Year 3 Term 2 2016

Sequence

Mathematics Scope and

Year 3 Mathematics term 2

Content Descriptor
Make models of three-dimensional objects and describe key features (ACMMG063)
Week and concept focus
1
Shapes and objects

Learning Intention
Lesson 1: Shape Identifying features of
three-dimensional objects
Students will:

Language

describe the face, edge and corner

features of three-dimensional
objects

(describing, naming,
comparing)

Can the student:

identify similarities and differences between 3D objects?

describe 3D objects and like groups of 3D objects using appropriate

geometric terms?

compare 3D solids by looking at

their features

Shapes and objects Terms and

Properties

Success Criteria

Lesson 2: Shape Describing prisms

Students will:

describe the common features

of prisms identify 3D objects

Can the student:

locate examples of prisms in the classroom and school environment?

make a concrete model of a prism and explain the features that make it a
prism?

that are prisms.

Lesson 3: Shape Making models of 3D

Can the student:

objects

make models of three-dimensional objects?

identify and label faces, edges and corners?

Students will:

describe the features of 3D

objects

Year 3 Term 2 2016

Sequence

Mathematics Scope and

make solid models of 3D objects

Lesson 4: Shape Making models of 3D

Can the student:

objects 2

make skeletal models of three-dimensional objects?

identify and label faces, edges and corners?

Students will:

make skeletal models of 3D objects.

Lesson 5: Review, reinforce and extend

Shape Review, reinforce and extend learning

Content Descriptor
Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

Week and concept focus

2
Number Quantity
Number Place value
Representations Concrete
Representations Symbolic

Learning Intentions

Success Criteria

Lesson 6: Number and place

Can the student:

value Representing 3-digit

represent 3-digit numbers with a variety of materials?

numbers

position numbers on an empty number line?

Students will:

represent 3-digit numbers

with materials

show 3-digit numbers on a

number line.

Lesson 7: Number and place

Can the student:

describe 3-digit numbers as bigger than and smaller than?

Year 3 Term 2 2016

Sequence

Mathematics Scope and

value Comparing and ordering

arrange 3-digit numbers in order of smallest to largest and largest to smallest?

3-digit numbers

Students will:

compare 3-digit numbers

order 3-digit numbers.

Lesson 8: Number and place

Can the student:

value Partitioning 3-digit

represent place value parts with materials?

numbers

record the result of place value partitioning with drawings and simple number
sentences?

Students will:

partition 3-digit numbers

into place value parts

identify standard and nonstandard place value parts.

Lesson 9: Number and place

Can the student:

value Using place value in

addition and subtraction

represent addition and subtraction problems with base ten materials?

identify place value parts that make addition and subtraction easier?

Students will:

describe how partitioning

into place value parts can
help to solve addition and

subtraction problems
use rounding in determining
a reasonable answer

Year 3 Term 2 2016

Sequence

Mathematics Scope and

Lesson 10: Number and place
value Review, reinforce and
extend learning

Use this time to revise,

reinforce and extend

Can the student:

describe pattern rules in terms of starting number and change?

use a variety of materials and tools to determine missing elements in number

sequences?

mathematics learning.
Consider the individual
needs of your students.

Content Descriptor
Number and Algebra: Number and place value
Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)
Patterns and algebra
Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
Week and concept
Learning Intention
Success Criteria
focus
3
Number and Place
Value Place Value

Number -

Counting
Patterns
Number
patterns

Lesson 11: Patterns and algebra

Can the student:

Describing number patterns

Students will:

describe pattern rules in terms of starting number and change?

use a variety of materials and tools to determine missing elements in number

sequences?

identify rules in number

patterns
use pattern rules to
continue number sequences
and identify missing
elements.

Year 3 Term 2 2016

Sequence
Patterns Describing
patterns

Mathematics Scope and

Lesson 12: Patterns and algebra

Can the student:

Representing odd and even numbers

Students will:

describe collections as odd or even?

describe the conditions that make a number odd or even?

represent odd and even

numbers
describe the conditions for a

number to be odd or even.

Lesson 13: Patterns and algebra

Can the student:

Identifying odd and even numbers

Students will:

describe pattern rules for odd and even number sequences?

sort numbers into collections of odd and even numbers?

describe pattern rules for

even and odd number

sequences
identify odd and even
numbers.
Record place value partitions

as number sentences
Lesson 14: Patterns and algebra
Review, reinforce and extend
learning
Students will:

Use this time to revise,

reinforce and extend
mathematics learning.
Consider the individual needs
of your students.

Students can:
Describing number patterns
Representing odd and even numbers
Identifying odd and even numbers

Year 3 Term 2 2016

Sequence

Mathematics Scope and

Lesson 15: Patterns and algebra

Review, reinforce and extend
learning

Supporting learning resource

Describing number patterns

Supporting learning resource
Representing odd and even
numbers
Supporting learning resource
Identifying odd and even
numbers

Content Descriptor
Number and Algebra: Fractions and decimals
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)
Week
4

Learning Intention

Success Criteria

Lesson 16: Fractions and

Can the student:

decimals Representing

partition a range of wholes into halves, quarters and eighths?

describe the fractional relationship between parts and the whole?

Fractional

fractions and their multiples of

understanding

a whole

Year 3 Term 2 2016

Sequence
Equal parts
Representations Concrete

Mathematics Scope and

Students will:

describe fractions as

equal-sized parts of a whole

represent

halves, fourths and

eighths of a whole
shape or object.
Lesson 17: Fractions and
decimals Representing
fractions and their multiples of

Can the student:

use a range of models and materials to compare the size of fractions?

share collections equally to represent halves, quarters and eighths?

a whole collection
Students will:

represent fractions
using linear materials and
recognise key equivalent
fractions

share collections

equally to solve simple

problems (halves,
quarters and eighths)
Lesson 18: Fractions and

Can the student:

decimals Representing

represent thirds using a range of materials and models?

thirds of a whole
Students will:

investigate and

name and record thirds and their multiples of a whole?

represent thirds using a range

Year 3 Term 2 2016

Sequence

Mathematics Scope and

of models and materials

describe the fractional

relationship between parts and
the whole

Lesson 19: Fractions and

Can the student:

decimals Representing thirds

of a whole collection
Students will:

share collections into

partition a continuous quantity of set objects?

compare halves, quarters, eighths and thirds using a range of models and materials?

thirds

solve simple problems

involving thirds.
Lesson 20: Fractions and
decimals Review, reinforce
and extend learning
Supporting learning resource
Representing fractions and
their multiples of a whole shape
Supporting learning resource
Representing fractions and
their multiples of a whole
collection
Supporting learning resource

Can the students:

Representing fractions and their multiples of a whole collection

Representing fractions and their multiples of a whole collection

Year 3 Term 2 2016

Sequence

Mathematics Scope and

Representing thirds of a whole
shape

Supporting learning
resource Representing
thirds of a whole
collection

Content Descriptor
Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies
(ACMNA057)
Week and Concept focus

Learning

Intention

Success Criteria

Year 3 Term 2 2016

Sequence
5

Lesson 21: Number and place

Can the student:

Multiplication and

value Recalling multiplication

represent 3-digit numbers using a variety of materials and models?

division Part-

facts
Students will:

read and write 2- and 3-digit numbers accurately?

arrange 3-digit numbers in ascending and descending order?

part-whole
Multiplication and
division Number

Mathematics Scope and

facts
Multiplication and

represent 3-digit numbers using

materials and visual models

read, write and order 3-digit

numbers.

division Process /
operation
Multiplication and division
Principles

Lesson 22:

Can the student:

Students will:

represent 3-digit numbers using a variety of materials and models?

read and write 2- and 3-digit numbers accurately?

arrange 3-digit numbers in ascending and descending order?

partition 3-digit numbers in a

variety of ways

identify and describe

standard and nonstandard place value
parts

Lesson 23: Number and place

value Halving 2-digit and 3digit multiples of 10
Students will:

halve 2-digit and 3-digit

multiples of 10.

