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AC9M3N05: Year 3 Mathematics Content Descriptor – Number
AC9M3N05 Year 3 Mathematics

AC9M3N05 – 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

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

Elaborations

  • • 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
  • • estimating the number of people in a large gathering; for example, school assembly, using known numbers, such as how many students per class
  • • 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
  • • 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 \(219 + 385\)

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.