Year 3 Scope and Sequence

Mod.

Number and Algebra

identify place value in two-digit numbers use a 0100 number line to identify the position of two-digit numbers in relation to other numbers write related addition and subtraction sentences identify the parts and total to write addition and subtraction sentences use different models of subtraction (take away, missing addend, comparison) use number boards to add one-digit numbers to two-digit numbers use number boards to show growing patterns use a mental strategy (counting on) to add near-ten two-digit numbers to other two-digit numbers with totals up to 99 use a number line to add two-digit numbers with totals up to 99 add two-digit numbers for totals up to 99 (with bridging) use a mental strategy (doubling) to add two-digit numbers for totals up to 99 use a mental strategy (bridging) to add two-digit numbers for totals up to 99 (with bridging)

Measurement and Geometry

identify containers as being less than, more than or equal to to , quarter-, half- and whole litres in capacity use litres to compare capacities

Statistics and Probability

create, describe and interpret bar graphs

1 2

identify properties of rectangles use tree diagrams to show relationships between 2D shapes identify relationships between the edges and surfaces of 3D objects identify prisms

create, describe and interpret picture graphs (one-to-one)

count back 1 and 2 from two-digit numbers up to 99 subtract near-ten two-digit numbers from other two-digit numbers up to 99 (without bridging) use number lines to subtract two-digit numbers from other two-digit numbers up to 99 (with and without bridging) use concrete materials, words, numeral expanders and numerals to represent three-digit numbers up to 999 use a two-digit and three-digit number line to identify the position of numbers in relation to other numbers (rounding to nearest ten and to nearest hundred) count on and back 10 from three-digit numbers up to 1000 (on multiples of 5) write a multiplication sentence to match a picture (set model) represent multiplication as pictures of equal groups (set model) write a multiplication sentence to match a picture (array model) represent multiplication as pictures of equal rows (array model) use pictures and number sentences to represent multiplication (array model) use pictures and number sentences to represent the fives multiplication facts

identify objects as being less than, more than or about one metre in length use a trundle wheel to measure length in metres use tape measures to measure length in centimetres

create, describe and interpret dot plots

4 5

use kilograms in addition and subtraction situations use concrete materials and pictures to represent half and quarter of a kilogram read a scale to identify whole and half-kilograms

identify the probability of outcomes

count on and back 1, 10 and 100 from three-digit numbers up to 999 use place value to identify the greater of two numbers up to 999 use a three-digit number line to identify the position of numbers in relation to other numbers (rounding to nearest ten and nearest hundred) use concrete materials and number lines to represent 1000 add two-digit numbers for totals over 100 use a mental strategy (place value) to add two -digit numbers for totals over 100 add three-digit numbers (with bridging) for totals up to 300 use a mental strategy to add three-digit numbers add two- and three-digit numbers (with bridging) for totals up to 400 use a written strategy to record steps subtract two-digit numbers from other two-digit numbers up to 99 (with bridging) use the count-on strategy for subtraction use and explain a mental computation strategy to subtract two-digit numbers from other two-digit numbers up to 99

identify amounts of turn as quarter, half, three-quarter and full use pictures to represent angles use non-standard tools to measure angles

create, describe and interpret dot plots

identify half- and quarter-past times on analogue and digital clocks calculate elapsed time in half- and whole hours use a timetable

create, describe and interpret Venn diagrams (two-ring)

6 7

use concrete materials, pictures and numeral expanders to represent four-digit numbers up to 4000 (without zeros and teens) use pictures, numerals, number names and numeral expanders to represent four-digit numbers up to 9999 (without zeros and teens) represent multiplication as pictures of equal rows represent multiplication as pictures of equal groups represent multiplication as pictures of equal lengths use pictures and number sentences to represent the twos multiplication facts write two related multiplication sentences to match a picture use the doubles multiplication strategy with two-digit numbers for totals up to 160 use a 1100 number board to identify multiples of 2, 5 and 10 identify three-digit numbers that are multiples of 2, 5 and 10 use pictures and words to identify the quantity of halves, quarters, fifths, eighths and tenths in shapes use pictures (area model), words and fraction notation to represent common fractions use a 01 number line to identify the position of common fractions in relation to each other

draw 2D shapes to match criteria identify and draw a 3D object shown from different viewpoints use concrete materials and pictures to represent 3D objects use concrete materials and pictures to make nets for a 3D object

create, describe and interpret dot plots

identify the probability of outcomes

2011 ORIGO Education

Mod.

