# Montrose School

Achieving, Caring, Aspiring

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Wigston Lane, Leicester, Leicestershire

0116 2832328

office@montrose.leicester.sch.uk

## Year 3 Maths

 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 efficient written methods solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects involving   multiplication and division, including integer scaling problems and correspondence problems in which n objectsare connected to m objects. Multiplication and division Pupils should continue to practise their mental recall of multiplication tables when they are calculating mathematical statements in order to improve fluency. Through doubling, they connect the 2, 4 and 8 multiplication tables Pupils should develop efficient mental methods, for example, using commutativity (e.g. 4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and multiplication and division facts (e.g. using 3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts (30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3). Pupils should develop reliable written methods for multiplication and division, starting with calculations of two-digit numbers by one-digit numbers and progressing to the efficient written methods of short multiplication and division. Pupils should solve simple problems in contexts, deciding which of the four operations to use and why, including measuring and scaling contexts, and correspondence problems in which m objects are connected to n objects (e.g. 3 hats and 4 coats, how many different outfits; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children). Fractions 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 (e.g. 5/7 + 1/7 = 6/7) compare and order unit fractions with the same denominator solve problems that involve all of the above. Pupils should connect tenths to place value and decimal measures, not restricted to decimals between 0 and 1 inclusive and to division by 10. They should begin to understand unit and non-unit fractions as numbers on the number line, and deduce relations between them, such as size and equivalence. They should go beyond the [0, 1] interval, and 1/4 + 3/4 = 1 for example, relating this to measure. Pupils should understand the relation between unit fractions as operators and division by integers. They should continue to recognise fractions in the context of parts of a whole, numbers, measurements, a shape, or unit fractions as a division of a quantity. Pupils should practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency. Measures 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, hours and o’clock; use vocabulary such as 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 Measures Pupils should continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (e.g. 1 kg and 200g) and simple equivalents of mixed units (e.g. 5m = 500cm). The comparison of measures should also include simple scaling (e.g. a given quantity or measure is twice as long or five times as high) and connect this to multiplication. Pupils should continue to become fluent in recognising the value of coins, by adding and subtracting amounts, including mixed units, and giving change using manageable amounts. They should record £ and p separately. The decimal recording of money is introduced formally in Year 4. Pupils should use both analogue and digital 12-hour clocks and record their times. In this way they become fluent in and prepared for using digital 24-hour clocks in Year 4. 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 with increasing accuracy recognise angles as a property of shape and associate angles with turning 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, vertical, perpendicular and parallel lines in relation to other lines. Geometry: properties of shapes Pupils’ knowledge of the properties of shapes is extended at this stage to symmetrical and non-symmetrical polygons and polyhedra. Pupils extend their use of the properties of shapes. They should be able to describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle. Pupils should draw and measure straight lines in centimetres. Data Pupils should be taught to: interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables. Data   Pupils should understand and use simple scales (e.g. 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracy.   They should continue to interpret data presented in many contexts.