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Maths

Year 3 Maths

We will keep you up to date with the general topic we are investigating in maths in a particular week. Where possible we will give ideas of activities that you may like to do at home to support their learning.

If you need help with any of the maths topics please feel free to talk to your child's class teacher or use the maths video resources on this website.

Spring 2

 

Time

We will be increasing our confidence with telling the time using an analogue clock.

Children need to recognise O'clock, half past, quarter past and quarter to and then be able to tell time to intervals of 5 mins then 1 minute.

We will also be able to know some time related facts such as the number of:

seconds in a minute

minutes in an hour

hours in  a day

days in a week

days in a month

months in a year

days in a year

what a leap year means and how many days in one.

 

Children also need to have an understanding of duration and be able to estimate how long something might take.

They will then apply their time knowledge to be able to solve time related problems, e.g. if I needed to arrive at 4.30pm and the journey took 45 minutes, what time must I leave?

Spring 1

 

Week 6 - Geometry

Identifying what an angle is and particularly a right angle.

Investigating how many right angles make a quarter of a turn, half a turn, 3/4 of a turn and a full turn.

Understanding parallel lines, perpendicular lines, horizontal and vertical lines.

 

Week 5 - Division

Thinking of division as sharing and grouping.

Initially we can use arrays to help us investigate division.

We then look to be more efficient and use place value coins to help us think about division.

Thinking about how many groups are found in the total e.g. 48 divided by 4 = how many groups of 4 are in 48?

We can then make the number 48 with place value coins and see how many groups of 4 tens we can make, which is 1. We then look to see how many groups of 4 ones we can make, which is 2. So 48 divided by 4 = 12.

Note if children know the timestable / division fact then they should not use the longer method to solve the division!

 

Week 4 - Multiplication

Thinking about multiplication as 'lots of'. 4 x 8 = 4 lots of 8?

We can use an array but this is not very efficient with larger numbers.

We have been partitioning the number to be multiplied and then using a grid method to multiply the tens and then the ones.

This grid method helps us to use our known multiplication facts, if we don't know them we can use an array within the grid to help us.

 

Week 3 - Addition

We have continued our addition journey by partitioning the numbers to be added and laying them out in place value columns.

Children know that addition is commutative (it does not matter which way round the numbers go in an addition calculation).

Children are then taught to start at the ones and add up the ones, tens and then hundreds, carrying over into the next column if the total exceeds 9 in any column.

 

Lots of practise at home partitioning numbers will help children, as will rapid fire addition questions adding two 1 digit numbers and confidence with number bonds to 10, and 100.

 

Week 2 - Subtraction

We have continued to look at subtraction through partitioning the numbers to be subtracted and using place value columns. The larger number goes into the columns first as children know that subtraction is not commutative (it does matter which way round the numbers go in a subtraction calculation). The smaller number goes in second. Children then start at the ones and subtract the second number from the first.

 

Week 1 - Statistics

We have looked at Pictograms, Bar Charts, Carroll diagrams (discrete sections) and Venn diagrams (overlapping circles)

Some reminders:

Pictograms - the most important part of a pictogram is the key!

Bar Charts - columns don't touch unless the data is continuous data (e.g. rainfall), most data we've been looking at is discrete data e.g. favourite ice-cream flavour, and there is the same sized gap between the bars (which also must be of the same width). We have also been looking at the scales of the bar chart.

Carroll Diagrams & Venn Diagrams are ways of sorting items or facts.

Carroll diagrams - items can only gone in one of the options.

Venn diagrams - items can go in the middle of the overlapping circles if they meet both criteria, or just in one of the circles, or outside the circles if it doesn't meet any of the criteria.

Autumn 2

 

Week 1 - Money

We will be making sure we can recognise all coins and notes in the UK currency and understand how to use the £ and p symbols.

We will then investigate adding and subtracting using money.

 

You can support your child by

- letting them count how much money is in your purse

- by giving them some money to buy an item from the local shop - talk about how much the item/s are, how much money they will need, how much change they should expect to get

- asking them to plan a meal / sandwich / cake and use online supermarket information to help them work out how much their plans will cost.

- give them an amount of money and ask them to plan an activity which keeps to the budget you have set them.

Autumn 1

 

Shape - Week 1

 

We are starting the Autumn term looking at 2D shape.

We will be looking at how to group different shapes, naming 2D shapes and the properties of 2D shapes.

You can help your child by talking about 2D shapes found in things around the home, garden, park and route to school!

 

Addition - Week 2

 

Next we are looking at addition and looking how to use resources to show addition sentences.

We will be thinking about the commutative property of addition. (3 + 4 = 4 + 3)

Children will start their addition journey using resources to represent and solve addition sentences, they will then move onto using pictorial representations - drawing base 10 or place value coins in their books. The next step will be to partition the number to be added and start thinking about how to apply our place value knowledge using expanded columns.

You can help your child by talking about how numbers are made up of hundreds, tens and ones and ensuring they are confident with their number bonds to 10 and 20.

 

Subtraction - Week 3

 

Our next topic is subtraction and looking how to use resources to show subtraction sentences.

We will be considering the importance of the order of the numbers in a subtraction sentence.

Children will start their subtraction journey using resources to represent and solve subtraction sentences, they will then move onto using pictorial representations - drawing base 10 or place value coins in their books. The next step will be to partition the number to be subtracted and start thinking about how to apply our place value knowledge using expanded columns.

You can help your child by talking about how numbers are made up of hundreds, tens and ones and ensuring they are confident with their number bonds to 10 and 20.

 

Measures and Perimeter - Week 4

 

This week we will be looking at measuring and applying our measuring and addition skills to calculate perimeter, as well as using our 2D shape knowledge!

Children need to have an understanding of mm, cm and m and we will be looking at how to draw a straight line and the importance of measuring and drawing accurately!

We will then make 2D shapes with paper straws and open them up to measure the sides - thus working out the perimeter of the shape. We will apply this new learning to a variety of shapes.

You can help your child by

- asking them to measure items around the home - lots of ruler use!

- asking your child to draw 2D shapes accurately, maybe draw a plan of their bedroom

- talking about the sizes of things, how big do they think a cm, or 10cm etc looks like.

- how tall are they / members of their family?

- how long are their fingers, feet etc? 

 

Multiplication - Week 5

 

Our next topic is multiplication and looking how to use arrays to show multiplication sentences.

We will be thinking about the commutative property of multiplication (3 x 4 = 4 x 3).

Children will start their multiplication journey using resources and arrays to represent and solve multiplication sentences, they will then move onto partitioning the number to be multiplied and using arrays within an grid for the times tables they do not know.

You can help your child by

- helping them progress with the times table challenge, ensuring they don't forget the times tables they have already passed whilst they are learning their new ones!

- thinking about multiplication as being 'lots of' something

- using resources at home to help them e.g. buttons / pasta / lego bricks etc

 

 

Division - Week 6

 

Our final topic is division and thinking about division as both grouping and sharing

We will be considering the importance of the order of the numbers in a division sentence.

Children will start their division journey using resources and arrays to show division as both grouping and sharing, they will then move onto word problems to apply this understanding.

You can help your child by

- helping them progress with the times table and division challenge, ensuring they don't forget the times tables they have already passed whilst they are learning their new ones!

- thinking about division as being something we share (I have 6 cakes and 2 plates, how many cakes can I put on each plate) and something we group (I have 10 sweets and want to put 2 sweets into each party bag, how many party bags can I make?)

- using resources at home to help them e.g. buttons / pasta / lego bricks etc

 

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