Maths+2015

Timetables..........@KLAs..........@Resources..........

Maths syllabus

Weekly Program

2015 Mathematics Scope and Sequence and Overview Weeks |||| Term 1  |||| Term 2  |||| Term 3  |||| Term 4  ||
 * 1-2 || Whole Number || Two-Dimensional Space

Angles || Whole Number || Data || Whole Number || Two-Dimensional Space

Angles || Whole Number || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Data ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 17pt; text-align: center;">3-4 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Addition and Subtraction || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Three-Dimensional Space || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Addition and Subtraction || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Time || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Addition and Subtraction || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Three-Dimensional Space || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Addition and Subtraction || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Time ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 17pt; text-align: center;">5-6 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Multiplication and Division || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Length || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Multiplication and Division || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Volume and Capacity || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Multiplication and Division || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Length || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Multiplication and Division || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Volume and Capacity ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 17pt; text-align: center;">7-8 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Fractions and Decimals || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Area || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Fractions and Decimals || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Mass || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Fractions and Decimals || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Area || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Fractions and Decimals || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Mass ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 17pt; text-align: center;">9-10 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Patterns and Algebra || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Chance || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Patterns and Algebra || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Position || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Patterns and Algebra || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Chance || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Patterns and Algebra || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Position ||
 * <span style="font-family: Calibri,sans-serif;">This is the yearly overview for the teaching of Mathematics. It is structured in a flexible, fortnightly cycle. Each sub-strand of Number & Algebra will be taught each term. Each sub-strand of Measurement & Geometry and Statistics & Probability will be taught each semester. The strand of Working Mathematically will be embedded across all sub-strands within the teaching and learning program.

<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Adapted from Vardys Road PS, by PPS Stage 2, 2015 || <span style="display: block; font-family: Calibri,sans-serif; font-size: 18pt; text-align: center;">Number & Algebra || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Whole Number  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-4NA applies place value to order, read and represent numbers of up to five digits <span style="display: block; font-family: Calibri,sans-serif; font-size: 18pt; text-align: center;">Measurement & Geometry || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Length  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-9MG measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas <span style="display: block; font-family: Calibri,sans-serif; font-size: 18pt; text-align: center;">Statistics & <span style="display: block; font-family: Calibri,sans-serif; font-size: 18pt; text-align: center;"> Probability || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Data  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-18SP selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">Overview of NSW Syllabus Outcomes - Year 3 ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 14pt; text-align: center;">Strand || <span style="display: block; font-family: Calibri,sans-serif; font-size: 14pt; text-align: center;">Sub-Strand  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 14pt; text-align: center;">Outcome  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 14pt; text-align: center;">Links to the Working Mathematically Outcomes  ||
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Addition and Subtraction  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-5NA uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Multiplication and Division  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-6NA uses mental and informal written strategies for multiplication and division
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Fractions and Decimals  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-7NA represents, models and compares commonly used fractions and decimals
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Patterns and Algebra  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-8NA generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Area  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-10MG measures, records, compares and estimates areas using square centimetres and square metres
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Volume and Capacity  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-11MG measures, records, compares and estimates volumes and capacities using litres, millilitres and cubic centimetres || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Mass  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-12MG measures, records, compares and estimates the masses of objects using kilograms and grams || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Time  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-13MG reads and records time in one-minute intervals and converts between hours, minutes and seconds
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Three-Dimensional Space  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-14MG makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Two-Dimensional Space  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> MA2-15MG  manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Angles  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> MA2-16MG identifies, describes, compares and classifies angles
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Position  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-17MG uses simple maps and grids to represent position and follow routes, including using compass directions
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas ||  ||
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||
 * ^  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">Chance  || * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-19SP describes and compares chance events in social and experimental contexts
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">MA2-3WM checks the accuracy of a statement and explains the reasoning used ||  ||


 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 18pt; text-align: center;">Year 3 and 4 - Term 1 ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week |||| <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">For the sub-strand Whole Number, it is important to spend 10 minutes at the beginning of each lesson on a game or drill activity to reinforce fluency.  ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">1-2 || **<span style="font-family: Calibri,sans-serif;">Whole Number **
 * <span style="font-family: Calibri,sans-serif;">represent numbers of up to four digits using objects, words, <span style="color: windowtext; font-family: Calibri,sans-serif; text-decoration: none;">[|numerals] <span style="font-family: Calibri,sans-serif;"> and digital displays
 * <span style="font-family: Calibri,sans-serif;">identify the number before and after a given two-, three- or four-digit number
 * <span style="font-family: Calibri,sans-serif;">arrange numbers of up to four digits in ascending and descending order


 * <span style="font-family: Calibri,sans-serif;">Whole Number **


 * <span style="font-family: Calibri,sans-serif;">apply an understanding of <span style="color: windowtext; font-family: Calibri,sans-serif; text-decoration: none;">[|place value] <span style="font-family: Calibri,sans-serif;"> to read and write numbers of up to five digits
 * <span style="font-family: Calibri,sans-serif; font-size: 12pt; line-height: 1.5;">arrange numbers of up to five digits in ascending and descending order || **<span style="font-family: Calibri,sans-serif; line-height: 1.5;">Year 3 **
 * <span style="font-family: Calibri,sans-serif; line-height: 1.5;">Three-Dimensional Space **
 * <span style="font-family: Calibri,sans-serif;">identify and name three-dimensional objects as <span style="color: windowtext; font-family: Calibri,sans-serif;">[|prisms] <span style="font-family: Calibri,sans-serif;"> (including cubes), <span style="color: windowtext; font-family: Calibri,sans-serif;">[|pyramids] <span style="font-family: Calibri,sans-serif;">, <span style="color: windowtext; font-family: Calibri,sans-serif;">[|cylinders] <span style="font-family: Calibri,sans-serif;">, <span style="color: windowtext; font-family: Calibri,sans-serif;">[|cones] <span style="font-family: Calibri,sans-serif;"> and spheres
 * <span style="font-family: Calibri,sans-serif;">use a variety of materials to make models of prisms (including cubes), pyramids, cylinders, cones and spheres, given a three-dimensional object, picture or photograph to view


 * <span style="font-family: Calibri,sans-serif;">Year 4 **
 * <span style="font-family: Calibri,sans-serif;">Three-Dimensional Space **
 * <span style="font-family: Calibri,sans-serif;">identify <span style="color: windowtext; font-family: Calibri,sans-serif; text-decoration: none;">[|prisms] <span style="font-family: Calibri,sans-serif;"> (including cubes), <span style="color: windowtext; font-family: Calibri,sans-serif; text-decoration: none;">[|pyramids] <span style="font-family: Calibri,sans-serif;">, <span style="color: windowtext; font-family: Calibri,sans-serif; text-decoration: none;">[|cylinders] <span style="font-family: Calibri,sans-serif;">, <span style="color: windowtext; font-family: Calibri,sans-serif; text-decoration: none;">[|cones] <span style="font-family: Calibri,sans-serif;"> and spheres in the environment and from drawings, photographs and descriptions
 * <span style="font-family: Calibri,sans-serif;">sketch prisms (including cubes), pyramids, cylinders and cones, attempting to show depth
 * <span style="font-family: Calibri,sans-serif; font-size: 12pt;">sketch three-dimensional objects from different views, including top, front and side views ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">3-4 || **<span style="font-family: Calibri,sans-serif;">Addition and Subtraction **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">3-4 || **<span style="font-family: Calibri,sans-serif;">Addition and Subtraction **

ü <span style="font-family: Calibri,sans-serif;">the jump strategy on an empty number line ü <span style="font-family: Calibri,sans-serif;">the split strategy
 * <span style="font-family: Calibri,sans-serif;">add three or more single-digit numbers
 * <span style="font-family: Calibri,sans-serif;">model and apply the associative property of addition to aid mental computation
 * <span style="font-family: Calibri,sans-serif;">apply known single-digit addition and subtraction facts to mental strategies for addition and subtraction of two-, three- and four-digit numbers, including:


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Addition and Subtraction **

<span style="font-family: Calibri,sans-serif; font-size: 10pt;">select, use and record a variety of mental strategies to solve addition and subtraction problems, including word problems, with numbers of up to and including five digits || **<span style="font-family: Calibri,sans-serif;">Year 3 ** <span style="font-family: Calibri,sans-serif;">manipulate, compare and describe features of two-dimensional shapes, including the special quadrilaterals: <span style="color: windowtext; font-family: Calibri,sans-serif;">[|parallelograms] <span style="font-family: Calibri,sans-serif;">, <span style="color: windowtext; font-family: Calibri,sans-serif;">[|rectangles] <span style="font-family: Calibri,sans-serif;">, <span style="color: windowtext; font-family: Calibri,sans-serif;">[|rhombuses] <span style="font-family: Calibri,sans-serif;">, <span style="color: windowtext; font-family: Calibri,sans-serif;">[|squares] <span style="font-family: Calibri,sans-serif;">, <span style="color: windowtext; font-family: Calibri,sans-serif;">[|trapeziums] <span style="font-family: Calibri,sans-serif;"> and <span style="color: windowtext; font-family: Calibri,sans-serif;">[|kites]
 * <span style="font-family: Calibri,sans-serif;">Two-Dimensional Space **
 * <span style="font-family: Calibri,sans-serif;">use measurement to establish and describe side properties of the special quadrilaterals
 * <span style="font-family: Calibri,sans-serif;">identify and name the special quadrilaterals presented in different orientations
 * <span style="font-family: Calibri,sans-serif;">recognise the vertices of two-dimensional shapes as the vertices of <span style="color: windowtext; font-family: Calibri,sans-serif;">[|angles] <span style="font-family: Calibri,sans-serif;"> that have the sides of the shape as their arms
 * <span style="font-family: Calibri,sans-serif;">identify <span style="color: windowtext; font-family: Calibri,sans-serif;">[|right angles] <span style="font-family: Calibri,sans-serif;"> in squares and rectangles
 * <span style="font-family: Calibri,sans-serif;">group parallelograms, rectangles, rhombuses, squares, trapeziums and kites using one or more attributes


