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BerkswichCE Primary School

Achieve, Believe and Care

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Year 3

Maths in Year Three

 

Number - number and place value

 

Pupils should be taught to:

  • count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number 
  • recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
  • compare and order numbers up to 1000
  • identify, represent and estimate numbers using different representations

§  read and write numbers up to 1000 in numerals and in words

solve number problems and practical problems involving these ideas.

Number - addition and subtraction

 

Pupils should be taught to:

§  add and subtract numbers mentally, including:

§  a three-digit number and ones

§  a three-digit number and tens

§  a three-digit number and hundreds

§  add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

§  estimate the answer to a calculation and use inverse operations to check answers

solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Number - multiplication and division

Pupils should be taught to:

§  recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables

§  write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods

solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

 

Number - fractions

Pupils should be taught to:

§  count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

§  recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators

§  recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

§  recognise and show, using diagrams, equivalent fractions with small denominators

§  add and subtract fractions with the same denominator within one whole [for example, 5/7+1/7=6/7]

§  compare and order unit fractions, and fractions with the same denominators

solve problems that involve all of the above.

 

Measurement

Pupils should be taught to:

§  measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

§  measure the perimeter of simple 2-D shapes

§  add and subtract amounts of money to give change, using both £ and p in practical contexts

§  tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

§  estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

§  know the number of seconds in a minute and the number of days in each month, year and leap year

compare durations of events [for example to calculate the time taken by particular events or tasks].

 

Geometry - properties of shapes

Pupils should be taught to:

§  draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

§  recognise angles as a property of shape or a description of a turn

§  identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

 

Statistics

Pupils should be taught to:

§  interpret and present data using bar charts, pictograms and tables

solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.

 

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