Sweden Year 3 Mathematics Curriculum

This information is derived from the Swedish National Agency for Education (Skolverket) official curriculum document.

Knowledge Requirements at the End of Year 3: Pupils should be able to solve simple problems in familiar situations by selecting and applying strategies appropriate to the problem type. They should be able to describe their methods and assess the reasonableness of their results.

Core Content:

• Understanding and Use of Numbers:
• Natural numbers and their properties, including how numbers can be partitioned and used for counting and ordering.
• The place value system for representing natural numbers. Number symbols and their historical development in different cultures.
• Parts of a whole and parts of a quantity, expressed as simple fractions and their relationship to natural numbers.
• The four basic arithmetic operations (addition, subtraction, multiplication, division), their interrelationships, and their application in various situations.
• Mental arithmetic, estimation, written methods, and digital tools for calculations with natural numbers. Application of these methods in diverse situations.
• Evaluating the reasonableness of calculations and estimations.
• Algebra:
• Mathematical equality and the meaning of the equals sign.
• Creating, describing, and expressing simple patterns in number sequences and geometric shapes.
• Developing, describing, and following clear, step-by-step instructions, as a foundation for programming. Use of symbols in these instructions.
• Geometry:
• Fundamental geometric objects: points, lines, distances, quadrilaterals, triangles, circles, spheres, cones, cylinders, cuboids, and their interrelationships. Basic geometric properties of these objects.
• Constructing geometric shapes. Simple scaling (enlargement and reduction).
• Common terminology for describing the position of objects in space.
• Symmetry in images and nature, and how to create symmetrical figures.
• Comparing and estimating quantities. Measuring length, mass, volume, and time using common units (both current and older units).
• Probability and Statistics:
• Random events in experiments and games.
• Simple tables and diagrams for categorizing data and presenting results from basic investigations, with and without digital tools.
• Relationships and Changes:
• Proportional relationships, including doubling and halving.
• Problem Solving:
• Strategies for solving mathematical problems in simple scenarios.
• Formulating mathematical questions based on simple everyday situations.

Pupils are expected to demonstrate their understanding of these concepts through the use of concrete materials, diagrams, symbols, and other mathematical representations, adapting their communication to the context. They should also be able to interpret and create simple tables and diagrams to categorize and present results from investigations in familiar situations. Furthermore, pupils should be able to apply mathematical reasoning to their chosen methods, calculations, and the plausibility of results, as well as to random events, geometric patterns, and number sequence patterns, by posing and answering relevant questions.