Year 3 Term 2 2016

Sequence

Mathematics Scope and

Lesson 24: Number and place

value Review, reinforce and
extend learning
Students will:

Use this time to revise,

reinforce and extend
mathematics learning.
Consider the individual
needs of your students.
Lesson 25: Review, reinforce and extend

Revision

Revise, reinforce and extend halving and doubling.

Year 3 Term 2 2016

Sequence

Mathematics Scope and

Maths Scope and Sequence Weeks 6-10

Content Descriptor
Recognise, model, represent and order numbers to at least 10 000. (ACMNA052)
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems. (ACMNA053)
Week and Concept Focus
Learning Intention
Success Criteria
Can the student:
6
Lesson 1: Number and place value

Number

Quantity
Number Place

value
Representations

Representing and ordering 3digit numbers

Students will:

Symbolic

describe 1 000 as 10 hundreds and 100 tens?

visualise and describe collections of 1 000?

represent 3-digit numbers

using materials and visual
models
read, write and order 3-

Concrete
Representations

digit numbers.
Lesson 2: Number and place value
Partitioning 3-digit numbers
Students will:

partition 3-digit numbers in

a variety of ways

identify and describe standard

and non-standard place value

Can the student:

partition 3-digit numbers using materials and visual models?

record place value parts in a number sentence?

describe how partitioning can assist mental computation?

Year 3 Term 2 2016

Sequence

Mathematics Scope and

parts.

Lesson 3: Number and place value

Can the student:

Representing 1 000
Students will:

describe 1 000 as 10 hundreds and 100 tens?

visualise and describe collections of 1 000?

show 1 000 with materials

count to 1 000 in multiples of 10

and 100.
Lesson 4: Number and place value
Counting beyond 1 000
Students will:

use place value patterns to

count beyond 1 000

represent counting sequences that

include 1 000 and extend past 1
000
Lesson 5: Number and place value
Review, reinforce and extend
learning Revision

Can the student:

represent counting sequences beyond 1 000 using materials and visual models?

count forwards from different 4-digit starting points?

Year 3 Term 2 2016

Sequence

Mathematics Scope and

Content Descriptor
Create and interpret simple grid maps to show position and pathways. (ACMMG063)

Week and
Concept Focus
7
Location and
direction
Simple maps
Location and
direction Turns
Refer to Unit 4
lesson 7-10

Learning Intention

Success Criteria

Lesson 6: Location and transformation

Can the student:

Representing position and pathways using

match positions on simple maps from given information?

simple grid maps

Students will:

represent positions and pathways on simple grid maps?

match and represent positions and

pathways
Lesson 7: Guided Inquiry How could you

Can the student:

share information about positions and

match positions on simple maps from given information?

represent positions and pathways on simple grid maps?

pathways around the school?

Plan the inquiry (Devise)
Identify the route to represent.
School map grid reference.
Determine the information that will be
represented.
Location and transformation
Representing position and pathways using
simple grid maps

Lesson 8:
Represent the positions and pathways in the school (Develop)
Match relative positions, pathways and grid references for directions around
the school.
Adjust plans and representations.

Year 3 Term 2 2016

Sequence

Mathematics Scope and

Determine the success of the representation (Defend)
Trial the representations.
Justify the representations using the language of location and transformation.

Data representation and interpretation

Collecting, displaying and

interpreting data

Location and direction Simple

maps
Location and direction Turns

Identify possible adjustments

Test the route blindfold partner.
Lesson 9: Explore further uses for mapping grids (Diverge)
Reflect on learning about mapping grids.
Discuss further questions arising from the inquiry.

Lesson 10: Location and transformation Review, reinforce and extend learning
Use this time to revise, reinforce and extend mathematics learning. Consider
the individual needs of your students.

Lesson 11: Location and transformation

Where is it?
Students will:
Students will match positions on
maps with given information.

Content Descriptor
Location and transformation
Create and interpret simple grid maps to show position and pathways. (ACMMG065)
Week and Concept Focus
8

Learning Intention

Location and direction

Simple maps

Success Criteria

Year 3 Term 2 2016

Sequence
Angle Turns
Shapes and objects
Language (describing,
naming, comparing)

Mathematics Scope and

Students will:

Can the student:

describe angles as the amount of

turn between two lines

represent angles with materials?

locate angles in real situations.

describe an angle as the amount of turn from one line to a second line?

