← Back to library
Year 3–4 Mathematics
Mathematics · Years 3–4
Tracks mathematical understanding across number knowledge, strategy use, problem solving, and explaining thinking.
Criteria
Demonstrates number knowledge
ExceedingRecalls and applies number facts (addition, subtraction, and basic multiplication) quickly and accurately across a range of contexts.
MeetingRecalls most key number facts reliably; minor gaps in recall but compensates with strategies.
ApproachingRecalls familiar facts but needs time or uses counting strategies for less familiar combinations.
BeginningStruggles to recall basic facts; relies heavily on counting from one.
Selects and applies strategies
ExceedingSelects an efficient strategy for the task (e.g. place value, doubling, compensation) and applies it flexibly to new problems.
MeetingUses a valid strategy reliably for familiar problems; may not always choose the most efficient approach.
ApproachingApplies a strategy with support; strategy use is inconsistent across problem types.
BeginningRelies on counting by ones; does not yet use part–whole strategies.
Solves problems accurately
ExceedingSolves multi-step problems accurately and independently; checks answers and can explain discrepancies.
MeetingSolves most problems correctly; minor errors occur but the approach is sound.
ApproachingSolves straightforward problems correctly; multi-step problems may contain errors.
BeginningHas significant difficulty solving problems without step-by-step support.
Explains mathematical thinking
ExceedingClearly explains the strategy used in own words; can justify why it works and link it to the answer.
MeetingCan explain what they did with some mathematical language; explanation is mostly clear.
ApproachingGives a partial explanation or uses non-mathematical language (e.g. 'I just knew it').
BeginningUnable to articulate thinking; shows or writes an answer only.