Teaching pack · Year 3 Numberseegongsik /au
Number Algorithms and Patterns: 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.
AC9M3N07
follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns
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: “Follow the steps”, “A step with a decision”, “Stop when told”, “The pattern emerges”, “Name the pattern”. Each day plan names which picture to show.
seegongsik.com/au/y3/number/AC9M3N07
Aligned to the Australian Curriculum V9 (AC9M3N07). 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 | Follow the steps | Practise the idea with talk, board and worksheet | Board: Follow the steps |
| 2 | A step with a decision | Practise the idea with talk, board and worksheet | Board: A step with a decision |
| 3 | Stop when told | Practise the idea with talk, board and worksheet | Board: Stop when told |
| 4 | The pattern emerges | Practise the idea with talk, board and worksheet | Board: The pattern emerges |
| 5 | Name the pattern | Practise the idea with talk, board and worksheet | Board: Name the pattern |
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 number algorithms and patterns. Ask: What did you practise today? Can you show me with a drawing?
seegongsik.com/au/y3/number/AC9M3N07/pack
Day 1 · Teacher planDay 1 of 5
Follow the steps
Children practise the idea behind “Follow the steps” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of follow the steps 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 “Follow the steps”,
- 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 “Follow the steps”. 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 “Follow the steps” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N07
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 follow the steps.
- Drawings or numbers match the board story, not random decoration.
Day 1 · Worksheet
Follow the steps
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
A step with a decision
Children practise the idea behind “A step with a decision” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of a step with a decision 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 “A step with a decision”,
- 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 “A step with a decision”. 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 “A step with a decision” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N07
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 a step with a decision.
- Drawings or numbers match the board story, not random decoration.
Day 2 · Worksheet
A step with a decision
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
Stop when told
Children practise the idea behind “Stop when told” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of stop when told 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 “Stop when told”,
- 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 “Stop when told”. 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 “Stop when told” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N07
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 stop when told.
- Drawings or numbers match the board story, not random decoration.
Day 3 · Worksheet
Stop when told
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
The pattern emerges
Children practise the idea behind “The pattern emerges” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of the pattern emerges 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 pattern emerges”,
- 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 pattern emerges”. 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 pattern emerges” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N07
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 pattern emerges.
- Drawings or numbers match the board story, not random decoration.
Day 4 · Worksheet
The pattern emerges
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
Name the pattern
Children practise the idea behind “Name the pattern” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of name the pattern 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 “Name the pattern”,
- 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 “Name the pattern”. 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 “Name the pattern” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/number/AC9M3N07
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 name the pattern.
- Drawings or numbers match the board story, not random decoration.
Day 5 · Worksheet
Name the pattern
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 Number Algorithms and Patterns
Cut out. Hold up a card and give an example. Partner checks with the board if needed.
Follow the steps
Give an example.
A step with a decision
Give an example.
Stop when told
Give an example.
The pattern emerges
Give an example.
Name the pattern
Give an example.
Store in an envelope labelled AC9M3N07 for next year.
Mini-check · End of week
Show what you know: Number Algorithms and Patterns
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 (number algorithms and patterns) 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: follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns