Term 1

In Term 1, our focus is on Number and Place Value

Year 3

Number and Place Value

Learning intentions

Students will:

identify odd and even numbers
explain the properties of odd or an even number
skip count collections by 2s or by grouping collections of objects in 10s
understand that the groupings of 100s, 10s, 1s can be taken apart in different, but equivalent ways
recognise, represent and order numbers up to 10 000
partition, rearrange and regroup numbers up to 10 000.

Number - the 4 operations

Learning Intentions

Students will:

understand the commutative and inverse properties of the operations
know that equations must be equal, and the equal sign means ‘is equal to’
model and represent the operations in a variety of ways (concrete, pictorial and abstract)
solve addition and subtraction problems with a variety of appropriate strategies, both mental and the use of formal algorithms
understand the relationship between addition and subtraction and use this knowledge to solve problems
identify the structure and operations in worded problems using part-part-whole knowledge
use appropriate vocabulary to communicate their thinking
develop strategies for the recall of multiplication facts and number patterns for 2, 3, 5 and 10 and related division facts
connect the use of arrays to solve multiplication and division problems
solve division problems by sharing quantities equally in groups.

In Term 2 our Focus will be on Fractions and Time and Chance.

Fractions

Learning Intentions

Students will:

understand the commutative and inverse properties of the operations
know that equations must be equal, and the equal sign means ‘is equal to’
model and represent the operations in a variety of ways (concrete, pictorial and abstract)
solve addition and subtraction problems with a variety of appropriate strategies, both mental and the use of formal algorithms
understand the relationship between addition and subtraction and use this knowledge to solve problems
identify the structure and operations in worded problems using part-part-whole
knowledge
use appropriate vocabulary to communicate their thinking
develop strategies for the recall of multiplication facts and number patterns for 2, 3, 5 and 10 and related division facts
connect the use of arrays to solve multiplication and division problems
solve division problems by sharing quantities equally in groups.

Time and Chance

Learning Intentions

Students will:

explain why and how time can be measured
recognise time units of measurement including seconds, minutes, hours days, months, and years
use a calendar to plan an identify days and dates
use the hour hand to tell approximate time
use the minute hand to tell exact time to the minute
connect analogue and digital representations of time
calculate the duration of events
recognise outcomes of chance using correct terminology
conduct repeated trials to identify variations and likelihood of outcomes.

In Term 1, our focus is number, place value and the 4 operations.

Number and Money

Learning Intentions

Students will:

understand that the groupings of hundreds, tens, ones, tenths and so on can be taken apart in different but equivalent ways
know that the place value system extends infinitely in 2 directions
recognise, represent, and order numbers to at least tens of thousands
partition, rearrange and regroup numbers to at least tens of thousands
understand that decimals are a way of recording fractions within the base-ten system
make connections between fractions and decimals
solve problems involving the calculation of money to the nearest 5c.

Number – multiplication, division and odd, even numbers

Learning Intentions

Students will:

identify that an even number is divisible by 2 and will use the properties of odd and even numbers with all 4 operations
know that number sequences and their patterns can be extended indefinitely by investigating number sequences and their patterns
understand that multiplication involves counting groups of equal sizes and determining how many there are in total or, using a representative set as unit in a
multiplicative comparison
recall multiplication facts up to 10 × 10 and use these facts to recall related division facts
understand that division is the inverse of multiplication and that multiplication involves combining equal sets and division involves sharing into equal sets
represent division as sharing into equal sets, they will recognise the ÷ symbol
choose efficient mental and written strategies to solve multiplication and division problems with no remainder.

In Term 2, our focus is on fractions, patterns and algebra.

Fractions

Learning Intentions

Students will:

apply knowledge of unit fractions in context and identify how many parts there are in relation to parts in the whole
understand the connection between the whole and equal parts and reason how to create the whole from knowledge of one part
understand that when a group is divided into equal parts, a fraction is created
explore relative size of unit fractions on a number line using benchmark numbers
build a number line to compare fractional values.
explore unit fractions and consider the relationship between part and whole
understand that fraction relationships can be any shape when all the shapes are equal in area.
develop an understanding of the relationship between improper fractions and mixed numerals. They will convert improper fractions to mixed numbers and vice versa.
investigate relationships between different representations of fractions. They analyse the effect of changing the numerator and denominator on the type and size of a fraction.
use understanding and reasoning to solve problems involving fractions in different contexts.

Statistics and Time

Learning Intentions

Students will: