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Year 3 Mathematics

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …

Year 3 | Mathematics | F-10 curriculum

Key ideas Mathematics

In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. The proficiency strands describe the actions in which students can engage when learning and using the content. While not all proficiency …

Key ideas | Mathematics | F-10 curriculum

Structure Mathematics

The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands. The content strands are number and algebra, measurement and geometry, and statistics and probability. They describe what …

Structure | Mathematics | F-10 curriculum

ACMMG163

Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal

Elaborations ScOT Terms

ACMMG163 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum

Achievement Standard Mathematics Year 3

By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify …

Achievement Standard | Achievement Standards | Year 3 | Mathematics | F-10 curriculum

ACMNA074

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9

Elaborations ScOT Terms

ACMNA074 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum

Elaboration (1) ACMMG164

defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal

Elaboration ACMNA124

understanding that integers are ...-3, -2, -1, 0, 1, 2, 3,.....

Elaboration ACMMG138

recognising that 1ml is equivalent to 1cm3

Elaboration (3) ACMNA001

understanding that numbers are said in a particular order and there are patterns in the way we say them

Elaboration (3) ACMNA124

using number lines to position and order integers around zero

Elaboration (3) ACMMG141

recognising and using the two alternate conventions for naming angles

Elaboration ACMNA127

recognising that finding one third of a quantity is the same as dividing by 3

Elaboration ACMMG195

choosing units for area including mm2, cm2, m2, hectares, km2, and units for volume including mm3, cm3, m3

Elaboration ACMMG245

applying Pythagoras' Theorem and trigonometry to problems in surveying and design

Elaboration (1) ACMNA051

explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd

Elaboration ACMSP068

refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast …

Elaboration ACMMG273

applying knowledge of sine, cosine and area rules to authentic problems such as those involving surveying and design

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