# Year 3 opening fortnight — notice, test, explain

This is the [teacher start guide](../../README.md)'s first teachable block. The daily [mathematics](mathematics/LESSONS.md) and [English](english/LESSONS.md) lessons each last **25 minutes**; [integrated Week 1](integrated/week-01.md) and [Week 2](integrated/week-02.md) supply one additional **35-minute** session per day. The three periods are only part of a full timetable. Original [print/text aids](print/TEXT-ALTERNATIVES.md) are ready for low-ink A4 or tactile copying. All content is draft and awaits educator/local review.

| Day | Mathematics | English | Integrated inquiry |
| ---: | --- | --- | --- |
| 1 | Build a five-digit number | Story: first impression and setting | Which observations can a sealed sample give? |
| 2 | Zero and numeral conventions | Read a longer word in parts | Make a fair comparison plan |
| 3 | Compare/order beyond 10 000 | Reread for a supported inference | Observe and record samples |
| 4 | Estimate a collection | Verbs, tense and paragraph | Compare records, not memories |
| 5 | Place-value and estimate check | Revise a short narrative | Report a bounded result |
| 6 | Add with regrouping | Information text and source | What does a real rule say? |
| 7 | Subtract with exchange | Base word, prefix, suffix | Who uses a shared place? |
| 8 | Inverse and unknown | Group related ideas in a paragraph | Compare possible actions |
| 9 | Practical calculation model | Texts for different audiences | Draft a supported proposal |
| 10 | Solve, explain, decide next move | Read, understand, compose | Present, question, revise |

**Mathematics initial links:** `AC9M3N01`, `AC9M3N03`, `AC9M3N05`, `AC9M3N06`, `AC9M3A01`, `AC9M3A02`. **English initial links:** `AC9E3LA03`, `AC9E3LA04`, `AC9E3LA07`, `AC9E3LA08`, `AC9E3LA10`, `AC9E3LE03`, `AC9E3LE05`, `AC9E3LY01`, `AC9E3LY03`, `AC9E3LY04`, `AC9E3LY05`, `AC9E3LY06`, `AC9E3LY09`, `AC9E3LY10`. Integrated Year 3 Science/HASS links appear in those guides. All are verified content-description codes from the pinned [ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads). A two-week encounter with a description is not full achievement.

**Prepare once:** scrap card digit tiles, place labels to ten-thousands, bundles/diagrams, 50 large paper counters, several sheets of paper, two closed transparent containers with *school-approved* samples supplied/prepared under local risk policy, and a current school-authorised rule or notice about a shared space. For the Science block, keep samples **sealed**; no tasting, smelling, opening, shaking, dusty preparation, collection from an unapproved site or taking material home. Do not use commercial potting mix for this pack; [Queensland Health](https://www.health.qld.gov.au/clinical-practice/guidelines-procedures/diseases-infection/diseases/legionnaires) identifies a soil/compost/potting-mix microorganism concern, and [Safe Work Australia](https://www.safeworkaustralia.gov.au/duties-tool/agriculture/additional-info/dusts) identifies dust exposure risks. If approved samples are unavailable, use empty transparent containers with adult-created labelled diagrams, and state that children observed models rather than actual soil. For HASS, if the real rule/source is unavailable, practise with an explicitly fictional model and **withhold real-school conclusions**.

**Evidence routine:** all children try the brief prompt; teacher focuses on a rotating few. Record an exact action or phrase, the support provided and one change to teaching. A score based on an unseen answer is not evidence. The [mathematics key](mathematics/ASSESSMENT.md) and [English key](english/ASSESSMENT.md) show examples and next moves. Keep identifying work within school policy, never in a public repository.

**Reuse:** Original SubjectNest material © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes. Curriculum material has [separate ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use), without ACARA endorsement.