 * <span style="font-family: Calibri,sans-serif;">Angles **


 * <span style="font-family: Calibri,sans-serif;">identify 'angles' with two arms in practical situations
 * <span style="font-family: Calibri,sans-serif;">identify the 'arms' and 'vertex' of an angle
 * <span style="font-family: Calibri,sans-serif;">describe informally an angle as the 'amount of turning' between two arms
 * <span style="font-family: Calibri,sans-serif;">compare angles directly by placing one angle on top of another and aligning one arm


 * <span style="font-family: Calibri,sans-serif;">Year 4 **
 * <span style="font-family: Calibri,sans-serif;">Two-Dimensional Space **


 * <span style="font-family: Calibri,sans-serif;">combine common two-dimensional shapes, including special quadrilaterals, to form other common shapes or designs
 * <span style="font-family: Calibri,sans-serif;">split a given shape into two or more common shapes and describe the result
 * <span style="font-family: Calibri,sans-serif;">record the arrangements of common shapes used to create other shapes, and the arrangement of shapes formed after splitting a shape, in diagrammatic form, with and without the use of digital technologies


 * <span style="font-family: Calibri,sans-serif;">Angles **


 * <span style="font-family: Calibri,sans-serif;"> compare angles using informal means, such as by using an 'angle tester'
 * <span style="font-family: Calibri,sans-serif;">recognise and describe angles as 'less than', 'equal to', 'about the same as' or 'greater than' a right angle

<span style="font-family: Calibri,sans-serif; font-size: 12pt;">classify angles as <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 12pt; text-decoration: none;">[|acute] <span style="font-family: Calibri,sans-serif; font-size: 12pt;">, right, <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 12pt; text-decoration: none;">[|obtuse] <span style="font-family: Calibri,sans-serif; font-size: 12pt;">, <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 12pt; text-decoration: none;">[|straight] <span style="font-family: Calibri,sans-serif; font-size: 12pt;">, <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 12pt; text-decoration: none;">[|reflex] <span style="font-family: Calibri,sans-serif; font-size: 12pt;"> or a <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 12pt; text-decoration: none;">[|revolution] ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">5-6 || **<span style="font-family: Calibri,sans-serif;">Multiplication and Division **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">5-6 || **<span style="font-family: Calibri,sans-serif;">Multiplication and Division **


 * <span style="font-family: Calibri,sans-serif;">count by twos, threes, fives or tens using skip counting
 * <span style="font-family: Calibri,sans-serif;">use mental strategies to recall multiplication facts for multiples of two, three, five and ten

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">using the commutative property of multiplication <span style="font-family: Calibri,sans-serif; font-size: 10pt;">recall multiplication facts up to 10 × 10, including zero facts, with automaticity || **<span style="font-family: Calibri,sans-serif;">Length **
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Multiplication and Division **
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">count by fours, sixes, sevens, eights and nines using skip counting
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use the term 'product' to describe the result of multiplying two or more numbers,
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use mental strategies to build multiplication facts to at least 10 × 10, including:
 * <span style="font-family: Calibri,sans-serif;">measure lengths and distances using metres and centimetres
 * <span style="font-family: Calibri,sans-serif;">record lengths and distances using metres and centimetres
 * <span style="font-family: Calibri,sans-serif;">compare and order lengths and distances using metres and centimetres
 * <span style="font-family: Calibri,sans-serif;">estimate lengths and distances using metres and centimetres and check by measuring


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Length **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use a tape measure, ruler and trundle wheel to measure lengths and distances
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">select and use an appropriate unit to estimate, measure and compare lengths and distances
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">recognise the features of a three-dimensional object associated with length that can be measured
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use the term 'perimeter' to describe the total distance around a two-dimensional shape
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">estimate and measure the perimeters of two-dimensional shapes ||  ||


 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">7-8 || **<span style="font-family: Calibri,sans-serif;">Fractions and Decimals **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">7-8 || **<span style="font-family: Calibri,sans-serif;">Fractions and Decimals **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">7-8 || **<span style="font-family: Calibri,sans-serif;">Fractions and Decimals **


 * <span style="font-family: Calibri,sans-serif;">model fractions with denominators of 2, 3, 4, 5 and 8 of whole objects, shapes and collections using concrete materials and diagrams


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Fractions and Decimals **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">model, compare and represent fractions with denominators of 2, 4 and 8; 3 and 6; and 5, 10 and 100 || **<span style="font-family: Calibri,sans-serif;">Area **


 * <span style="font-family: Calibri,sans-serif;">recognise the need for the square centimetre as a formal unit to measure area
 * <span style="font-family: Calibri,sans-serif;">use a 10 cm × 10 cm tile (or grid) to find the areas of rectangles (including squares) that are less than, greater than or about the same as 100 square centimetres
 * <span style="font-family: Calibri,sans-serif;">measure the areas of rectangles (including squares) in square centimetres
 * <span style="font-family: Calibri,sans-serif;">record area in square centimetres using words and the abbreviation for square centimetres (cm2)
 * <span style="font-family: Calibri,sans-serif;">estimate the areas of rectangles (including squares) in square centimetres


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Area **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">measure the areas of common two-dimensional shapes using a square-centimetre grid overlay
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">measure the areas of irregular shapes using a square-centimetre grid overlay
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">compare two or more areas by informal means ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">9-10 || **<span style="font-family: Calibri,sans-serif;">Patterns and Algebra **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">9-10 || **<span style="font-family: Calibri,sans-serif;">Patterns and Algebra **


 * <span style="font-family: Calibri,sans-serif;">identify and describe patterns when counting forwards or backwards by threes, fours, sixes, sevens, eights and nines from any starting point


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Patterns and Algebra **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">complete number sentences involving addition and subtraction by calculating missing numbers
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">find the missing number in a number sentence involving operations of addition or subtraction on both sides of the equals sign || **<span style="font-family: Calibri,sans-serif;">Chance **


 * <span style="font-family: Calibri,sans-serif;"> use the term 'outcome' to describe any possible result of a chance experiment
 * <span style="font-family: Calibri,sans-serif;">predict and list all possible outcomes in a chance experiment


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Chance **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use the terms ' <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 10pt; text-decoration: none;">[|equally likely] <span style="font-family: Calibri,sans-serif; font-size: 10pt;">', 'likely' and 'unlikely' to describe the chance of everyday events occurring
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">compare the chance of familiar events occurring and describe the events as being 'more likely' or 'less likely' to occur than each other
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">order events from least likely to most likely to occur <span style="font-family: Calibri,sans-serif; font-size: 10pt; line-height: 1.5;">compare the likelihood of obtaining particular outcomes in a simple chance experiment ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 18pt; text-align: center;">Year 3 and 4 - Term 2 ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week |||| <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">For the sub-strand Whole Number, it is important to spend 10 minutes at the beginning of each lesson on a game or drill activity to reinforce fluency.  ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">1-2 || **<span style="font-family: Calibri,sans-serif;">Whole Number **


 * <span style="font-family: Calibri,sans-serif;">use the terms and symbols for 'is less than'(<) and 'is greater than'(>) to show the relationship between two numbers
 * <span style="font-family: Calibri,sans-serif;"> apply an understanding of place value and the role of zero to read, write and order numbers of up to four digits
 * <span style="font-family: Calibri,sans-serif;">state the 'place value' of digits in numbers of up to four digits


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Whole Number **

<span style="font-family: Calibri,sans-serif; font-size: 10pt;">state the place value of digits in numbers of up to five digits || **<span style="font-family: Calibri,sans-serif;">Data **


 * <span style="font-family: Calibri,sans-serif;"> recognise that data can be collected either by the user or by others
 * <span style="font-family: Calibri,sans-serif;"> identify possible sources of data collected by others
 * <span style="font-family: Calibri,sans-serif;"> pose questions about a matter of interest to obtain information that can be recorded in categories
 * <span style="font-family: Calibri,sans-serif;">predict and create a list of categories for efficient data collection in relation to a matter of interest
 * <span style="font-family: Calibri,sans-serif;">collect data and create a list or table to organise the data
 * <span style="font-family: Calibri,sans-serif;">construct vertical and horizontal column graphs and picture graphs that represent data using <span style="color: windowtext; font-family: Calibri,sans-serif; text-decoration: none;">[|one-to-one correspondence]


