 7 32
Probability — 2 7
Space — 2 12
Statistics — 3 14
Total 23 99

Frequently Asked Questions

What should students know by the end of Year 3 Mathematics?
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. 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. 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.
How many Content Descriptors support this standard?
23 Content Descriptors support this Achievement Standard (Algebra: 3, Measurement: 6, Number: 7, Probability: 2, Space: 2, Statistics: 3).
How does this compare to Year 2?
The Year 2 Mathematics standard (ASMATY2) covers the preceding year level. Standards build progressively, with Year 3 expectations extending what was introduced in Year 2.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.