Year 3 practice, mapped to the Australian Curriculum.

Adding and subtracting to 1000

Year 3 · 6 questions

Regroup, estimate, check with the inverse and use mental strategies.

For parents: By the end of Year 3, your child should be able to add and subtract two- and three-digit numbers, estimate to check an answer makes sense, and use subtraction to check addition.

• AC9M3N03add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator
• AC9M3N05estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations
• AC9M3A01recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
• AC9M3A02extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator

Metric units, time and right angles

Year 3 · 6 questions

Pick metric units, read a jug, compare minutes and seconds, and spot right angles.

For parents: By the end of Year 3, your child should be able to choose sensible metric units, read simple scales, compare units of time, and spot right angles.

• AC9M3M01identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates
• AC9M3M02measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings
• AC9M3M03recognise and use the relationship between formal units of time including days, hours, minutes and seconds to estimate and compare the duration of events
• AC9M3M05identify angles as measures of turn and compare angles with right angles in everyday situations

Times tables and unit fractions

Year 3 · 6 questions

Use facts for threes, fours, fives and tens, and name unit fractions.

For parents: By the end of Year 3, your child should be able to use the multiplication facts for 3, 4, 5 and 10, and name unit fractions such as a third or a quarter.

• AC9M3A03recall and demonstrate proficiency with multiplication facts for
• AC9M3N04multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
• AC9M3N02recognise and represent unit fractions including

Frequency tables and chance

Year 3 · 6 questions

Read a frequency table and describe chance as likely, unlikely, certain or impossible.

For parents: By the end of Year 3, your child should be able to read a frequency table and describe how likely everyday events are, from impossible to certain.

• AC9M3ST01acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets
• AC9M3ST02create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context
• AC9M3P01identify practical activities and everyday events involving chance; describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ explaining reasoning
• AC9M3P02conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation

Objects and maps

Year 3 · 6 questions

Count faces, match objects to their uses and find your way on a school map.

For parents: By the end of Year 3, your child should be able to describe the features of 3D objects, and use a simple map to find landmarks and follow a path.

• AC9M3SP01make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses
• AC9M3SP02interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

Fractions

For Years 3–6 · 6 questions

Share pizzas, lamingtons and kangaroos into equal parts.

For parents: Across Years 3 to 6, your child learns to name unit fractions, find equivalent fractions, and compare and order fractions.

• AC9M3N02recognise and represent unit fractions including
• AC9M4N03find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
• AC9M5N03compare and order fractions with the same and related denominators including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line

Multiplication

For Years 2–5 · 6 questions

Equal groups, arrays and times tables, with lamingtons and footy tickets.

For parents: Across Years 2 to 5, your child learns to multiply using equal groups and arrays, and recall times tables with their related division facts.

• AC9M2N05multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
• AC9M3N04multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
• AC9M4A02recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator

Place value

For Years 2–4 · 6 questions

Ones, tens, hundreds and thousands: what each digit is really worth.

For parents: Across Years 2 to 4, your child learns to say what each digit in a number is worth, and split and regroup numbers in different ways.

• AC9M2N02partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
• AC9M3N01recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

Time

For Years 1–4 · 6 questions

O’clock, half past, am and pm, and working out how long things take.

For parents: Across Years 1 to 4, your child learns to read the time on analog and digital clocks, and work out how long things take, including am and pm.

• AC9M2M04recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour
• AC9M3M04describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute
• AC9M4M03solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time

Money

For Years 1–4 · 6 questions

Australian coins and notes, adding up, and working out change.

For parents: Across Years 1 to 4, your child learns to recognise Australian coins and notes, add up amounts, and work out change.

• AC9M1N05use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
• AC9M2N06use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
• AC9M3M06recognise the relationships between dollars and cents and represent money values in different ways

Setting, mood and sound words

Year 3 · 6 questions

Read a stormy story and hear how sound words and setting build the mood.

For parents: By the end of Year 3, your child should be able to describe how a writer uses words and pictures to show characters and setting, and how sound words build mood.

• AC9E3LE03discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
• AC9E3LE04discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

Apostrophes, verbs and tense

Year 3 · 6 questions

Use apostrophes for short forms and belonging, and choose verbs that fit the time and subject.

For parents: By the end of Year 3, your child should be able to use apostrophes for short forms and belonging, and choose verbs that match the time and the subject.

• AC9E3LA11understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
• AC9E3LA08understand that verbs are anchored in time through tense
• AC9E3LA06understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
• AC9E3LA07understand how verbs represent different processes for doing, feeling, thinking, saying and relating

Reading for meaning and spelling patterns

Year 3 · 6 questions

Read about a creek clean-up, then spell words with suffixes, vowel patterns and homophones.

For parents: By the end of Year 3, your child should be able to find what a text says and what it hints at, and spell words with suffixes, vowel patterns and common homophones.

