Curriculum+Level+3+Mathematics+and+statistics

Curriculum levels

=Level Three Mathematics and Statistics= In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:

Number strategies
• Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and percentages.

Number knowledge
• Know basic multiplication and division facts. • Know counting sequences for whole numbers. • Know how many tenths, tens, hundreds, and thousands are in whole numbers. • Know fractions and percentages in everyday use.

Equations and expressions
• Record and interpret additive and simple multiplicative strategies, using words, diagrams, and symbols, with an understanding of equality.

Patterns and relationships
• Generalise the properties of addition and subtraction with whole numbers. • Connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to fi nd relationships between successive elements of number and spatial patterns.

Measurement
• Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight (mass), angle, temperature, and time. • Find areas of rectangles and volumes of cuboids by applying multiplication.

Shape
• Classify plane shapes and prisms by their spatial features. • Represent objects with drawings and models.

Position and orientation
• Use a co-ordinate system or the language of direction and distance to specify locations and describe paths.

Transformation
• Describe the transformations (reflection, rotation, translation, or enlargement) that have mapped one object onto another.

Statistical investigation
• Conduct investigations using the statistical enquiry cycle: – gathering, sorting, and displaying multivariate category and wholenumber data and simple time-series data to answer questions; – identifying patterns and trends in context, within and between data sets; – communicating findings, using data displays.

Statistical literacy
• Evaluate the effectiveness of different displays in representing the findings of a statistical investigation or probability activity undertaken by others.

Probability
• Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.