Years 3–6 Numeracy Indicators
In Year 3, students:
In Year 4, students:
In Year 5, students:
In Year 6, students:
CE 3
CE 4
CE 5
CE 6
i.
i.
i.
i.
Read, write, order and model whole numbers to at least 10 000
Read, write, order and model whole numbers beyond tens of
thousands
Read, write, and order whole numbers to a million
Identify numbers larger than a million and number groups in
context, e.g. prime, composite, square and triangular numbers
Calculating and estimating
Recognising and using patterns
and relationships
Numeracy
ii. Identify multiples of 3, 4, 6, 7, 8 and 9 in skip counting
sequences
ii. Identify conditions for odd and even numbers
iii. Use the properties of odd and even to check calculations
iii. Identify and compare the quantity of whole numbers to at least
10 000 using place value of digits and non-standard partitions
iv. Use place value to partition, rearrange and regroup whole
numbers with tens of thousands
iv. Select and describe, giving reasons for method/s used:
• mental strategies, e.g. think multiplication when dividing
• written procedures, with and without technologies
v. Select and describe, justifying the method/s used:
• mental strategies, e.g. number patterns
• written procedures, with and without technologies
Estimate a possible range of solutions
ii. Select and apply mental strategies and written procedures with
and without technologies. Justify the method/s used
v. Recognise if addition or subtraction is required. Recall and
select extensions of basic addition facts, related subtraction
facts and multiplication facts of 2, 3, 5 and 10 and their related
division facts
vi. Recognise if multiplication or division is required. Recall and
select multiplication facts to 10 by 10, related division facts
and their extensions to larger numbers
iii. Recall and describe factors and multiples of whole numbers
vi. Represent and solve problems involving:
• combinations of addition, subtraction and partitioning
• two-digit whole numbers by 2, 3, 5 and 10 for multiplication
vii. Represent and solve problems involving:
• at least three-digit whole numbers by single-digit numbers
and 10 for multiplication
• reverse of the multiplication with no remainder for division
iv. Represent and solve problems involving:
• multiplication of at least four-digit numbers by one- and
two-digit numbers
• division by single-digit whole numbers, including those that
result in a remainder
iv. Represent and solve problems involving the four operations
vii. Check the reasonableness of the solution using strategies such
as reversing the operation or using a calculator
viii. Check the reasonableness of solutions, using strategies such
as matching to the original estimate
v. Check the reasonableness of solutions, using strategies such
as estimation and rounding
v. Check the reasonableness of solutions, using estimation and
a variety of strategies
viii. Count different combinations of coins and notes to the same
value in financial transactions
ix. Create simple budgets to reach personally significant financial
goals and compare the costs of similar items
vi. Create simple financial plans comparing savings with
expenditure
vi. Create financial plans and identify the benefits of saving,
including obtaining discounts of 10%, 25% and 50%
ix. Count the change in cash transactions to the nearest five cents.
Record money amounts using conventions
x. Solve transaction problems involving change to the nearest
five cents with and without technologies
PR 3
PR 4
PR 5
PR 6
i.
i.
i.
i.
Describe the rule and create number patterns involving
fractions, decimals and whole numbers
ii.
Continue and create sequences, and use observed patterns
to predict outcomes, e.g. looking for patterns in the way
numbers increase or decrease
iii.
Use brackets and order of operations to write number
sentences
Describe, continue and create number patterns resulting from
addition and subtraction, and predict the sequence
Describe, continue and create number patterns involving
single-digit multiplication, and predict the sequence
ii. Compare, order and represent positive and negative whole
numbers
Describe, continue and create patterns with fractions, decimals
and whole numbers resulting from addition and subtraction
ii. Identify the pattern of change in situations, e.g. where one part
is directly proportional to another part by a constant factor
ii. Use equivalent number sentences involving addition and
subtraction to find unknown quantities
iii.
February 2012 Page 1 of 3
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Use equivalent number sentences involving multiplication and
division to find unknown quantities
iii. Select and combine mental strategies and written procedures
with and without technologies. Justify the method/s used
Using fractions, decimals, percentage,
ratios and rates
Using spatial reasoning
Interpreting and drawing conclusions
from statistical information
Numeracy
In Year 3, students:
In Year 4, students:
In Year 5, students:
In Year 6, students:
FDPR 3
FDPR 4
FDPR 5
FDPR 6
i.
i.
i.
i.
Model and represent half, third, quarter, fifth and their multiples
to complete a whole
Count by quarters, halves and thirds and order improper
fractions, mixed numbers of denominators less than or equal
to 10 and decimals to tenths and hundredths, identifying the
pattern of place value
ii. Make connections between families of fractions, e.g. halves,
quarters and eighths; thirds and sixths
Locate, compare, order and represent:
• unit fractions up to tenths, improper fractions, mixed
numbers and fraction equivalents using different
representations,
e.g. 6 is equivalent to 3 and to 0.75; or 2 2 = 2 1 = 2.5
•
•
ii. Compare unit fractions to tenths, using symbols, diagrams,
materials and words
iii. Identify different representations of the same fraction for
different purposes, e.g. materials, diagrams, words and
symbols such as 1 , 2 , 4 , 0.5, or 3 , 1 1 , 1.5
8
4
4
Compare and order fractions with related denominators
2
decimals to hundredths and beyond hundredths identifying
the pattern of place value
combinations of whole numbers and decimals
ii. Describe strategies to solve problems involving addition and
subtraction of fractions with the same denominator
ii. Make connections between equivalent fractions, decimals to
thousandths and key percentages, e.g. 10%, 20%, 25%, 50%,
75%
iv. Convert between mixed numbers and improper fractions
iii. Represent and solve problems involving addition and
subtraction of fractions with the same denominator
iii. Represent and solve problems involving addition and
subtraction of fractions with the same and related denominator
SR 3
SR 4
SR 5
SR 6
i.
i.
i.
i.