Lesson 13: Geometric reasoning

Can the student:

Constructing angles
Students will:
use materials and tools to

construct different angles with materials and tools?

identify square corner angles?

construct angles
identify and describe

describe square corner angles as angles with a quarter turn?

square corner angles.

Lesson 14: Geometric reasoning

Can the student:

Comparing angles
Students will:

make direct angle comparisons by overlaying shapes?

make indirect comparisons of angles by using a self-made angle tester?

compare familiar angles in

the environment

describe angles in general terms:

larger, smaller, same size
Lesson 15: Geometric reasoning
Review, reinforce and extend
learning

Shapes and objects

Year 3 Term 2 2016

Sequence

Mathematics Scope and

Language (describing,
naming, comparing)

Content Descriptor
Money and financial mathematics
Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents. (ACMNA059)
Week
9
Money Value
Addition and
subtraction Mental
computation
Representations
Concrete
Representations
Symbolic

Learning Intention
Lesson 16: Money and financial

Success Criteria
Can the student:

mathematics Counting money

Students will:

describe the features of

order coins and notes according to their value?

describe strategies for counting collections of coins and notes?

Australian coins and notes

count collections of coins and notes.
Lesson 17: Money and financial

Can the student:

mathematics Making equivalent

make money amounts to match a value or price?

money combinations
Students will:

match equivalent collections of coins and notes?

represent money amounts in

different ways.

Lesson 18: Money and financial

mathematics Calculating change
Students will:

identify situations that require

change

describe strategies for

.
Can the student:

tender appropriate coins and notes in shopping situations?

identify situations of too much and not enough to buy an item?

Year 3 Term 2 2016

Sequence
calculating change

Lesson 19: Money and financial

Mathematics Scope and

describe personal strategies for calculating change from simple transactions?

Can the student:

mathematics Solving simple money

calculate change from simple transactions?

problems
Students will:

calculate totals by adding the price of two items?

solve simple problems involving

money.

Money value, change,

representation and addition and
subtraction;

Lesson 20: Money and financial mathematics Review, reinforce and extend
learning

Revision

Content Descriptor
Number and place value
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems. (ACMNA053)
Recognise and explain the connection between addition and subtraction. (ACMNA054)
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation.
(ACMNA055)
Week AND
Concept Focus

Learning Intention

Success Criteria

Year 3 Term 2 2016

Sequence

Mathematics Scope and

10Addition and

Lesson 21: Number and place value

Can the student:

subtraction

Recalling addition number facts

Students will:

use a range of thinking strategies to recall addition number facts to 9 + 9?

identify and solve related subtraction facts?

Mental
computation
Addition and

recall addition and subtraction

number facts

subtraction

add and subtract with multiples of 10 and

Number facts
Addition and

100
Lesson 22: Number and place value

subtraction

Adding and subtracting 3-digit numbers

Students will:

Principles
Addition and

subtraction

add and subtract 2-digit and 3-digit

describe and record personal methods for

adding and subtracting

Concrete,
symbolic

add and subtract 2-digit and 3-digit numbers

describe and record personal methods for adding and subtracting.

numbers

Process/operatio

Representations

Students will:

Lesson 23: Number and place value

Adding and subtracting numbers eight and
nine
Students will:

use Change and Fix strategy to add

eight and nine to 2-digit and 3-digit

numbers
use a Change and Fix strategy to
subtract eight and nine from a 2digit number

describe and record personal methods for

Can the student:

represent and explain the Change and Fix strategy?

Year 3 Term 2 2016

Sequence

Mathematics Scope and

adding and subtracting.

Can the student:

identify values within an addition or subtraction problem as parts or the whole?

Solving addition and subtraction word

choose the appropriate operation for solving a given problem?

problems

write a number sentence to match a word problem?

Lesson 24: Number and place value

Students will:

use part-part-whole thinking to

interpret and solve addition and
subtraction problems
apply a range of strategies to

add and
subtract
Revision of concepts taught.

Lesson 20: Number and place value Review, reinforce and extend learning