JUDGING STANDARDS IN YEAR 3 MATHEMATICS
These assessment pointers are for judging standards of student performance in Year 3 Mathematics.
They are examples of what students may demonstrate rather than being a checklist of everything
they should do. For reporting, they are used to make on-balance judgements about achievement,
based on what has been taught and assessed during the reporting period. They can also be used to
guide the pitch of assessment tasks, develop marking keys and inform assessment feedback.
Reporting against the Achievement Standard
YEAR 3 MATHEMATICS ACHIEVEMENT STANDARD
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 symmetry in the environment. They match positions on maps with given information.
Students recognise angles in real situations. They interpret and compare data displays.
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count
out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell
time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data
investigations for categorical variables.
2013/37222v7 [PDF: 2013/37668] Published: 20 June, 2015
YEAR 3 MATHEMATICS ASSESSMENT POINTERS
Number and Algebra
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Counts, orders and represents
numbers to and from at least
10 000.
Counts, orders and represents
numbers to and from 10 000.
Counts to and from 10 000.
Counts to a number greater
than 100, but less than 1000.
Counts to and from 100. Solves
one-digit addition problems.
Investigates and explains why a
number is odd or even.
Identifies the characteristics of
odd and even numbers.
Classifies numbers as odd or
even.
Identifies even numbers by skip
counting by twos.
Identifies even numbers by
grouping collections of objects
in twos.
Applies place value strategies to
assist calculations when solving
problems involving addition and
subtraction.
Recalls addition and subtraction
facts for one-digit numbers.
Uses addition and subtraction
facts to solve problems.
Recalls addition facts for
one-digit numbers, e.g.
8 + 2 = 10. Identifies the
connection between addition
and subtraction, e.g. if
20 + 3 = 23, then 23 – 20 = 3.
Models addition by grouping,
e.g. three groups of two straws
is 2 + 2 + 2.
Counts to solve an addition
problem.
Recalls multiplication facts for
one-digit numbers and related
division facts, and investigates
number sequences, e.g.
multiplying by 2 will result in an
even number and multiplying by
3 will result in odd and even
numbers. Writes simple word
problems in numerical form, and
vice versa. Uses estimation to
check the reasonableness of
answers.
Recalls multiplication facts for
one-digit numbers and related
division facts. Writes simple
word problems involving
multiplication in numerical form.
Recalls multiplication facts for
one-digit numbers, e.g.
2 x 5 = 10. Solves problems using
efficient strategies for
multiplication.
Models repeated addition as
multiplication.
Completes an array to model
multiplication.
Models and uses the
relationship between unit
fractions and the whole to solve
1
problems, e.g. when given ,
Models and represents unit
fractions of halves, quarters,
thirds and fifths and their
multiples to complete a whole,
e.g. locates the position of
one-third on an unlabelled
number line.
Models and represents unit
fractions of halves, quarters,
thirds and fifths, e.g. by
colouring, folding or collecting.
Identifies halves, quarters, thirds
and fifths when represented by
pictures or objects.
Identifies half of a shape or a
collection.
4
identifies is required to
5
complete the whole.
5
Number and Algebra
Measurement and
Geometry
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Solves multi-step problems
involving money, including
calculating change to the
nearest five cents.
Calculates and rounds change to
the nearest five cents in
financial transactions.
Represents an amount of money
in various ways. Counts out the
change from a simple financial
transaction, e.g. 60c change
from $1.00.
Counts and orders Australian
notes and coins.
Identifies the denominations of
Australian notes and coins.
Devises own number patterns
by describing the rules to be
applied and creating the
patterns.
Describes the rule and continues
number patterns involving
increasing and decreasing
differences, to find the missing
elements, e.g. 1, 2, 4, ?, 11 ?
Continues number patterns
involving constant addition or
subtraction, e.g. adds or
subtracts a constant.
Continues a repeating pattern,
e.g. two circles, one square, two
circles, one square.
With prompting, continues a
repeating pattern.
Selects and uses the appropriate
metric unit to measure,
compare and order length, mass
and capacity, and identifies
relationships between common
metric units, e.g. 1 cm = 10 mm,
1000 g = 1 kg, 1000 mL = 1 L.
