AC9M3P01 Year 3 Mathematics

AC9M3P01 – Year 3 Mathematics: null

Strand

Probability

Substrand

Probability

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

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

Elaborations

• predicting what could happen next in practical activities that involve an element of chance, considering possible outcomes and using terms such as “likely” or “unlikely” to explain their predictions
• classifying a list of everyday events or sorting a set of event cards according to how likely they are to happen, using the language of chance and giving reasons for classifications; discussing how impossible outcomes cannot ever happen, uncertain outcomes are affected by chance as they may or may not happen whereas certain events must always happen, so they are not affected by chance
• making predictions and testing what would happen; for example, if \(10\) names were put in a box, and names were then drawn out one at a time and replaced after each selection, discussing how likely it would be after \(10\) selections that all \(10\) names were drawn from the box or that one name was drawn multiple times
• role-playing being a chatbot or virtual assistant responding to a user about the likelihood of events; for example, using preset questions on cards relating to the likelihood of events, role-playing in pairs responding as a virtual assistant, giving reasons for their response

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.