YEAR 3 · NSW STAGE 2

Mathematics

A little practice. A world of possibilities.

YOUR STUDY YEAR

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

FoundationDepthEnrichment8 sections · Your supplied curriculum

About Year 3 Maths and the teaching plan

The national Year 3 reference develops larger whole-number representations, two-/three-digit additive strategies, multiplication/division, unit fractions, estimation, unknown values, algorithms, metric measurement, spatial representations, statistical investigations and chance experiments. Expected multiplication fact families include 2, 3, 4, 5 and 10; all facts to 10 × 10 belong to the next year’s reference. Illustrative anchors: AC9M3N02, AC9M3N04, AC9M3A01 and AC9M3A03. Entry check: assess tens/hundreds, addition/subtraction meaning, arrays, equal parts and interpreting a small display. Programme destination: use multiplicative structure and representations to solve unfamiliar two-and three-step problems, without depending on memorised story templates.

F = Foundation; D = Depth; E = Enrichment. These are this programme’s teaching labels, not official NSW outcome classifications. NSW stages span two years; an E label does not remove school-required content. Use explanations and transfer as well as test scores to judge readiness.

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.

Mathematics

Suggested 40-week sequence

Whole numbers, multiplication and division

Fractions as numbers and quantities

Unknowns, patterns and algorithms

Measurement, time and money

Geometry and spatial structure

Data and statistical investigations

Chance and variation

Bar models, reverse thinking and organised trials