• AC9E3LY05use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
• AC9E3LY10understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words
• AC9E3LY11use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
• AC9E3LY12recognise and know how to write most high-frequency words including some homophones

Punctuation

For Years 2–5 · 6 questions

Capitals, full stops, commas and apostrophes help readers understand you.

For parents: Across Years 2 to 5, your child learns to use capitals, full stops, commas, apostrophes and speech marks so readers can follow their writing.

• AC9E2LA10recognise that capital letters are used in titles and commas are used to separate items in lists
• AC9E3LA11understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
• AC9E4LA12understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

Spelling patterns

For Years 1–4 · 6 questions

Sound patterns, tricky endings and rules that help you spell new words.

For parents: Across Years 1 to 4, your child learns to spell words using sound patterns, word parts and spelling rules, including tricky endings.

• AC9E1LY13spell one- and two-syllable words with common letter patterns
• AC9E2LY11use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
• AC9E4LY10understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words

Reading comprehension

For Years 3–6 · 6 questions

Read a short story, find the clues and work out what the writer means.

For parents: Across Years 3 to 6, your child learns to find information in a text, read between the lines, and explain what the writer means.

• AC9E3LY05use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
• AC9E4LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
• AC9E5LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas

Heat, soils and life cycles

Year 3 · 6 questions

Where heat comes from, how soils differ, and what makes something alive.

For parents: By the end of Year 3, your child should be able to tell living from non-living things, compare life cycles, describe soils and rocks, and explain how heat moves.

• AC9S3U01compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
• AC9S3U02compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources
• AC9S3U03identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another

Fair tests and measuring temperature

Year 3 · 6 questions

Make a prediction, plan a fair test and read a thermometer like a scientist.

For parents: By the end of Year 3, your child should be able to make a prediction, plan a fair test, and read a thermometer.

• AC9S3I01pose questions to explore observed patterns and relationships and make predictions based on observations
• AC9S3I02use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment
• AC9S3I03follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate

States of matter

For Years 3–6 · 6 questions

Solids, liquids and gases, and how heating and cooling change them.

For parents: Across Years 3 to 6, your child learns to describe solids, liquids and gases, and how heating and cooling change them.

• AC9S3U04investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state
• AC9S5U04explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles

Earth and space

For Years 3–6 · 6 questions

Day and night, the Moon’s changing shape, and the planets of our solar system.

For parents: Across Years 3 to 6, your child learns to explain day and night, the moon’s changing shape, and the planets of our solar system.

• AC9S6U02describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night length

Communities, rules and Australia

Year 3 · 6 questions

States and territories, special days and why communities have rules.

For parents: By the end of Year 3, your child should be able to name Australia’s states and territories, explain important days and symbols, and say why communities have rules.

• AC9HS3K02significant events, symbols and emblems that are important to Australia’s identity and diversity, and how they are celebrated, commemorated or recognised in Australia, including Australia Day, Anzac Day, NAIDOC Week, National Sorry Day, Easter, Christmas, and other religious and cultural festivals
• AC9HS3K03the representation of contemporary Australia as states and territories, and as the Countries/Places of First Nations Australians prior to colonisation, and the locations of Australia’s neighbouring regions and countries
• AC9HS3K06who makes rules, why rules are important in the school and/or the local community, and the consequences of rules not being followed
• AC9HS3S07present descriptions and explanations, using ideas from sources and relevant subject-specific terms

Maps and places

For Years 2–5 · 6 questions

Compass points, map keys, scale and the capital cities of Australia.

For parents: Across Years 2 to 5, your child learns to use compass points, map keys and scale, and find Australia’s states, territories and capital cities.

• AC9HS2S02collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models
• AC9HS3S02locate, collect and record information and data from a range of sources, including annotated timelines and maps
• AC9HS3K03the representation of contemporary Australia as states and territories, and as the Countries/Places of First Nations Australians prior to colonisation, and the locations of Australia’s neighbouring regions and countries

Mistakes help us grow

For Years 3–6 · 6 questions

Learn from mistakes, try new strategies and talk to yourself kindly.

For parents: Across Years 3 to 6, your child learns to treat mistakes as a way to learn, try a new strategy, and talk to themselves kindly.

A general-capabilities set (no content-description codes).

Feelings and staying calm

For Years 2–6 · 6 questions

Notice your feelings, find ways to calm down and know who can help.

For parents: Across Years 2 to 6, your child learns to notice their feelings, use a few ways to calm down, and know who they can talk to.

A general-capabilities set (no content-description codes).

Key words and simple notes

For Years 3–4 · 6 questions

Find key words, ask questions as you read and write short notes.

For parents: Across Years 3 to 4, your child learns to pick out key words, ask questions while reading, and write short notes.

A general-capabilities set (no content-description codes).