Year 3 Mathematics Generic Rubric Based on the Achievement Standards
Year 3 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.
Curriculum
Levels
A
Excellent
1
Advanced
B
Good
2
Proficient
C
Satisfactory
3
Functional
D
Partial
4
Developing
E
Minimal
5
In-depth understanding
and application of the
connection between
addition and subtraction
In familiar and
unfamiliar contexts
Mostly applies
understanding and
application of the
connection between
addition and subtraction
in familiar and some
unfamiliar contexts
Generally applies the
understanding and
application of the
connection between
addition and subtraction
in familiar contexts
Applies the
understanding and
application of the
connection between
addition and subtraction
in familiar contexts with
guidance
Minimal application and
understanding of the
connection between
addition and
subtraction
Solve problems using efficient
strategies for multiplication
Highly efficient and
flexible strategies with
extended
understanding
Uses very efficient
strategies with
considerable
understanding
Uses reasonably
efficient strategies for
multiplication with
moderate
understanding
Uses some efficient
strategies with
guidance
Uses few efficient
strategies with direction
Model and represent unit fractions
Model and represent
unit fractions in familiar
and unfamiliar contexts
and forms, with
sophisticated
understanding
Model and represent
unit fractions in familiar
and some unfamiliar
contexts and forms,
with considerable
understanding
Model and represent
unit fractions in familiar
contexts and forms
with reasonable
understanding
Model and represent
unit fractions in familiar
contexts and forms with
guidance.
Model and represent
unit fractions in familiar
contexts and forms with
direction
Represent money values in various
ways
Consistently and highly
skilfully represents
money values in
Mostly skilful
representation of
money values in
Capably represent
money values in
Represent money
values in obvious and
repetitive ways and
Minimal representation
of money values.
Criteria
(Assessable Elements)
Knowledge
and Understanding
(Extent of knowledge
Depth of
understanding as
demonstrated through
for recognition the
Proficiencies)
Recognise the connection between
addition and subtraction
(NB: Underlined criteria
identifies observable
behaviour)
Year 3 Mathematics Generic Rubric Based on the Achievement Standards
multiple ways and
explain their reasoning
various ways and
explains their reasoning
various ways and
explain their reasoning.
describe their
reasoning.
Identify symmetry in the
environment
Identify and describe
simple and complex
symmetry in familiar
and unfamiliar
environments
Identify and describe
simple and some
complex symmetry in
familiar environment
and some unfamiliar
environments
Identify and describe
types of simple
symmetry in a familiar
environment
Sometimes identify and
describe simple
symmetry in a familiar
environment
Rarely identify and
describe simple
symmetry in a familiar
environment
Match positions on a map with given
information
Match positions on a
map with given
information in a precise
and highly systematic
manner
Match positions on a
map with given
information in a mostly
systematic manner
Match positions on a
map with given
information in a capable
manner
Match some positions
on a map with given
information in a basic
manner
Begin to match
positions on a map with
given information with
direction
Recognise angles in real situations
Recognise and
precisely describe
angles in real
situations, applying
connections in familiar
and unfamiliar contexts.
Mostly effective
recognition and
description of angles in
real situations and in
familiar and some
unfamiliar contexts
Recognise and capably
describe angles in real
situations and a familiar
context
Basic recognition and
description of angles in
real situations and
some familiar contexts
Minimal recognition
and description of
angles.
Interpret and compare data displays
Interpret and compare
data displays in a
discerning and
discriminating manner
with extended
understanding
Interpret and compare
data displays in a
proficient manner with
considerable
understanding
Interpret and compare
data displays in a
satisfactory manner
with moderate
understanding
Interpret and compare
data displays with
guidance
Beginning to Interpret
and compare data
displays with direction
Year 3 Mathematics Generic Rubric Based on the Achievement Standards
Curriculum
Levels
A
Excellent
1
Advanced
B
Good
2
Proficient
C
Satisfactory
3
Functional
D
Partial
4
Developing
E
Minimal
5
Beginning
Count to and from 10 000
Accurately count to and
from 10,000 using
highly efficient and
highly effective
strategies
Accurately count to and
from 10,000 using
mostly efficient
strategies
Accurately count to and
from 10,000 often using
appropriate strategies
Use basic strategies to
count to and from
10,000 with some
accuracy.
