Sample Sequence Level 3

 Scope and Sequence Level 3 with Learning Intentions

Each term revisits concepts allowing teaching and learning to take individual students to higher levels of understanding. 

Week

Term 1

Term 2

Term 3

Term 4

1

Number and place value

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)  

·        Read, write and order numbers to 10 000. (F)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

Number and place value

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)  

·        Read, write and order numbers to 10 000. (F)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

Number and place value

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)  

·        Read, write and order numbers to 10 000. (F)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

Number and place value

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)  

·        Read, write and order numbers to 10 000. (F)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

2

Number and place value

Recognise and explain the connection between addition and subtraction (ACMNA054)

·         Understand subtraction is the inverse of addition (U)

·         Be able to write addition and subtraction fact family number sentences for a set of numbers. (F)

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation(ACMNA055)

·         Understand subtraction is the inverse of addition (U)

·         Be able to write addition and subtraction fact family number sentences for a set of numbers. (F)

Investigate the conditions required for a number to be odd or even and identify odd and even numbers(ACMNA051)

·        Explain if and why a number is odd or even. (U)

Number and place value

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

·         Know multiplication facts for 2’s, 3’s, 5’s and 10’s. (F)

·         Relate skip counting to multiplication to division. (U)

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies(ACMNA057)

·         Use a range of strategies for multiplication such as the area model and the partitioning of numbers.(U,F)

Recognise and explain the connection between addition and subtraction (ACMNA054)

·         Understand subtraction is the inverse of addition (U)

·         Be able to write addition and subtraction fact family number sentences for a set of numbers. (F)

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation(ACMNA055)

·        Know addition facts and strategies such as compliments to ten, doubles and near doubles and counting by tens and ones forwards and backwards. (F)

·        Apply a range of mental and written strategies to solve the result of addition and subtraction calculations such as partial sums and compensation. (U,F)

 

Number and place value

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

·         Know multiplication facts for 2’s, 3’s, 5’s and 10’s. (F)

·         Relate skip counting to multiplication to division. (U)

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies(ACMNA057)

·         Use a range of strategies for multiplication such as the area model and the partitioning of numbers.(U,F)

Recognise and explain the connection between addition and subtraction (ACMNA054)

·         Understand subtraction is the inverse of addition (U)

·         Be able to write addition and subtraction fact family number sentences for a set of numbers. (F)

 Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation(ACMNA055)

 

·        Know addition facts and strategies such as compliments to ten, doubles and near doubles and counting by tens and ones forwards and backwards. (F)

·        Apply a range of mental and written strategies to solve the result of addition and subtraction calculations such as partial sums and compensation. (U,F)

 

Number and place value

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

·         Know multiplication facts for 2’s, 3’s, 5’s and 10’s. (F)

·         Relate skip counting to multiplication to division. (U)

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies(ACMNA057)

·         Use a range of strategies for multiplication such as the area model and the partitioning of numbers.(U,F)

Recognise and explain the connection between addition and subtraction (ACMNA054)

·         Understand subtraction is the inverse of addition (U)

·         Be able to write addition and subtraction fact family number sentences for a set of numbers. (F)

 Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation(ACMNA055)

 

·        Know addition facts and strategies such as compliments to ten, doubles and near doubles and counting by tens and ones forwards and backwards. (F)

·        Apply a range of mental and written strategies to solve the result of addition and subtraction calculations such as partial sums and compensation. (U,F)

 

3

Money and financial mathematics

1.    Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

·        Partition money amounts using place value denominations ($100’s, $10’s, $1’s) and also with other denomination partitions.(F)

·        Calculate change using strategies such as counting up. (F)

·        Solve addition and subtraction problems using money as a context using strategies such as counting on for addition and counting up for subtraction. (F)

2.     

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

·        Read, write and order numbers to 10 000. (F)

 

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

 

Money and financial mathematics

3.    Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

·        Partition money amounts using place value denominations ($100’s, $10’s, $1’s) and also with other denomination partitions.(F)

·        Calculate change using strategies such as counting up. (F)

·        Solve addition and subtraction problems using money as a context using strategies such as counting on for addition and counting up for subtraction. (F)

4.     

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

·        Read, write and order numbers to 10 000. (F)

 

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

 

Money and financial mathematics

5.    Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

·        Partition money amounts using place value denominations ($100’s, $10’s, $1’s) and also with other denomination partitions.(F)

·        Calculate change using strategies such as counting up. (F)

·        Solve addition and subtraction problems using money as a context using strategies such as counting on for addition and counting up for subtraction. (F)

6.     

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

·        Read, write and order numbers to 10 000. (F)

 

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

 

Money and financial mathematics

7.    Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

·        Partition money amounts using place value denominations ($100’s, $10’s, $1’s) and also with other denomination partitions.(F)

·        Calculate change using strategies such as counting up. (F)

·        Solve addition and subtraction problems using money as a context using strategies such as counting on for addition and counting up for subtraction. (F)

8.     

