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AC9M3N01: Year 3 Mathematics Content Descriptor – Number
AC9M3N01 Year 3 Mathematics

AC9M3N01 – Year 3 Mathematics: null

Strand
Number
Substrand
Number

This Content Descriptor from Year 3 Mathematics provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

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

Elaborations

  • • 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
  • • 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 \(425 000\)
  • • 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
  • • comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、万
  • • 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASMATY3
Year 3 Mathematics Achievement Standard
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.