2
Make models of 3-D objects and describe their features
4
8
2
2
Compare and describe the 3-D objects that result from
combining and splitting common shapes, and 2-D shapes,
with and without technologies
Identify nets and other 2-D representations of 3-D objects
including prisms and pyramids
Construct and describe the features of simple prisms and
pyramids
ii. Enlarge familiar 2-D shapes and compare the properties of the
resulting image with the original
ii. Directly compare angle sizes in everyday situations and identify
angles as a measure or amount of turn
ii. Compare angles and classify them as equal to, greater than or
less than a right angle
iii. Estimate, measure, compare and construct angles using
degrees
ii. Find the size of unknown angles using knowledge of angles
on a straight line and vertically opposite angles, with and
without technologies
iii. Locate places using turns, e.g. clockwise and anticlockwise,
half, full, quarter and three-quarter turns, number of spaces on
an enlarged grid and simple maps
iii. Identify and use scales to represent distances on simple
maps, e.g. 1 square = 1 step
iv. Describe routes using landmarks and the eight compass
points
iii. Locate coordinates given for all four quadrants of a Cartesian
plane, e.g. (–5, 3), (5,3), (5, –3), (–5, –3)
iv. Follow and give directions to show pathways on a grid map
iv. Interpret simple legends and keys to represent and locate
positions and to give directions
v. Use alphanumeric grids to describe locations. Give and follow
directions using landmarks and directional language
iv. Identify and describe location using a grid reference system to
give and follow directions
v. Identify symmetry in the environment and explain ways to
confirm it
v. Create symmetrical patterns, pictures and shapes, identifying
the use of angles, with and without technologies
vi. Describe translations, reflections and rotations of 2-D shapes,
and identify line and rotational symmetry
v. Investigate combinations of translations, reflections and
rotations, with and without technologies
SI 3
SI 4
SI 5
SI 6
i.
i.
i.
i.
Conduct chance experiments. Identify and describe possible
outcomes recognising variation in results, e.g. unlikely, less
likely, possible and more likely
ii. Represent and interpret data by:
• responding to a question, issue or problem
• identifying relevant sources of data
• planning data collection with and without technologies
• organising collected data into categories
• constructing lists, tables and simple column graphs with a
key or labelled scale of many-to-one, named axes and a title
• comparing data displays and describing similarities and
differences
Years 3–6 Numeracy Indicators Australian Curriculum v.3
Describe and order possible outcomes from everyday chance
events where:

one cannot happen if the other happens

the chance of one will not be affected by the occurrence
of the other
ii. Represent and interpret data by:
• selecting and trialling methods for data collection, using
survey questions and recording sheets
• constructing tables, simple column graphs and picture
graphs in which one picture can represent many data
values, with and without technologies
• evaluating the effectiveness of different displays in
illustrating data features, patterns and trends, including
variability
• using the data display to answer the question
List outcomes of chance experiments involving equally likely
outcomes and assign numerical values to represent
probabilities, e.g. fractions and key percentages, recognising
that probabilities range from 0 to 1
ii. Represent and interpret data by:
• posing questions and collecting categorical or numerical
data by observation or survey
• constructing column graphs, dot plots and tables,
appropriate for the data type, with and without
technologies, and justifying the choice of representation
• comparing different data sets and identifying patterns and
trends
Use the results from both small and large numbers of trials
with and without technologies and compare observed
frequencies across experiments with expected frequencies.
Describe probabilities using fractions, decimals and
percentages
ii. Represent and interpret data by:
• using secondary data presented in media
• constructing sector (pie) graphs
• comparing a range of data displays including side by side
column graphs for two variables, with and without
technologies
• assessing the effectiveness of different displays, including
those presented in media
Queensland Studies Authority August 2012 Page 2 of 3
Using measurement
Numeracy
In Year 3, students:
In Year 4, students:
In Year 5, students:
In Year 6, students:
M3
M4
M5
M6
i.
i.
i.
i.
Select and use metric units (centimetre, metre, gram, kilogram,
millilitre, litre) to measure, compare and order length, capacity
and mass
ii. Read the time to the minute and make connections between
units of time, e.g. seconds, minutes, hours, half-hours, quarterhours, and between days, weeks, months, years on calendars
Years 3–6 Numeracy Indicators Australian Curriculum v.3
Select and use scaled instruments, metric units, grid paper
and centicubes to measure, compare and order length, mass,
capacity and temperature
Record measurements using decimal representations and the
metric system, choosing appropriate units of measurement for
length, mass, capacity and temperature
Convert between common metric units of length, mass and
capacity. Connect volume and capacity, and their units of
measurement, e.g. 1 ml = 1 cm3. Connect decimal
representations to the metric system
ii. Compare the areas of regular and irregular shapes using
metric units
ii. Calculate the perimeter and area of rectangles using familiar
metric units
ii. Solve problems involving the comparison of lengths and areas
using appropriate units
iii. Use a.m. and p.m. notation when recording time
iii. Compare and convert between 12- and 24-hour time systems
iii. Interpret and use timetables
iv. Compare and calculate durations involving hour, half- and
quarter-hour intervals on timetables and timelines, and convert
units of time as required
Queensland Studies Authority August 2012 Page 3 of 3