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

·        Read, write and order numbers to 10 000. (F)

 

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

 

4

Using units of measurement

Measure, order and compare objects using familiar metric units of length, mass and capacity(ACMMG061)

Recognise the importance of using common units of measurement. (R)

Recognise and use centimetres and metres, grams and kilograms, and millilitres and litres. (F)

 

Using units of measurement

Measure, order and compare objects using familiar metric units of length, mass and capacity(ACMMG061)

Recognise the importance of using common units of measurement. (R)

Recognise and use centimetres and metres, grams and kilograms, and millilitres and litres. (F)

Tell time to the minute and investigate the relationship between units of time (ACMMG062)

·        Tell and write time to the minute. (F)

·        Understand, use and order units of time. (U,F)

 

Using units of measurement

Measure, order and compare objects using familiar metric units of length, mass and capacity(ACMMG061)

·         Recognise the importance of using common units of measurement. (R)

·         Recognise and use centimetres and metres, grams and kilograms, and millilitres and litres. (F)

 

Using units of measurement

Measure, order and compare objects using familiar metric units of length, mass and capacity(ACMMG061)

·         Recognise the importance of using common units of measurement. (R)

·         Recognise and use centimetres and metres, grams and kilograms, and millilitres and litres. (F)

·        Tell time to the minute and investigate the relationship between units of time (ACMMG062)

·        Tell and write time to the minute. (F)

·        Understand, use and order units of time. (U,F)

 

5

Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole(ACMNA058)

Understand and model unit fractions. Find and relate unit fractions of a group through sharing (such as shared between (÷) 3 is 1/3)

 

Count by ½’s, 1/3’s and 1`/4’s to 1. (F)

Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole(ACMNA058)

·        Understand and model unit fractions. Find and relate unit fractions of a group through sharing (such as shared between (÷) 3 is 1/3)

 

·        Count by ½’s, 1/3’s and 1`/4’s to 1. (F)

 

Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole(ACMNA058)

·        Understand and model unit fractions. Find and relate unit fractions of a group through sharing (such as shared between (÷) 3 is 1/3)

 

·        Count by ½’s, 1/3’s and 1`/4’s to 1. (F)

 

Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole(ACMNA058)

·        Understand and model unit fractions. Find and relate unit fractions of a group through sharing (such as shared between (÷) 3 is 1/3)

 

·        Count by ½’s, 1/3’s and 1`/4’s to 1. (F)

 

6

Patterns and algebra

Describe, continue, and create number patterns resulting from performing addition or subtraction(ACMNA060)

Understand and apply skip counting number patterns in solving problems involving repeated addition and repeated subtraction (U,F)

 

Location and transformation

Create and interpret simple grid maps to show position and pathways (ACMMG065)

·        Create simple maps. (P)

·        Use simple maps such as theme park or zoo maps. (U)

 

Patterns and algebra

Describe, continue, and create number patterns resulting from performing addition or subtraction(ACMNA060)

·        Understand and apply skip counting number patterns in solving problems involving repeated addition and repeated subtraction (U,F)

 

Location and transformation

Create and interpret simple grid maps to show position and pathways (ACMMG065)

·        Create simple maps. (P)

·        Use simple maps such as theme park or zoo maps. (U)

 

7

Shape

Make models of three-dimensional objects and describe key features (ACMMG063)

·        Use nets to make three-dimensional objects and identify faces, edges and vertices. (P)

Identify symmetry in the environment (ACMMG066)

·        Identify symmetrical patterns, pictures and shapes. (P)

Geometric reasoning

Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

·        Identify comparative sizes of angles in everyday situations including the hands on a clock. (R)

 

Shape

Make models of three-dimensional objects and describe key features (ACMMG063)

·        Use nets to make three-dimensional objects and identify faces, edges and vertices. (P)

Identify symmetry in the environment (ACMMG066)

·        Identify symmetrical patterns, pictures and shapes. (P)

Geometric reasoning

Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

·        Identify comparative sizes of angles in everyday situations including the hands on a clock. (R)

 

8

 

Chance

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)

·        Conduct repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials.  (F,R)

 

 

Chance

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)

·        Conduct repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials.  (F,R)

 

9

 

Data Representation and Interpretation

1.    Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)

·        Collect and record categorical data to answer an identified question. (R)

2.     

3.    Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

·        Identify efficient ways to record data, and representing and reporting the results of investigations including using digital technologies. (P)

 Interpret and compare data displays (ACMSP070)

·        Compare and contrast between displays of data and make appropriate conclusions. (U)

 

Data Representation and Interpretation

4.    Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)

·        Collect and record categorical data to answer an identified question. (R)

5.     

6.    Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

·        Identify efficient ways to record data, and representing and reporting the results of investigations including using digital technologies. (P)

 Interpret and compare data displays (ACMSP070)

·        Compare and contrast between displays of data and make appropriate conclusions. (U)

10

 

 

 

 

     














































































































































































































































·         Contexts for Number and Place Value include Whole Number, Length, Time, Mass, Volume and Money.

·         Money used to develop concepts of Place Value including Decimals within Operations.

·         All strategies emphasise use of Place Value components and mental computation (Partial Sums, Partial Products).

·         Teachers need to make explicit the links between the four operations and Fractions.

·         Problem Solving activities aligned to topics under investigation presented to students to further develop Proficiency Strands of Australian Curriculum (Understanding, Fluency, Problem Solving & Reasoning).

·         All activities emphasise the use of Number in student relevant authentic open (self differentiating) contexts.

 

Please note that this is a sample only and each school would make decisions regarding an agreed sequence of learning based on student need and prior learning.

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