teaching resource

Daily Maths Word Problems – Year 3

Updated: 04 Oct 2023

A set of 20 problem solving questions suited to year 3 students.

Non-Editable: PDF
Year: 3

Curriculum

VC2M3N05

Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies <ul> <li>applying knowledge of numbers and the properties of operations using a variety of ways to represent multiplication or division number sentences; for example, using a Think Board to show different ways of visualising 8 × 4, such as an array, a diagram and a worded problem</li> <li>using part-part-whole and comparative models to visually represent multiplicative relationships and choosing whether to use multiplication or division to solve problems</li> <li>matching or creating a problem scenario or story that can be represented by a given number sentence involving multiplication and division; for example, using given number sentences to create worded problems for others to solve</li> <li>formulating connected multiplication and division expressions by representing situations from Aboriginal and/or Torres Strait Islander Peoples’ cultural stories and dances about how they care for Country/Place, such as turtle egg gathering, using number sentences</li> </ul>
VC2M3N08

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation</li> <li>modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’</li> <li>modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation</li> <li>modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem</li> <li>modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions</li> </ul>
VC2M3A02

Extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator <ul> <li>partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7</li> <li>using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions</li> <li>understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200</li> </ul>

teaching resource

Daily Maths Word Problems – Year 3

Updated: 04 Oct 2023

A set of 20 problem solving questions suited to year 3 students.

Non-Editable: PDF
Year: 3

A set of 20 problem solving questions suited to year 3 students.

Advance Your Students’ Problem-Solving Skills

This set of problem-solving questions has been designed to support teachers when teaching students about problem-solving in mathematics. It provides students with the opportunity to work through 20 maths word problems, identifying the important information and how they can work it out using a variety of methods.

An answer sheet has been included. Use this resource in conjunction with the Daily Maths Problems PowerPoint.

NAPLAN Year 3 Maths Preparation

These simple problem-solving questions are also a great way to help students understand some of the word problems they may encounter when sitting NAPLAN. It’s important to give your students strategies that they can draw on when presented with a word problem in maths. Using these problem-solving questions here are some suggested strategies you can empower your students with:

Daily practice. After spending time explicitly explaining how to work through a word problem – use the word problems from these worksheets as daily problem-solving practice.
Teach them the strategies. There are many ways students can solve maths word problems such as; breaking the word problem into smaller parts and drawing a picture to visualise what the problem is asking.
Underline. Teach your students to underline the important parts of a maths word problem – remind them that there is often trick information in word problems that they don’t need to solve the problem.

How to Use This Resource

Once you download the PDF, there are many ways you can use the resource. Here are some suggestions:

Print and create booklets for your students to use.
Cut and laminate each word problem and have students use mini whiteboard markers to solve one problem a day.

Curriculum

VC2M3N05

Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies <ul> <li>applying knowledge of numbers and the properties of operations using a variety of ways to represent multiplication or division number sentences; for example, using a Think Board to show different ways of visualising 8 × 4, such as an array, a diagram and a worded problem</li> <li>using part-part-whole and comparative models to visually represent multiplicative relationships and choosing whether to use multiplication or division to solve problems</li> <li>matching or creating a problem scenario or story that can be represented by a given number sentence involving multiplication and division; for example, using given number sentences to create worded problems for others to solve</li> <li>formulating connected multiplication and division expressions by representing situations from Aboriginal and/or Torres Strait Islander Peoples’ cultural stories and dances about how they care for Country/Place, such as turtle egg gathering, using number sentences</li> </ul>
VC2M3N08

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation</li> <li>modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’</li> <li>modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation</li> <li>modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem</li> <li>modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions</li> </ul>
VC2M3A02

Extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator <ul> <li>partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7</li> <li>using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions</li> <li>understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200</li> </ul>

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