Maths in Year 3 at St Anselm’s

The national curriculum for mathematics aims to ensure that all pupils: •become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. •reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language •can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Some key changes in Year 3 • Count in multiples of 4, 8, 50 and 100 • Mental calculation with three-digit numbers • Eight-times table • Tenths • Children now need to add and subtract fractions • Perimeter of simple shapes (was in Year 4) • 24-hour time (was Year 5) • Read the time on clocks with Roman numerals • Identify perpendicular and parallel lines.

2 Significant Objectives! Mental Methods Year 3 Add and subtract numbers mentally, including: • a three-digit number and ones • a three-digit number and tens • a three-digit number and hundreds Written Methods Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate .

https://www.ncetm.org.uk/resources/19395

Mental strategies for addition Recall of number bonds. Using near doubles. Partitioning (splitting a number up) and recombining (putting it back together again). Counting on and counting back in steps of 1, 10, 100 or 1000. Adding the nearest multiple of 10, 100 or 1000 and adjusting e.g. add 10 then take away 1 in order to add 9 to a number. Using the relationship between addition and subtraction.

Mental strategies for subtraction Recall of addition and subtraction facts. Finding a small difference by counting up. Partitioning (splitting a number up) and recombining (putting it back together again). Counting on and counting back in steps of 1, 10, 100 or 1000. Subtracting the nearest multiple of 10, 100 or 1000 and adjusting e.g. take away 10 then add 1 in order to take away 9 from a number. Using the relationship between addition and subtraction.

Mental strategies for multiplication

Counting in multiples • Share on your tables effective teaching and learning ideas to support counting in multiples Times tables with a counting stick

Mental strategies for division Using knowledge of doubling and halving. Using times tables facts to find division facts e.g. 3 x 5 = 15 so 15 ÷ 5 = 3. Using closely related facts e.g. 21 ÷ 7 = 3 so 210 ÷ 7 = 30, 210 ÷ 70 = 3, 2.1 ÷ 7 = 0.3 etc. Dividing by 10, 100 or 1000. Using knowledge of factors.

13÷3=4 𝑟 1

New to Year Three Adding fractions with the same denominator Subtracting fractions with the same denominator

The 24 Hour Time

Roman Numerals I II III IV V VI VII VIII IX X XX XXX XL L LX LXX LXXX Ones I II III IV V VI VII VIII IX Tens X XX XXX XL L LX LXX LXXX XC Hundreds C CC CCC CD D DC DCC DCC C CM

Group Discussion

Internet BBC Maths http://www.bbc.co.uk/schools/ks2bitesize http://www.bbc.co.uk/education/mathsfile/index.shtml Woodlands Junior School Maths Zone http://www.woodlands­junior.kent.sch.uk/maths/index.html Ambleside Primary School http://www.amblesideprimary.com/ambleweb/numeracy.htm TopMarks Education Resources http://www.topmarks.co.uk/ Primary Games (evaluation versions but playable) http://primarygames.co.uk Teaching Tables (evaluation versions but playable) http://teachingtables.co.uk Nrich (good for problems/puzzles) http://www.nrich.org

Some Suggestions of Maths in Every Day Life • Money Under your supervision, let your child “pay” for items in cash at the store. Discuss the transaction and how much things cost. Ask, “Do you have enough money? How much more do you need?” Always use real money. Cooking • Make simple recipes at home using the appropriate measuring tools. Time • Practice telling time daily on an analogue clock (with hands). Routinely ask your child to give you the current time, and then ask, “How many minutes before the next hour?” Measure • Use measuring tapes, rulers, and metric sticks to measure spaces or items. Use scales to weigh objects after predicting their weight. Compare the weights of different items. • Use fractions to help divide the family meals or desserts into equal servings.

Do you do any of the above at home? On your tables discuss ways you can support your child’s maths at home.