Selects and uses the appropriate
metric unit to measure,
compare and order length, mass
and capacity.
Uses metric units to measure
length, mass and capacity.
Uses given metric units to
measure length.
Uses informal units to measure
length.
Shows the time to the nearest
minute on digital and analogue
clocks, and investigates the
relationship between units of
time, e.g. one hour to bake a
cake, 15 minutes to walk to
school, 45 seconds to run
around the basketball court.
Shows the time to the nearest
minute on digital and analogue
clocks.
Tells the time to the nearest
minute on digital and analogue
clocks.
Tells the time to the nearest
quarter-hour on digital and
analogue clocks.
Tells the time to the nearest
half-hour on digital and
analogue clocks.
Makes models of
three-dimensional objects using
two-dimensional shapes and
describes the key features, e.g.
uses one square and four
triangles to make and describe a
model of a square-based
pyramid.
Makes models of
three-dimensional objects and
describes the key features, e.g. a
cube has 6 faces, 8 corners and
12 sides.
Makes models of
three-dimensional objects, e.g.
uses cubes and cylinders.
Matches the names of
three-dimensional objects with
their two-dimensional
representations. Sorts
three-dimensional objects.
Identifies some
three-dimensional objects.
Measurement and
Geometry
Statistics and Probability
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Creates and interprets grid maps
to illustrate position and
pathways, e.g. creates a
pathway to travel from position
‘A’ to position ‘B’.
Creates simple grid maps to
illustrate position and pathways,
e.g. in the classroom.
Matches positions on simple
grid maps with given
information, e.g. locates the
tree in grid reference A2 on an
alpha-numeric grid.
Matches key features to legends
and locates these on a simple
grid map.
Identifies key features and
states their positions on a
simple map.
Identifies symmetry in complex
shapes and objects, explaining
how they are symmetrical.
Identifies symmetry in complex
shapes and objects, e.g. draws
buildings, traffic lights and
furniture symmetrically.
Identifies symmetry in simple
shapes and objects, e.g. draws
square, circular and rectangular
items symmetrically.
Identifies symmetry in simple
shapes, e.g. draws the line of
symmetry on a square.
Matches identical pairs of
objects.
Compares angle sizes and their
relationship to measures of turn,
e.g. a quarter-turn on an
analogue clock.
Compares angle sizes, e.g.
angles formed by the hands on
two analogue clocks.
Identifies angles in real
situations, e.g. amount of turn
between the positions of hands
on an analogue clock.
Manipulates a model of an
angle, e.g. two strips of card
joined to form a vertex.
With prompting, draws two lines
that meet at a common end
point, but does not identify this
as an angle.
Explains the variation in chance
by identifying all possible
outcomes, then selecting and
justifying the outcome with the
highest or lowest chance of
occurring.
Conducts repeated trials of
chance experiments and
discerns between events with an
equal chance and events where
one outcome is clearly more
likely, e.g. equal chance of
tossing heads or tails, but more
likely to spin red if the spinner
has more red on it than any
other colour.
Conducts chance experiments
and lists possible outcomes, e.g.
the red–blue–green spinner will
stop on a red, a blue or a green.
Conducts chance experiments;
however, lists only some of the
possible outcomes.
Performs a chance experiment,
e.g. tosses a coin.
Statistics and Probability
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Carries out simple data
investigations for categorical
variables, e.g. types of fruit in
lunch boxes. Interprets and
compares data displays, e.g. list
of tallies compared to bar graph.
Collects and represents data for
categorical variables. Interprets
simple data displays, e.g.
displays with one-to-one
correspondence.
Represents given data in simple
data displays.
Identifies and refines questions
for an investigation. Plans
methods of data collection and
recording. Selects and presents
an appropriate data display to
suit the categorical variables.
Describes similarities and
differences between alternative
data displays to compare their
effectiveness, e.g. identifies that
the table and graph have the
same information, but the graph
is easier to read.
Identifies questions and plans
the method for the collection,
recording and presentation of
data for categorical variables.
Interprets and compares data
displays, describing their
similarities and differences.