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Data **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">create a survey and related recording sheet, considering the appropriate organisation of categories for data collection
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">refine survey questions as necessary after a small trial
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">conduct a survey to collect <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 10pt; text-decoration: none;">[|categorical] <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> data
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">compare the effectiveness of different methods of collecting and recording data
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">represent given or collected categorical data in tables, column graphs and picture graphs, using a scale of <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 10pt; text-decoration: none;">[|many-to-one correspondence] <span style="font-family: Calibri,sans-serif; font-size: 10pt;">, with and without the use of digital technologies ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">3-4 || **<span style="font-family: Calibri,sans-serif;">Addition and Subtraction **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">3-4 || **<span style="font-family: Calibri,sans-serif;">Addition and Subtraction **

ü <span style="font-family: Calibri,sans-serif;">the compensation strategy, ü <span style="font-family: Calibri,sans-serif;">using patterns to extend number facts
 * <span style="font-family: Calibri,sans-serif;">use concrete materials to model the addition and subtraction of two or more numbers, with and without trading, and record the method used
 * <span style="font-family: Calibri,sans-serif;">select, use and record a variety of mental strategies to solve addition and subtraction problems, including word problems, with numbers of up to four digits
 * <span style="font-family: Calibri,sans-serif;">apply known single-digit addition and subtraction facts to mental strategies for addition and subtraction of two-, three- and four-digit numbers, including:


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Addition and Subtraction **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use a formal written algorithm to record addition and subtraction calculations involving two-, three-, four- and five-digit numbers || **<span style="font-family: Calibri,sans-serif;">Time **

ü <span style="font-family: Calibri,sans-serif;">the number of minutes it takes for the minute hand to move from one numeral to the next ü <span style="font-family: Calibri,sans-serif;">the number of minutes it takes for the minute hand to complete one revolution ü <span style="font-family: Calibri,sans-serif;">the number of minutes it takes for the hour hand to move from one numeral to the next ü <span style="font-family: Calibri,sans-serif;">the number of minutes it takes for the minute hand to move from the 12 to any other numeral ü <span style="font-family: Calibri,sans-serif;">the number of seconds it takes for the second hand to complete one revolution
 * <span style="font-family: Calibri,sans-serif;">recognise the coordinated movements of the hands on an analog clock, including:
 * <span style="font-family: Calibri,sans-serif;">record in words various times shown on analog clocks


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Time **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">convert between units of time and recall time facts
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">record digital time using the correct notation, including am and pm
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> relate analog notation to digital notation for time
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">solve simple time problems using appropriate strategies ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">5-6 || **<span style="font-family: Calibri,sans-serif;">Multiplication and Division **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">5-6 || **<span style="font-family: Calibri,sans-serif;">Multiplication and Division **


 * <span style="font-family: Calibri,sans-serif;">recognise and use the symbols for multiplied by (×), divided by (÷) and equals (=)
 * <span style="font-family: Calibri,sans-serif;">link multiplication and division facts using groups or arrays

<span style="font-family: Calibri,sans-serif; font-size: 10pt;">find 'multiples' for a given whole number ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">using known facts ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">using known facts to work out unknown facts ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8 || **<span style="font-family: Calibri,sans-serif;">Volume and Capacity **
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt; line-height: 1.5;">Multiplication and Division **
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">relate multiplication facts to their inverse division facts
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">determine 'factors' for a given whole number
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> use mental and informal written strategies to multiply a two-digit number by a one-digit number:
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use the equals sign to record equivalent number relationships involving multiplication, and to mean 'is the same as', rather than to mean to perform an operation,
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> use mental strategies to build multiplication facts to at least 10 × 10, including:


 * <span style="font-family: Calibri,sans-serif;">recognise the need for formal units to measure volume and capacity


 * <span style="font-family: Calibri,sans-serif;">use the litre as a unit to measure volumes and capacities to the nearest litre
 * <span style="font-family: Calibri,sans-serif;">record volumes and capacities using the abbreviation for litres
 * <span style="font-family: Calibri,sans-serif;">compare and order two or more containers by capacity measured in litres
 * <span style="font-family: Calibri,sans-serif;">estimate the capacity of a container in litres and check by measuring


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Volume and Capacity **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">recognise the need for a formal unit smaller than the litre to measure volume and capacity
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">recognise that there are 1000 millilitres in one litre
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">make a measuring device calibrated in multiples of 100 mL to measure volume and capacity to the nearest 100 mL
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use the millilitre as a unit to measure volume and capacity, using a device calibrated in millilitres
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">record volumes and capacities using the abbreviation for millilitres (mL)
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">convert between millilitres and litres ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">7-8 || **<span style="font-family: Calibri,sans-serif;">Fractions and Decimals **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">7-8 || **<span style="font-family: Calibri,sans-serif;">Fractions and Decimals **


