Weebly Achievement Standards

Year 3 Achievement Standard : Australian Curriculum :
Mathematics
Aspects of Australian Curriculum
met at completion of Term 3 :
Details of learning that occurred to link to

Australian Curriculum :
Students are able to classify

numbers as either odd or even.
Students are able to use metric

units for length, mass and capacity.
Week
Achieved
Teacher modelled method of identifying odd and even

numbers using a 100s chart and counters, which students
also independently used within class.
Skip counting was discussed in length within the class and
activities done to encourage understanding.
Class text was used to support students learning and was
completed both independently by students and as a whole
class to encourage collaboration.
Students were introduced to the language commonly used

when discussing length.
Through the use of hands-on activities and manipulatives,
students were able to physically calculate the lengths of
various items and therefore develop their understanding of
length and size.
Students further developed their ability to use materials to
measure length.
Students were able to expand their skills of comparison by
being able to view the difference in sizes between objects.
Students are able to conduct chance

experiments
and
list
possible
outcomes.
Count to and from 10,000.
Tell time to the nearest minute.
Students
were
introduced
to
the
concept
of
impossible/possible and certain and the language
definitions were discussed with students to support their
understanding.
Through the use of manipulatives, students gained an
understanding of probability.
Worksheets and activities were completed in groups to
encourage collaborative learning.
Students were provided with opportunities to develop their
comparison skills in the activities and discuss variations.
Teacher models counting upwards and backwards from

different points.
Students are provided with opportunities to identify
numbers correctly.
Students are involved in group discussions regarding
concepts taught.
Teacher models counting large numbers and supports
students in their recognition of such numbers.
Students use manipulatives to practice their understanding
of large numbers. (i.e. number cubes)
Using visual representations, teacher models methods for

telling the time.
Teacher using probing questions regarding times
represented on clock.
Interpret
displays.
and
compare
data
Students are provided with opportunities to practice their

skills in telling time.
Teacher models conversion of time representations through
the use of diagrams, words and numbers.
Students learn different units of time and their relationship.
Students are provided to work collaboratively with peers to
practise new knowledge clock face set.
Students learn to identify clock features and are able to
convert words and numerals in respect to telling the time.
Week 6
Students reviewed their understanding of probability.
Revision of learning area vocabulary
Class discussion about knowledge of data representation.
Use of graphs and charts for data representation.
Students to use their skills of estimation to discover
probability.
Results of activities discussed as a class.
6&9
Week 9
Students use hands-on activities to develop their skills of
predicting.
Students are provided with opportunities to record findings
using accurate data display techniques.
Students gain experience in the use of lists, tables and
picture graphs.
Solve problems using efficient
ICTs are used to encourage students to accurately record
data.
Students revise use of language used when referring to
strategies for multiplication.
Make models of three-dimensional

objects.
Recognise connection between

addition and subtraction.
place value.
Students provided with opportunity to demonstrate how to
partition numbers up to 999.
Students understanding extended for numbers up to 10
000.
Students use skills of estimation by rounding numbers to
the nearest 10 and 100.
Through the use of explicit teaching, students are
introduced to concept of three-dimensional shapes and
what makes them three-dimensional.
Students are provided with opportunities to identify and
investigate what a three-dimensional shape is.
Students are encouraged to develop their understanding of
the key features of a three-dimensional shape.
Students use their developing skills to identify where threedimensional shapes can be found in their own environment.
Students are introduced to correct language and
terminology appropriate to this strand, such as inverse
operation.
Through explicit instruction, students are instructed on
what inverse operations are.
Students are encouraged to use fact families and
participate in activities that prompt development of their
knowledge and understanding in this area.
10

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Year 3 Achievement Standard : Australian Curriculum :

Details of learning that occurred to link to

Students are able to classify

Students are able to use metric

Teacher modelled method of identifying odd and even

Students were introduced to the language commonly used

Students are able to conduct chance

Count to and from 10,000.

Tell time to the nearest minute.

Teacher models counting upwards and backwards from

Using visual representations, teacher models methods for

Students are provided with opportunities to practice their

Solve problems using efficient

ICTs are used to encourage students to accurately record

strategies for multiplication.

Make models of three-dimensional

Recognise connection between

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