Number and Algebra

use concrete materials to model division (sharing model) identify and use the symbol (obelus) use concrete materials and pictures to relate division and fractions (half) use number sentences to represent division use concrete materials to divide two-digit numbers up to 40 by one-digit numbers, with remainders subtract two-digit numbers from other two-digit numbers up to 99 (with bridging) use number sentences to represent steps in subtraction subtract two-digit numbers from three-digit numbers up to 200 (with bridging) use a written strategy to record steps subtract three-digit numbers from other three-digit numbers up to 700 (without bridging) use pictures, numeral expanders and number names to represent four-digit numbers up to 8000 (with zeros and teens) use a four-digit number line to identify the position of numbers in relation to other numbers use place value to identify the greater of two numbers up to 9870 (with zeros and teens) order four-digit numbers add dollars and cents for totals up to $7.00 subtract two-digit numbers from two- and three-digit numbers up to 400 (with bridging)

Measurement and Geometry

use metres and centimetres to measure and compare lengths write lengths as combinations of metres and centimetres identify and use the cm and m abbreviations

Statistics and Probability

create, describe and interpret bar graphs compare different data displays

create, describe and interpret column graphs

10 11 12 13 14 15 16

add two- and three-digit numbers with totals up to 999 (two and three addends; with and without bridging) use written strategies to record steps

solve problems that involve capacity identify half and quarter of a litre use whole, half- and quarter-litres to compare capacity identify and represent multiples of 5 minutes past the hour on analogue and digital clocks make and use a map of a model give and follow instructions on a model give and follow instructions on a map use alphanumeric grid references to describe location

create, describe and interpret dot plots

use concrete materials and number sentences to represent division (sharing model) use concrete materials and number sentences to represent division (grouping model) use pictures to relate division and fractions (quarter) use number sentences to represent division use concrete materials to work out division involving remainders interpret word problems involving addition, subtraction, multiplication and division use pictures and number sentences to represent the ones multiplication facts use pictures and number sentences to represent the zeros multiplication facts use the multiply by 10 and halve the total strategy with two digit numbers for totals up to 500 identify patterns in addition situations (increases/decreases and relationship between parts and total) identify patterns in subtraction situations (increases/decreases and relationship between parts and total)

predict and describe outcomes

identify fractions of a litre identify fractions of a kilogram

create, describe and interpret picture graphs (one-to-one)

use pictures (area model) and fraction notation to represent common fractions (halves, quarters and eighths) use pictures (area model) and fraction notation to identify the greater of two fractions up to 1 (same denominator) use pictures (length model) and fraction notation to identify the greater of two unit-fractions up to 1 (different denominator) use pictures (length model) to identify equivalent fractions use a 03 number line to identify the position of common fractions (proper and improper) and mixed numerals in relation to each other use pictures (length model) and fraction notation to represent mixed numbers use concrete materials and pictures to relate multiplication to division use pictures and number sentences to represent multiplication (array model) write two related multiplication sentences and two related division sentences to match a picture (array model)

use concrete materials and pictures to cover an area use concrete materials and pictures to measure area in square units

create, describe and interpret picture graphs (many-to-one)

draw a reflection of a 2D shape when the reflection line is on the shape identify single reflection lines in 2D shapes flip and turn 2D shapes to match other 2D shapes describe flips and turns used in linear repeating patterns

create, describe and interpret picture graphs (many-to-one)

use number lines to subtract two- and three-digit numbers from three-digit numbers up to 800 (with bridging) use the count-on strategy for subtraction identify combinations of coins that match a total up to $5.00 subtract two-digit numbers from other two-digit numbers up to 95 (without bridging) calculate the change received from a purchase

identify and represent multiples of 5 minutes past the hour on analogue and digital clocks identify and represent multiples of 5 minutes to the hour on analogue and digital clocks

identify the probability of outcomes

ORIGO Stepping Stones Year 3 Scope and Sequence

2011 ORIGO Education