MathsBites is your go-to guide for
clarity, confidence and certainty.
MathsBites is built using the NSW syllabus.
Every concept below will be covered by your child during Stage 2,
and every concept is explained and demonstrated by your MathsBites videos.
Scroll through and see how much they will cover.
Stage 2, Part A - Year 3
Representing numbers using place value
Whole numbers: Read, represent and order numbers to thousands
Group physical or virtual objects to show the structure of tens, hundreds and a thousand
Regroup numbers flexibly, recognising one thousand as 10 hundreds and one hundred as 10 tens or 100 ones
Compare and describe the relative size of numbers by positioning numbers on a number line
Count forwards and backwards by tens and hundreds on and off the decade
Represent numbers up to and including thousands using physical or virtual manipulatives, words, numerals, diagrams and digital displays
Read and order numbers of up to at least 4 digits
Identify the number before and after a number with an internal zero digit
Whole numbers: Apply place value to partition and regroup numbers up to 4 digits
Record numbers using standard place value form
Partition numbers of up to 4 digits in non-standard forms
Additive relations
Use the principle of equality
Recognise equal differences and record them in number sentences
Use the equals sign to mean 'the same as', rather than to perform an operation
Apply the associative property of addition to forming multiples of 10
Select strategies flexibly to solve addition and subtraction problems of up to 3 digits
Apply known mental strategies that use partitioning to add and subtract, such as bridging the decades
Use the compensation strategy to add and subtract
Apply the levelling and constant difference strategies
Represent solutions to addition and subtraction problems, including word problems, using an empty number line or bar model
Compare and evaluate strategies used to solve addition and subtraction problems, reasoning which strategy may be most efficient
Recognise and explain the connection between addition and subtraction
Use number relation principles to solve related problems
Demonstrate how addition and subtraction are inverse operations
Use the complement principle of addition and subtraction
Explain and check solutions to problems, including by using the inverse operation
Represent money values in multiple ways
Recognise the relationship between dollars and cents
Represent equivalent amounts of money using different denominations
Perform calculations with money, including finding change
Multiplicative relations
Generate and describe patterns
Model, describe and record patterns of multiples
Create and continue a variety of number patterns that increase or decrease by a constant amount
Recognise the significance of the final digit of a whole number in determining whether a given number is even or odd
Recognise the connection between even numbers and the multiplication facts for 2
Investigate the result of multiplying by one and zero
Use arrays to establish multiplication facts from multiples of 2 and 4, 5 and 10
Create and represent multiplicative structure, using the term multiples when connecting grouping to arrays
Use the array structure to coordinate the number of groups with the number in each group
Record the first 10 multiples formed by counting by twos, fours, fives and tens
Relate doubling to multiplication facts for multiples of 2
Recognise that doubling is multiplying by 2 and halving is dividing by 2
Recognise the relationship between one multiple and its double
Model square numbers and record in numerical and diagrammatic form
Recall multiplication facts of 2 and 4, 5 and 10 and related division facts
Recognise and use the symbols for multiplied by, divided by and equals
Link multiplication and division fact families using arrays
Generate multiplication fact families for multiples of 2 and 4, 5 and 10
Model and apply the commutative property of multiplication
Represent and solve problems involving multiplication fact families
Describe multiplication problems using for each and times as many
Find the total of partially covered arrays
Apply the inverse relationship of multiplication and division
Partitioned fractions
Create fractional parts of a length using techniques other than repeated halving
Make thirds of a length
Create fifths of a length
Model and represent unit fractions, and their multiples, to a complete whole on a number line
Model fractions with fraction strips and diagrams for halves, quarters, eighths, thirds
Describe fraction families formed by dividing the whole into the same total number of equal parts as having the same denominator
Determine the complementary fractional part needed to complete one whole (halves, quarters, eighths, thirds)
Recreate the whole unit from a fractional part (halves, quarters, eighths, thirds)
Geometric Measure
Position: Interpret movement on a map
Orient a map to determine directions to travel
Use given directions to follow routes on land and Aboriginal maps without a grid reference system
Describe a route taken on a map using landmarks and directional language
Position: Locate positions on grid maps
Locate positions by coordinating horizontal and vertical references
Use the array (row and column) structure of grid maps to locate position, horizontal before vertical
Length: Measure and compare objects using metres, centimetres and millimetres
Measure and record lengths and distances using a combination of metres and centimetres
Estimate lengths and distances using known lengths as benchmarks, in metres and centimetres and check by measuring
Compare and order lengths and distances using metres and centimetres
Recognise the need for a formal unit smaller than the centimetre to measure length
Identify that there are 10 millimetres in one centimetre
Use the millimetre as a unit to measure lengths with a ruler
Record lengths using the abbreviation for millimetres (mm)
Angles: Identify angles as measures of turn
Identify angles with 2 arms in practical situations
