Number

• Reading and writing whole numbers up to 1,000, and representing them using base 10 structure
• Comparing and ordering whole numbers up to 1,000
• Recognising the place value of each digit in a three-digit number
• Finding the total number of objects beyond 120 by first separating them into groups (e.g. groups of 10 or 100)
• Rounding numbers to the nearest 10 or 100
• Estimating the answer to a calculation
• Counting forwards and backwards in 2s, 3s, 4s, 5s, and 8s from multiples of these numbers (e.g. 20, 15, 10, 5; 8, 16, 24, 32)
• Counting forwards and backwards in 10s and 100s from any whole number between 0 and 1000

• Finding the complement of a number to 100 (e.g. 34 + __ = 100)
• Adding and subtracting numbers up to 1000 (e.g. 329 + 3, 329 + 80, 329 − 200, 137 + 54)
• Solving one-step addition and subtraction problems involving numbers up to 1000
• Solving multi-step addition and subtraction problems involving numbers up to 100
• Multiplying or dividing using equal sharing, grouping, repeated addition or subtraction, or known facts
• Memorising multiplication and corresponding division facts for 2s, 3s, 4s, 5s, 8s, and 10s
• Multiplying a one- or two-digit number by a one-digit number (e.g. 4 × 6; 2 × 23)
• Dividing whole numbers by a one-digit divisor with no remainders (e.g. 24 ÷ 3, 32 ÷ 4)

• Reading, writing, and representing fractions of sets, quantities, and measurements on a number line, and of regions, using small denominators
• Counting in unit fractions up to 1
• Comparing unit fractions with denominators up to 12
• Comparing non-unit fractions with the same denominator up to 12
• Identifying when two fractions are equivalent, using representations
• Adding and subtracting fractions with the same denominator within a whole (e.g. 1 — 8 + 2 — 8 + 3 — 8 = 6 — 8 )
• Finding a unit fraction of a whole number by connecting to division (e.g. 1 — 3 of 15 is found by 15 ÷ 3)
• Finding the whole when given a unit fraction by connecting to repeated addition or multiplication (e.g. if 1 — 4 of a set is 3, the whole set is 4 × 3 = 12)

• Representing currency values of mixed dollars and cents without using decimal notation (e.g. $2 and 50 cents)
• Making amounts of money using one- and two-dollar coins and 5-, 10-, 20-, 50-, and 100-dollar notes
• Using addition and subtraction to give change

Algebra

• Checking the truth of number sentences involving direct comparisons of whole numbers up to 1,000 (e.g. 313 < 330, true or false?)
• Checking the truth of number sentences and completing open number sentences involving addition, subtraction, multiplication, or division (e.g. 217 − __ = 105, 12 ÷ 3 = 5 − 2,true or false?)
• Recognising, continuing, and creating growing number patterns

Measurement

• Estimating and measuring length (cm and m), mass (g and kg), and capacity (mL and L), using tools with labelled markings and whole-number metric units
• Comparing and ordering objects using whole-number metric units of length, mass, or capacity
• Measuring the perimeter of polygon using metric units
• Measuring the area of rectangles using squares of equal size
• Turning an object or person and describing how far they have turned, using full, half, quarter, and three-quarter turns as benchmarks
• Identifying the duration of events using years, months, weeks, days, hours, minutes, and seconds
• Telling the time on analogue and digital clocks to the nearest 5 minutes and the nearest minute, using the language of minutes past the hour and to the hour
• Describing the differences in duration between units of time (e.g. days vs weeks, months vs years)

Geometry

• Identifying, describing, visualising and sorting regular polygons with up to 10 sides

• Recognising lines of symmetry in patterns or pictures, and creating or completing symmetrical patterns or pictures

• Following and creating a sequence of step-by-step instructions for moving people or objects to a different location, including half and quarter turns and the distance to be travelled
• Using simple maps to locate objects and places relative to other objects and places.

Statistics

• Collecting categorical data and sorting the responses
• Collecting numerical data by asking an investigative question with a response that is a count or a discrete measurement (i.e. a whole number) (e.g. How many teeth have been lost by the students in our class? What are the shoe sizes in the class?)

• Creating data visualisations for categorical and numerical data

• Describing data visualisations using the variable name and the context and giving the frequency for each category or number
• Answering questions about data visualisations, including which category has the most or least items and questions involving operations (e.g. How many teeth did our class lose in total?)