Year 3 Maths
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Year 3 programme of study (statutory requirements) 
Notes and guidance (nonstatutory) 
Number, place value and rounding Pupils should be taught to:

Number, place value and rounding Pupils should work with larger numbers, applying partitioning related to place value using varied and increasingly complex problems, building on work in Year 2 (e.g. 46 = 40 and 6, 46 = 30 and 16). Using a variety of representations, including those related to measure, pupils should continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000. 
Addition and subtraction Pupils should be taught to:

Addition and subtraction Pupils should practise solving varied addition and subtraction questions. For mental calculations with twodigit numbers, the answers could exceed 100. Pupils should use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to three digits to become fluent. 
Multiplication and division Pupils should be taught to:

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 twodigit numbers by onedigit 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:

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 nonunit 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:

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 12hour clocks and record their times. In this way they become fluent in and prepared for using digital 24hour clocks in Year 4. 
Geometry: properties of shapes Pupils should be taught to:

Geometry: properties of shapes Pupils’ knowledge of the properties of shapes is extended at this stage to symmetrical and nonsymmetrical polygons and polyhedra. Pupils extend their use of the properties of shapes. They should be able to describe the properties of 2D and 3D 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:

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.

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