Students count to and
from 10,000 using
limited strategies and
with minimal accuracy
Classify numbers as either odd or
even, i.e., ability to know why it is odd or
even
Classifies numbers as
either odd or even in a
highly accurate manner
using comprehensive
reasoning
Classifies numbers as
either odd or even in a
mostly accurate
manner using welljustified reasoning
Classify numbers as
either odd or even with
moderate accuracy
using considered
reasoning
Classify numbers as
either odd or even with
some accuracy using
basic reasoning
Begin to classify
numbers as either odd
or even with limited
accuracy and
reasoning
Recall addition
and multiplication facts for single
digit numbers
Highly accurate and
consistent recall of
addition and
multiplication facts
Mostly accurate recall
of addition and
multiplication facts
Reasonably accurate
recall of addition and
multiplication facts
Partially accurate recall
of addition and
multiplication facts
Inaccurate recall of
addition and
multiplication
Correctly count out change from
financial transactions
Correctly count out
change using highly
efficient and highly
effective strategies
Correctly count out
change using mostly
efficient strategies
Correctly count out
change often using
reasonably efficient
strategies
Sometimes count out
correct using basic
strategies
Rarely count out
correct change using
limited strategies
Continue number patterns involving
addition and subtraction
Continue complex
number patterns
involving addition and
subtraction with
extended
understanding
Continue mostly
complex number
patterns involving
addition and subtraction
with deep
understanding
Continue number
patterns involving
addition and subtraction
with moderate
understanding
Continue simple
number patterns
involving addition and
subtraction with some
understanding
Beginning to continue
simple number patterns
involving limited
understanding
Criteria
(Assessable Elements)
Mathematical Skills
(Sophistication of
skills as
demonstrated
through the
Proficiencies)
D. Gilbert and J. Farrall, AISSA, Last updated April 24, 2015
The contribution of Bronwyn Waldeck of King’s Baptist Grammar School is acknowledged.
Year 3 Mathematics Generic Rubric Based on the Achievement Standards
Use metric units for length, mass
and capacity
Sophisticated and
discerning use of
appropriate metric units
for length, mass and
capacity
Proficient use of
appropriate metric units
for length, mass and
capacity
Capable use of
appropriate metric units
for length, mass and
capacity
Sometimes use
appropriate metric units
for length, mass and
capacity
Limited use of
appropriate metric units
for length, mass and
capacity
Tell time to the nearest minute
Can tell the time to the
nearest minute in a
precise and highly
competent manner
Can tell the time to the
nearest minute in a
mostly competent
manner
Generally can tell the
time to the nearest
minute
Can tell the time to the
nearest minute
occasionally
Is beginning to tell the
time
Make models of three-dimensional
objects
Make complex models
of 3-D objects
displaying and using
sophisticated
understanding of
properties
Make detailed models
of 3-D objects
displaying and using
substantial
understanding of
properties
Make models of 3-D
objects displaying and
using sound
understanding of
properties
Make basic models of
3-D objects displaying
some understanding of
properties
Begin to make models
of 3-D objects
Conduct chance experiments and list
possible outcomes
Conduct complex
chance experiments
and precisely list
possible outcomes in a
highly logical manner
Conduct detailed
chance experiments
and effectively list
possible outcomes in a
mostly logical manner
Conduct chance
experiments and
satisfactorily list
possible outcomes in a
reasonably logical
manner
Conduct simple chance
experiments and list
some possible
outcomes using uneven
logic
Begin to conduct
elementary chance
experiments and list
few possible outcomes
Carry out simple data investigations
for categorical variables
Conduct complex data
investigations for
categorical variables
using highly effective
and highly efficient
strategies
Conduct detailed data
investigations for
categorical variables
using mostly effective
strategies
Conduct simple data
investigations for
categorical variables
using reasonably
effective strategies
Conduct simple data
investigations for
categorical variables
using basic strategies
Conduct limited data
investigations for
categorical variables
using elementary
strategies