 * <span style="font-family: Calibri,sans-serif;">name fractions up to one whole
 * <span style="font-family: Calibri,sans-serif;">interpret the denominator as the number of equal parts a whole has been divided into
 * <span style="font-family: Calibri,sans-serif;">interpret the numerator as the number of equal fractional parts
 * <span style="font-family: Calibri,sans-serif;">use the terms 'fraction', 'denominator' and 'numerator' appropriately when referring to fractions


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Fractions and Decimals **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">model, compare and represent the equivalence of fractions with related denominators by redividing the whole, using concrete materials, diagrams and number lines,
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">record equivalent fractions using diagrams and numerals, || **<span style="font-family: Calibri,sans-serif;">Mass **


 * <span style="font-family: Calibri,sans-serif;">recognise the need for a formal unit to measure mass
 * <span style="font-family: Calibri,sans-serif;">use the kilogram as a unit to measure mass, using a pan balance
 * <span style="font-family: Calibri,sans-serif;">record masses using the abbreviation for kilograms (kg)


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Mass **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">recognise the need for a formal unit smaller than the kilogram
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">recognise that there are 1000 grams in one kilogram
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use the gram as a unit to measure mass, using a scaled instrument
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">record masses using the abbreviation for grams (g) ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">9-10 || **<span style="font-family: Calibri,sans-serif;">Patterns and Algebra **
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">9-10 || **<span style="font-family: Calibri,sans-serif;">Patterns and Algebra **


 * <span style="font-family: Calibri,sans-serif;">model, describe and then record number patterns using diagrams, words or symbols
 * <span style="font-family: Calibri,sans-serif;">create and continue a variety of number patterns that increase or decrease, and describe them in more than one way


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Patterns and Algebra **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">investigate and generalise the result of adding, subtracting and multiplying pairs of even numbers, pairs of odd numbers, or one even and one odd number
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">generate number patterns using multiples of 3, 4, 6, 7, 8 and 9, || **<span style="font-family: Calibri,sans-serif;">Position **


 * <span style="font-family: Calibri,sans-serif;">describe the location of an object using more than one descriptor
 * <span style="font-family: Calibri,sans-serif;">use given directions to follow routes on simple maps
 * <span style="font-family: Calibri,sans-serif;">use grid references on maps to describe position
 * <span style="font-family: Calibri,sans-serif;">identify and mark particular locations on maps and plans, given their grid references


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Position **


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use a legend (or key) to locate specific objects on a map
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use a compass to find north and then east, south and west
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use N, E, S and W to indicate north, east, south and west, respectively, on a compass rose
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use an arrow to represent north on a map
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">determine the directions north, east, south and west when given one of the directions
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use north, east, south and west to describe the location of a particular object in relation to another object on a simple map, given an arrow that represents north
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use NE, SE, SW and NW to indicate north-east, south-east, south-west and north-west, respectively, on a compass rose
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> determine the directions NE, SE, SW and NW when given one of the directions
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">use north-east, south-east, south-west and north-west to describe the location of an object on simple maps, given a compass rose ||


 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 18pt; text-align: center;">Year 3 - Term 3 ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week |||| <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">For the sub-strand Whole Number, it is important to spend 10 minutes at the beginning of each lesson on a game or drill activity to reinforce fluency.  ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">1-2 || **<span style="font-family: Calibri,sans-serif;">Whole Number **


 * <span style="font-family: Calibri,sans-serif;">record numbers of up to four digits using place value
 * <span style="font-family: Calibri,sans-serif;">use place value to partition numbers of up to four digits
 * <span style="font-family: Calibri,sans-serif;">partition numbers of up to four digits in non-standard forms || **<span style="font-family: Calibri,sans-serif;">Three-Dimensional Space **


 * <span style="font-family: Calibri,sans-serif;">describe and compare curved surfaces and flat surfaces of cylinders, cones and spheres, and faces, edges and vertices of prisms (including cubes) and pyramids
 * <span style="font-family: Calibri,sans-serif;">deconstruct everyday packages that are prisms (including cubes) to create <span style="color: windowtext; font-family: Calibri,sans-serif;">[|nets] ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">3-4 || **<span style="font-family: Calibri,sans-serif;">Addition and Subtraction **

