TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›Mathematics›Year 3›Probability›Probability›AC9M3P02
AC9M3P02: Year 3 Mathematics Content Descriptor – Probability
AC9M3P02 Year 3 Mathematics

AC9M3P02 – 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

conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation

Elaborations

  • • identifying the possible outcomes of a chance experiment, creating a tally chart to record results, carrying out a few trials and tallying the results for each trial; responding to the questions: “How did your results vary for each trial?” and “How do the results vary across the class?”
  • • conducting repeated trials of chance experiments such as tossing a coin, throwing a dice, drawing a coloured or numbered ball from a bag, using a coloured spinner with equal partitions, and identifying the variation in the number of heads/fives/reds between trials
  • • discussing how the process of conducting repeated chance experiments is crucial in the training of artificial intelligence applications like recommendation systems; for example, if they were building a recommendation system for an online shopping website, they could conduct repeated experiments by tracking user interactions over time

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.