# Exact Australian Curriculum v9 crosswalk

Checked against the local [pinned ACARA v9 import](../../../../../data/frameworks/acara-v9.json), made from the official workbook downloaded 29 September 2026 (original XLSX SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`). The verifier checks code, source row, Year 3 level and exact normalized wording. These are **partial teaching links**, not claims that a whole content description or achievement standard has been mastered.

| Code · workbook row | Exact imported Year 3 content description | Evidence invited here | Boundary |
| --- | --- | --- | --- |
| `AC9M3SP02` · 17504 | interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other | Days 11–15: read one top-view map, make a new plan from relational clues, diagnose an ambiguous/wrong plan, transfer to unseen Map B | Fictitious courtyard/fair settings and a 5 × 5 grid are only selected representations. Local familiar places need local verification. |
| `AC9M3N01` · 17412 | recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 | Days 16–17, 20: read/write five-digit quantities, represent each place, compare selected forms; earlier first fortnight introduced five-digit numbers | Selected numbers and comparisons do not cover full number range, all naming conventions or fluency. Non-standard exchange supports understanding but is not the whole description. |
| `AC9M3N03` · 17423 | add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator | Days 18–20: visible exchange in three-digit addition/subtraction; alternative count-up and inverse check | This fortnight samples three-digit examples; two-digit cases and flexible strategy across a range require more evidence. |

The [Year 3 map](../../../year-sequence.md) gives Week 3 relative landmarks and Week 4 place-value partition/regroup. The [opening mathematics lessons](../../../term-1/weeks-01-02/mathematics/LESSONS.md) have already introduced five-digit places and three-digit operations. Teachers should use that evidence to decide whether to reteach before these lessons. State/territory adoption and school scope-and-sequence remain local checks.