ü <span style="font-family: Calibri,sans-serif;">bridging the decades ü <span style="font-family: Calibri,sans-serif;">changing the order of addends to form multiples of 10 || **<span style="font-family: Calibri,sans-serif;">Two-Dimensional Space **
 * <span style="font-family: Calibri,sans-serif;">use the equals sign to record equivalent number sentences involving addition and subtraction and so to mean 'is the same as', rather than to mean to perform an operation
 * <span style="font-family: Calibri,sans-serif;">demonstrate how addition and subtraction are inverse operations
 * <span style="font-family: Calibri,sans-serif;">explain and check solutions to problems, including by using the inverse operation
 * <span style="font-family: Calibri,sans-serif;">Aapply known single-digit addition and subtraction facts to mental strategies for addition and subtraction of two-, three- and four-digit numbers, including:
 * <span style="font-family: Calibri,sans-serif;">identify and describe two-dimensional shapes as either 'regular' or 'irregular'
 * <span style="font-family: Calibri,sans-serif;">draw representations of regular and irregular two-dimensional shapes in different orientations
 * <span style="font-family: Calibri,sans-serif;">construct regular and irregular two-dimensional shapes from a variety of materials
 * <span style="font-family: Calibri,sans-serif;">compare the rigidity of two-dimensional frames of three sides with the rigidity of those of four or more sides
 * <span style="font-family: Calibri,sans-serif;">identify lines of symmetry in pictures, artefacts, designs and the environment
 * <span style="font-family: Calibri,sans-serif;">identify and draw lines of symmetry on given shapes, including the special quadrilaterals and other regular and irregular shapes


 * <span style="font-family: Calibri,sans-serif;">Angles **


 * <span style="font-family: Calibri,sans-serif;">identify 'perpendicular' lines in pictures, designs and the environment
 * <span style="font-family: Calibri,sans-serif;">use the term ' <span style="color: windowtext; font-family: Calibri,sans-serif;">[|right angle] <span style="font-family: Calibri,sans-serif;">' to describe the angle formed when perpendicular lines meet ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">5-6 || **<span style="font-family: Calibri,sans-serif;">Multiplication and Division **

ü <span style="font-family: Calibri,sans-serif;">repeated addition ü <span style="font-family: Calibri,sans-serif;">using place value concepts || **<span style="font-family: Calibri,sans-serif;">Area **
 * <span style="font-family: Calibri,sans-serif;">model and apply the commutative property of multiplication,
 * <span style="font-family: Calibri,sans-serif;">use mental strategies to multiply a one-digit number by a multiple of 10


 * <span style="font-family: Calibri,sans-serif;">recognise the need for a formal unit larger than the square centimetre to measure area
 * <span style="font-family: Calibri,sans-serif;">construct a square metre and use it to measure the areas of large rectangles (including squares)
 * <span style="font-family: Calibri,sans-serif;">record areas in square metres using words and the abbreviation for square metres (m2)
 * <span style="font-family: Calibri,sans-serif;">estimate the areas of rectangles (including squares) in square metres ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">7-8 || **<span style="font-family: Calibri,sans-serif;">Fractions and Decimals **


 * <span style="font-family: Calibri,sans-serif;">identify and describe 'mixed numerals' as having a whole-number part and a fractional part
 * <span style="font-family: Calibri,sans-serif;">rename 2/ 2, 3 /3 , 4 /4 , 5/ 5 and 8 /8 as 1
 * <span style="font-family: Calibri,sans-serif;">count by halves, thirds and quarters || **<span style="font-family: Calibri,sans-serif;">Length **


 * <span style="font-family: Calibri,sans-serif;">recognise the need for a formal unit smaller than the centimetre to measure length
 * <span style="font-family: Calibri,sans-serif;">recognise that there are 10 millimetres in one centimetre
 * <span style="font-family: Calibri,sans-serif;">use the millimetre as a unit to measure lengths to the nearest millimetre, using a ruler
 * <span style="font-family: Calibri,sans-serif;">record lengths using the abbreviation for millimetres (mm)
 * <span style="font-family: Calibri,sans-serif;">estimate lengths to the nearest millimetre and check by measuring ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">9-10 || **<span style="font-family: Calibri,sans-serif;">Patterns and Algebra **


 * <span style="font-family: Calibri,sans-serif;">model, describe and then record number patterns using diagrams, words or symbols
 * <span style="font-family: Calibri,sans-serif;">create and continue a variety of number patterns that increase or decrease, and describe them in more than one way || **<span style="font-family: Calibri,sans-serif;">Chance **


 * <span style="font-family: Calibri,sans-serif;">predict and record all possible combinations in a chance situation
 * <span style="font-family: Calibri,sans-serif;">predict the number of times each outcome should occur in a chance experiment involving a set number of trials, carry out the experiment, and compare the predicted and actual results ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 18pt; text-align: center;">Year 3 - Term 4 ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week |||| <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">For the sub-strand Whole Number, it is important to spend 10 minutes at the beginning of each lesson on a game or drill activity to reinforce fluency.  ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">1-2 || **<span style="font-family: Calibri,sans-serif;">Whole Number **


 * <span style="font-family: Calibri,sans-serif;">count forwards and backwards by tens and hundreds on and off the decade
 * <span style="color: windowtext; font-family: Calibri,sans-serif; text-decoration: none;">[|round] <span style="font-family: Calibri,sans-serif;"> numbers to the nearest ten, hundred or thousand || **<span style="font-family: Calibri,sans-serif;">Data **


 * <span style="font-family: Calibri,sans-serif;">describe and interpret information presented in simple tables, column graphs and picture graphs
 * <span style="font-family: Calibri,sans-serif;">represent the same data set using more than one type of display and compare the displays ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">3-4 || **<span style="font-family: Calibri,sans-serif;">Addition and Subtraction **

ü <span style="font-family: Calibri,sans-serif;">using place value to partition numbers ü <span style="font-family: Calibri,sans-serif;">partitioning numbers in non-standard forms || **<span style="font-family: Calibri,sans-serif;">Time **
 * <span style="font-family: Calibri,sans-serif;">calculate equivalent amounts of money using different denominations
 * <span style="font-family: Calibri,sans-serif;">perform simple calculations with money, including finding change, and round to the nearest five cents
 * <span style="font-family: Calibri,sans-serif;">calculate mentally to give change
 * <span style="font-family: Calibri,sans-serif;">apply known single-digit addition and subtraction facts to mental strategies for addition and subtraction of two-, three- and four-digit numbers, including:


 * <span style="font-family: Calibri,sans-serif;"> read analog and digital clocks to the minute, including using the terms 'past' and 'to'
 * <span style="font-family: Calibri,sans-serif;">record in words various times shown on analog and digital clocks ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">5-6 || **<span style="font-family: Calibri,sans-serif;">Multiplication and Division **

ü <span style="font-family: Calibri,sans-serif;">factorising the multiple of 10
 * <span style="font-family: Calibri,sans-serif;">use mental strategies to multiply a one-digit number by a multiple of 10
 * <span style="font-family: Calibri,sans-serif;">select, use and record a variety of mental strategies, and appropriate digital technologies, to solve simple multiplication problems || **<span style="font-family: Calibri,sans-serif;">Volume and Capacity **


 * <span style="font-family: Calibri,sans-serif;">recognise the advantages of using a cube as a unit when packing and stacking
 * <span style="font-family: Calibri,sans-serif;">use the cubic centimetre as a unit to measure volumes
 * <span style="font-family: Calibri,sans-serif;">construct three-dimensional objects using cubic-centimetre blocks and count the blocks to determine the volumes of the objects
 * <span style="font-family: Calibri,sans-serif;">record volumes using the abbreviation for cubic centimetres (cm3)
 * <span style="font-family: Calibri,sans-serif;">compare the volumes of two or more objects made from cubic-centimetre blocks by counting blocks
 * <span style="font-family: Calibri,sans-serif;">distinguish between mass and volume ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">7-8 || **<span style="font-family: Calibri,sans-serif;">Fractions and Decimals **


 * <span style="font-family: Calibri,sans-serif;">place halves, quarters, eighths and thirds on number lines between 0 and 1
 * <span style="font-family: Calibri,sans-serif;">place halves, thirds and quarters on number lines that extend beyond 1
 * <span style="font-family: Calibri,sans-serif;">compare unit fractions using diagrams and number lines and by referring to the denominator || **<span style="font-family: Calibri,sans-serif;">Mass **


 * <span style="font-family: Calibri,sans-serif;">use hefting to identify objects that have a mass of 'more than', 'less than' and 'about the same as' one kilogram
 * <span style="font-family: Calibri,sans-serif;">compare and order two or more objects by mass measured to the nearest kilogram
 * <span style="font-family: Calibri,sans-serif;">estimate the number of similar objects that have a total mass of one kilogram and check by measuring ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 16pt; text-align: center;">9-10 || **<span style="font-family: Calibri,sans-serif;">Patterns and Algebra **


 * <span style="font-family: Calibri,sans-serif;">model even and odd numbers of up to two digits using arrays with two rows
 * <span style="font-family: Calibri,sans-serif;">describe and generalise the conditions for a number to be even or odd
 * <span style="font-family: Calibri,sans-serif;">identify even or odd numbers of up to four digits || **<span style="font-family: Calibri,sans-serif;">Position **


 * <span style="font-family: Calibri,sans-serif;">draw and label a grid on a given map
 * <span style="font-family: Calibri,sans-serif;">draw simple maps and plans from an aerial view, with and without labelling a grid
 * <span style="font-family: Calibri,sans-serif;">draw and describe routes or paths on grid-referenced maps and plans
 * <span style="font-family: Calibri,sans-serif;">interpret and use simple maps found in factual texts and in the media ||