Numeracy

                                            Mathematics Learning Term 4 

This term in Maths, Year 3 students will; 

• 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
•  locating key landmarks and objects relative to each other using symbols, legends and maps
• identify practical activities and everyday events that involve chance, and describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’, explaining reasoning
• conduct repeated chance experiments; identify and describe possible outcomes, record the results, and recognise and discuss the variation
• multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
• measure and compare objects using familiar metric units of mass and capacity

Year 4 students will;

• acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been
• conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results 
• explain and compare the geometric properties of two-dimensional shapes and three-dimensional objects 
• represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes 
• describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events
• conduct repeated chance experiments to observe relationships between outcomes in games and other chance situations, and identify and describe the variation in results 
• develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder
• use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
• use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units

We look forward to seeing your child continue to grow in confidence and skill as they continue to develop their mathematical thinking!