Identify the arms and vertex of an angle
Recognise an angle as the amount of turning between 2 arms
Compare angles and explain that the length of the arms does not affect the size of the angle
Use the term right angle to describe a quarter-turn in a range of orientations
Two-dimensional spatial structure
2D shapes: Compare and describe features of two-dimensional shapes
Describe and compare two-dimensional shapes, including parallelograms, rectangles, rhombuses, squares, trapeziums and kites
Identify and describe polygons that have parallel sides and those that do not
Identify quadrilaterals that have all sides equal in length
Identify right angles in shapes
Group quadrilaterals using one or more attributes
2D shapes: Transform shapes by reflecting, translating and rotating
Identify lines of symmetry in pictures, artefacts, designs and the environment
Draw lines of symmetry on given shapes and identify quadrilaterals that do not have lines of symmetry
Create and record tessellating designs by reflecting, translating and rotating triangles
Apply and describe amounts of rotation including half-turns, quarter-turns and three-quarter-turns when creating designs
Area: Use square centimetres to measure and estimate the areas of rectangles
Create the array structure of area using squares (1 cm × 1 cm) in rows and columns
Recognise that area can be measured in square centimetres
Discuss strategies to estimate area in square centimetres
Explain how the grid structure of rows and columns helps to find the area
Estimate and measure the areas of squares and rectangles (within the range of 100 square centimetres)
Record area in square centimetres using numerals and words
Use efficient strategies for counting large numbers of square centimetres
Area: Use square metres to measure and estimate the areas of rectangles
Recognise the need for a formal unit larger than the square centimetre to measure area
Construct a square metre and use it to measure the areas of large squares and rectangles
Recognise that an area of one square metre need not be a square
Record areas in square metres using numerals and words
Estimate the areas of squares and rectangles in square metres
Three-dimensional spatial structure
3D objects: Make models of three-dimensional objects to compare and describe key features
Identify the differences between prisms (including cubes), pyramids and cylinders
Construct models of prisms, pyramids and cylinders using physical or virtual manipulatives, identifying their features
Deconstruct everyday packages that are prisms (including cubes) to create nets
Investigate the variety of nets that can be used to create a particular prism
Volume: Measure and order containers using litres
Recognise the need for formal units to measure capacity (internal volume) accurately
Use the litre as a unit to measure capacities (internal volumes) to the nearest litre
Relate the litre to familiar everyday containers
Recognise that one-litre containers can be a variety of shapes
Record capacities (internal volumes) using the abbreviation for litres (L)
Estimate the capacity (internal volume) of a container in litres and check by measuring
Volume: Compare objects using familiar metric units of volume
Construct rectangular prisms using cubic-centimetre blocks and describe the volumes in terms of layers
Record volumes using numerals and words
Compare the volumes of 2 or more objects made from cubic-centimetre blocks
Non-spatial Measure
Time: Represent and read analog time
Use minutes to describe the duration of events
Identify 30 minutes as being a half-hour and 60 minutes as an hour
Connect the quarter-hour to 15 minutes
Recognise that the position of the numerals on an analog timepiece often represents 2 different values
Recognise that 5-minute intervals (corresponding to the hour markers) are used as benchmarks to read time on an analog clock
Read time as past the hour to half-past and then towards the hour
Read analog clocks to the minute
Mass: Compare objects using the kilogram
Recognise the need for a formal unit to measure mass
Identify familiar objects that have a mass of about one kilogram
Record masses using the abbreviation for kilograms (kg)
Find objects that have an estimated mass of more than, less than and about the same as one kilogram and check by comparing to a 1 kg mass
Data
Organise and display data using tables and graphs
Create a list or table to organise the data
Construct column graphs (with scale intervals of 1) and dot plots using relevant software where appropriate
Mark equal spaces (intervals) on axes, name and label axes and choose appropriate titles for column graphs
Collect discrete data
Pose questions about a matter of interest to obtain information that can be recorded in categories
Collect data from identified sources
Predict and create a list of categories for efficient data collection in relation to a matter of interest
Interpret and compare data
Describe and interpret information presented in tally tables and column graphs
Investigate how data is interpreted to make decisions
Represent the same dataset using more than one type of display and compare the displays
Chance
Identify possible outcomes from chance experiments
Use the term outcome to describe any possible result of a chance experiment
Record all possible outcomes in a chance experiment where the outcomes are equally likely
Record all possible combinations in a chance situation where the outcomes are equally likely
Predict the number of times each outcome might occur in a chance experiment involving a set number of trials
Conduct experiments and compare the predicted and actual results where the outcomes are equally likely
It’s a lot, right?
Don’t worry … MathsBites walks you through every single one, so that you are:
clear on exactly what your child is learning and how to help using the language and strategies they’ll use in class
ready to help them work with the maths concepts that are a part of their everyday lives
prepared, so when they get ‘stuck’, you can help them through
proactive rather than reactive.
