The children in Year 3 will continue to build on their previous learning of Number, Calculation, Measurement, Fractions and shape.

We will be learning in blocks throughout the year and then continue to consolidate  that learning throughout the year through independent learning time.

As we learn different blocks we will post any useful websites and other resources here that will help your child consolidate their learning.

How you can help

Help your child practise their times times. By the end of year 3 they should know their x2 x3 x4 x5 x10.

Look at the bottom of our blog for links to games that they can play to help build up their maths skills.

Get them to add up things when you go shopping or calculate how much change you will get.

Get them to tell you the time and calculate how long it will take to get somewhere or how long they have to wait until their favourite TV programme comes on.

 

Number: Place Value

  • Knowing what each digit represents in a 3 digit number.
  • Ordering numbers.
  • Counting in 50’s and 100’s.
  • Comparing numbers.

Addition and Subtraction

  • Add/Subtract 1’s, 10’s, 100’s to a 3 digit number.
  • Add/Subtract 3 digit numbers using column addition.
  • Calculate the inverse operation.
  • Use the numberline to count up and find the change to money.
  • Mentally add 1 digit, 2 digit and 3 digit numbers to a 3 digit number.

For example:

123 + 6 =                    123 + 60 =                   123 + 600 =

 

  • Add 3 digit numbers to 3 digit numbers using expanded and compact column methods.

This is how we do it…

 

Column Addition

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Carry a one’s Carrying 10’s ( I can’t get this picture around the correct way!)

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Carry a tens when you get 10 lots of 10 (100) you have to move them over to the 100’s column.

Column Subtraction

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Borrowing: (Look for past post with a video of us at the shop)

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Finding change

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Multiplication and Division

  • Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
  • Write in number sentences the multiplication and division of the 3,4 and 8 tables.
  • Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in context.
  • Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.

Here is a game that we have been using to try and learn our times tables

http://www.topmarks.co.uk/maths-games/hit-the-button

They love the link above to play. Here is an example of grid multiplication. They found the layout tricky. For those that don’t know their times tables well they made mistakes in the second part of the grid.

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Division has been tricky we have gone right back to thinking about sharing.

How would we show 60 ÷3?

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We could either do groups of 3 or 3 groups. Both resulted in the answer 20. We checked with another question to see whether the answers were the same.

40 ÷4

 

If we split 40 into 4 equal groups, each group had 10. If we split 40 into groups of 4 there were 10 groups.

We decided that sharing dividing into 4 groups or 3 groups was much quicker than sharing into groups of 3 or 4.

We then moved on an even quicker way.

If we know 6 ÷ 3 then how would this help us with 60 ÷3?

 

Measure: Time

  • Tell and write the time from an analogue clock, including using Roman numerals, 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, am/pm, 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 duration of events [for example calculate the time taken by particular events or tasks.)

Here are some visual aids that have helped us and a video.

Basic’s to help you tell the time

 Fractions

This hopefully sums up the learning…