YEAR 3 · NSW STAGE 2

Maths

A little practice. A world of possibilities.

YOUR STUDY YEAR

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This is the first topic in this year’s curriculum with an available lesson. It is a starting point, not a personal assessment.

Start with Build bigger numbers and make helpful groups →

M3.1 · First available lesson

Build bigger numbers and make helpful groups

Whole numbers, multiplication and division

A tricky calculation can become several friendly ones.

1 lesson

Choose a lesson →M3.2

Fractions: equal steps, numbers and collections

Fractions as numbers and quantities

A fraction can name a point between 0 and 1, as well as a share of a ribbon or a group of counters.

1 lesson

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Missing numbers, matching sides and careful rules

Unknowns, patterns and algorithms

A box can hide the number you started with, the part you took away, or the answer.

1 lesson

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Term / weeks	Teaching focus	Evidence to look for
T1 / 1–2	1: diagnostic and place value. 2: flexible renaming.	Explain a three-digit regrouping.
T1 / 3–4	3: additive strategies. 4: unknowns and inverse checks.	Distinguish the roles of missing quantities.
T1 / 5–6	5: 3/4 fact families. 6: derive from 2/5/10 facts.	Explain an unfamiliar product.
T1 / 7–8	7: multiplication models. 8: division models.	Interpret both forms of division.
T1 / 9–10	9: estimation and money. 10: cumulative review.	Check whether an answer is plausible.
T2 / 1–2	1: unit fractions. 2: multiples and completing one.	Locate a fraction on a number line.
T2 / 3–4	3: fractions of collections. 4: optional equivalence.	Find one equal part before several parts.
T2 / 5–6	5: metric benchmarks. 6: measure and compare.	Select units and read an instrument.
T2 / 7–8	7: clocks. 8: duration on timelines.	Solve an elapsed-time problem across an hour.
T2 / 9–10	9: two-step problems. 10: review and repair.	Label the intermediate quantity.
T3 / 1–2	1: solid properties. 2: plans and views.	Explain a hidden feature.
T3 / 3–4	3: right-angle turns. 4: routes and instructions.	Follow a plan and check orientation.
T3 / 5–6	5: statistical questions. 6: numerical and categorical data.	Distinguish values from frequencies.
T3 / 7–8	7: interpret displays. 8: chance experiments.	Explain variation between trials.
T3 / 9–10	9: comparison bar models. 10: cumulative checkpoint.	Match a bar model to a story.
T4 / 1–2	1: work backwards. 2: systematic trial tables.	Explain how each trial changes.
T4 / 3–4	1st week: step-by-step rules. 2nd: decisions and debugging.	Test an algorithm on several inputs.
T4 / 5–6	5: optional heads-and-legs. 6: mixed constraints.	Check every condition in the original problem.
T4 / 7–8	7: class event budget. 8: report and defend choices.	Combine arithmetic, measure and data.
T4 / 9–10	9: final checkpoint. 10: targeted revision and challenge.	Identify readiness for Year 4 fact fluency.

Maths

Not sure where to begin?

Build bigger numbers and make helpful groups

Fractions: equal steps, numbers and collections

Missing numbers, matching sides and careful rules

Measure carefully, count time and check change

Solids, secret sides and different views

Data detectives: whose numbers are these?

Chance: what could happen, and why results vary

Bars, backwards steps and careful trials

Year 3 Maths test

Suggested 40-week sequence

Maths handbook and strategies