Teaching pack · Year 3 Numberseegongsik /au
Numbers Beyond 10 000: a week of ready-to-teach maths
Five days of lessons for Year 3 Number. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and answers.
AC9M3N01
recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000
Start here: five minutes to Monday
- Skim the week at a glance on the next page.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once; reuse all week.
- Open the free interactive unit on your board.
- Teach from the plan: timings, talk prompts and answers are on one page.
No maths background needed
Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan.
On the board
On-screen pictures for this unit include: “The footy-crowd odometer”, “The outback highway”, “The grand-final ladder”, “Pull it apart”, “Between which ten-thousands?”. Each day plan names which picture to show.
seegongsik.com/au/y3/number/AC9M3N01
Aligned to the Australian Curriculum V9 (AC9M3N01). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | The footy-crowd odometer | Practise the idea with talk, board and worksheet | Board: The footy-crowd odometer |
| 2 | The outback highway | Practise the idea with talk, board and worksheet | Board: The outback highway |
| 3 | The grand-final ladder | Practise the idea with talk, board and worksheet | Board: The grand-final ladder |
| 4 | Pull it apart | Practise the idea with talk, board and worksheet | Board: Pull it apart |
| 5 | Between which ten-thousands? | Practise the idea with talk, board and worksheet | Board: Between which ten-thousands? |
Materials (one trip)
- This pack printed (plans, worksheets, cards, mini-check).
- Pencils, scrap paper, and the board or projector for the interactive unit.
- Optional counters, number cards or rulers if your day plan names them.
A note home
This week in maths we work on numbers beyond 10 000. Ask: What did you practise today? Can you show me with a drawing?
seegongsik.com/au/y3/number/AC9M3N01/pack
Day 1 · Teacher planDay 1 of 5
The footy-crowd odometer
Children practise the idea behind “The footy-crowd odometer” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of the footy-crowd odometer in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The footy-crowd odometer”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “The footy-crowd odometer”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The footy-crowd odometer” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the footy-crowd odometer.
- Drawings or numbers match the board story, not random decoration.
Day 1 · Worksheet
The footy-crowd odometer
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
The outback highway
Children practise the idea behind “The outback highway” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of the outback highway in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The outback highway”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “The outback highway”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The outback highway” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the outback highway.
- Drawings or numbers match the board story, not random decoration.
Day 2 · Worksheet
The outback highway
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
The grand-final ladder
Children practise the idea behind “The grand-final ladder” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of the grand-final ladder in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The grand-final ladder”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “The grand-final ladder”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The grand-final ladder” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the grand-final ladder.
- Drawings or numbers match the board story, not random decoration.
Day 3 · Worksheet
The grand-final ladder
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Pull it apart
Children practise the idea behind “Pull it apart” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of pull it apart in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Pull it apart”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Pull it apart”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Pull it apart” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about pull it apart.
- Drawings or numbers match the board story, not random decoration.
Day 4 · Worksheet
Pull it apart
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Between which ten-thousands?
Children practise the idea behind “Between which ten-thousands?” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of between which ten-thousands? in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Between which ten-thousands?”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Between which ten-thousands?”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Between which ten-thousands?” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about between which ten-thousands?.
- Drawings or numbers match the board story, not random decoration.
Day 5 · Worksheet
Between which ten-thousands?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Numbers Beyond 10 000
Cut out. Hold up a card and give an example. Partner checks with the board if needed.
The footy-crowd odometer
Give an example.
The outback highway
Give an example.
The grand-final ladder
Give an example.
Pull it apart
Give an example.
Between which ten-thousands?
Give an example.
Store in an envelope labelled AC9M3N01 for next year.
Mini-check · End of week
Show what you know: Numbers Beyond 10 000
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1: names the unit idea (numbers beyond 10 000) in child words.
- Items 2-3: two different correct examples linked to the week’s pictures.
- Item 4: a real muddle (wrong place value, unfair compare, mixed units, etc.).
- At standard: clear example + short explanation. Beyond: teaches a partner with a new example.
Use day-plan look-fors across the week; this check is summative, not a surprise trap.
Descriptor: recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000