Helping with your Child’s Development in Mathematics Year 3 Sunday 5th February 2017

End of Year Targets (see handout) Your child should achieve most of these targets by the end of Year 3. A target may be more complex than it seems, e.g. a child who can count to 1000 may not know what each digit represents. In 784, for example, the ‘8’ is worth 80 not just 8. Work your way through these targets with your child at home, by: Putting a tick beside the areas that they are comfortable with. Explaining the areas that they find difficult.

Addition The children in Year 3 continue using a range of equations as in Year 1 and 2 but with appropriate, larger numbers: How many ways can you make the number 20? How many ways can you make the number 50? Etc. Partitioning into Tens and Units Children learn to partition both numbers and recombine, e.g. 34 + 53 = 30 + 50 + 4 + 3 Add a near multiple of 10 to a two-digit number Children need to be secure adding multiples of 10 to any two-digit number including those that are not multiples of 10. 48 + 36 = 84 They also learn to secure mental methods in their head: 35 + 19 is the same as 35 + 20 – 1.

Addition (continued) T U 8 4 3 2 12 5 83 + 42 = 80 + 3 + 40 + 2 Pencil and paper procedures 83 + 42 = The children can calculate this sum either by: Vertical Expansion Horizontal Expansion T U 80 + 3 40 + 2 120 + 5 = 125 T U 8 4 3 2 + 12 5 The children are given flexibility in Year 3. The different methods of partitioning are taught in class. However, the children are able to choose the method of working out that is easiest for them.

Subtraction 102 – 97 = 5 78 – 49 is the same as 78 – 50 + 1 The children in Year 3 continue using a range of equations as in Year 1 and 2 but with appropriate, larger numbers: What is 29 - 11? What is 30 - 13? Etc. They learn to find a small difference by counting up from the smaller to the larger number, e.g. 102 – 97 = 5 Subtract mentally a ‘near multiple of 10’ to or from a two-digit number 78 – 49 is the same as 78 – 50 + 1

Subtraction (continued) Use known number facts and place value to subtract 97 – 15 = 82 87 97   Pencil and paper procedures Complementary addition Another example: 84 – 56 = 99 – 68 = With practice, children will need to record less information and decide whether to count back or forward. -5 -10 +20 +4 +4 56 60 80 84 68 99 * Add jumps to find the answer.

Use of the 100 Square Used to count in 10s Less Than Less Than More Than More Than Used to count in 1s Example: 52 + 47 Count down 10, 20, 30, 40 . Add the 7 single units.

Multiplication By this stage, the children should be able to recall their 2s, 3s, 4s, 5s and 10s times tables with speed. Children should be practising the recall and speed of their times tables at home daily. Children in Year 3 continue to understand multiplication as repeated addition and continue to use arrays: 5 x 3 They use known facts and place value to carry out simple multiplications for a 2 digit number x a 1 digit number: 35 x 2 = (Partitioning) X 30 5 2 60 10 = 70

Division 18 ÷ 3 can be modelled as: The children in Year 3 should recognise that division is the inverse of multiplication. Understanding division as sharing and grouping 18 ÷ 3 can be modelled as: Sharing – 18 shared between 3 Grouping- How many 3’s make 18? 0 3 6 9 12 15 18

Division (continued) Remainders 10 ÷ 3 = 3 r1 0 3 6 9 10 Sharing – 10 shared between 3, how many left over? Grouping – How many 3’s make 10, how many left over? 0 3 6 9 10

Fact Families + = x = + = x = - = ÷ = - = ÷ = 12 15 8 4 3 5 Fact families can be used for addition, subtraction, multiplication and division: 12 15 8 4 3 5 + = x = + = x = - = ÷ = - = ÷ =

Equivalent Fractions The children in Year 3 find the concept of ‘Equivalent Fractions’ quite difficult. These cakes have been cut into slices. One has been cut into four equal parts (or quarters) and the other into two equal parts (or halves). Can you see that two parts of the one of the left is the same as half of the cake? You can write this in fractions as 2/4 equals ½. These fractions are known as equivalent fractions because they have the same value.

Using Mathematics in your Child’s Daily Life (see booklet) Have a quick look at the booklet now. Read in detail at home and try to make use of the games and question asking as much as you can. Math is All Around Us!

Resources Maths Mat Number Line Number String Beads Counting Blocks

Resources Clocks 2D & 3D Shape Bag Geoboards

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