Download High Spen Primary School Maths Medium Term Planning Class MLK

High Spen Primary School
Maths Medium Term Planning
Class MLK - Year 3
Spring 2
Wk Mental maths
focus
1
Mixed x2, x3,
x4, x5, x10
multiplication
and division
facts
National curriculum objectives focus
(Y2)
National curriculum objectives focus
(Y3)
Count in steps of 2, 3 and 5 from 0 and in 10’s from any
number.
Find 10 more/less 100 more/less than a given number
2
Show that x of 2 numbers is commutive and division is
not
Shows that multiplication of two numbers can be done in
any order (commutative) and division of one number by
another cannot.
Recalls and uses multiplications and division facts for the
2, 5 and 10 multiplication tables
6 x tables.
Fluently counts forwards and back in multiples of 2, 5 and
10 from different multiples beyond 100
Confidently counts in multiples of 3 to at least 30.
Identifies the number that is ten or one hundred more or
less than any number up to 1000.
Counts from 0 in multiples of 4, 8, 50 and 100;
Statements for multiplication and division using the
multiplication tables.
Continues to develop efficient mental methods for
multiplication and division using known tables facts,
commutative and associative laws and place value e.g. 40
x 4 = 160, 80 ÷ 4 = 20
Develops recall and use of multiplication and division
facts for the 3, 4 and 8 multiplication tables.
Y3 mastery
Confidently identifies the number ten or one
hundred more or less than any number up to 1000
and beyond.
Fluently counts from 0 in multiples of 4, 8, 50 and
100 from any given multiple of that number.
Explores and discusses patterns, properties and
relationships between multiples.
Continues to develop efficient mental methods for
multiplication and division using known facts,
commutative, associative and distributive laws e.g.
4 x 12 x 5 = 20 x 12 = 240, 15 x 3 = (10 + 5) x 3
perhaps represented with an array or the grid
method.
Writes and calculate mathematical statements for
multiplication and division using the multiplication tables
that are known, and starts to include appropriate two-digit
numbers times one-digit numbers, using informal
recording methods such as the grid method, linked to
understanding of partitioning arrays to support the
development of formal methods as appropriate.
3
Finding 10 more
or 10 less
Identify 2d shapes on the surface of 3d shapes.
Developing the use of precise mathematical vocabulary to
identify and describe the properties of a wide variety of
2D shapes (displayed in a range of orientations).
Identifies lines of symmetry in a vertical line in 2-D
shapes
Developing the use of precise mathematical vocabulary to
identify and describe the properties of a variety of 3D
shapes including the number of edges, vertices and faces.
Identifies 2-D shapes on the surface of some 3-D shapes
(for example the circle on a cylinder and a triangle on a
pyramid.
Draw 2d and 3d shape using modelling materials,
recognise 3-d shapes in different orientations and describe
them.
Draws 2-D shapes using a ruler and measure with
increasing accuracy in centimetres and millimetres.
Makes 3-D shapes using modelling materials and
describes their properties.
Recognises angles as a property of a greater range of
shapes and as a description of turn.
Identifies right angles, recognise that two right angles
make a half-turn, three make three quarters of a turn and
four a complete turn.
Start to use the language of acute and obtuse.
Draws 2-D shapes using a ruler and measures
accurately in centimetres and millimetres in a
variety of contexts.
Makes a wider range of 3-D shapes using modelling
materials and describes their properties.
High Spen Primary School
Wk Mental maths
focus
4
Finding 9 more
or 9 less
5
Mixture of
mental maths
questions
including time,
fractions,
calculations.
Maths Medium Term Planning
Class MLK - Year 3
National curriculum objectives focus
(Y2)
Assessment Week
National curriculum objectives focus
(Y3)
Assessment Week
Y3 mastery
Interpret and construct simple pictograms, tally charts,
block diagrams and simple tables. including pictograms
with many to one correspondence with simple ratios 2, 5
and 10)
Continues to interpret and present data using a wider
range of bar charts, pictograms and tables in different
contexts.
Understands and uses simple scales e.g. 2, 5, 10 units per
cm in pictograms and bar charts with increasing accuracy.
Interpret and present data using bar charts,
pictograms and tables in a wider range of contexts.
Start to suggest which form of presentation might
be more appropriate.
Understand and use simple scales e.g. 2, 5, 10 units
per cm in pictograms and bar charts with increasing
accuracy. Suggest scales and pictogram ratios to use
when construction charts from their own data.
Ask and answer simple questions by counting the number
of objects in each category and sorting the categories by
quantity e.g. using Venn and Carroll diagrams.
Ask and answer questions about totalling and comparing
categorical data.
Solve one and two-step questions e.g. ‘How many more?’
and ‘How many fewer?’ ‘How many altogether? using
information presented in scaled bar charts and pictograms
and tables.
Understand and use Venn and Carroll diagrams to
support reasoning about appropriate numbers or shapes
Assessment Week
Confidently solves one and two-step questions e.g.
‘How many more?’ and ‘How many fewer?’ ‘How
many altogether? using information presented in
scaled bar charts and pictograms and tables. Poses
their own questions that can be answered using
information presented in different bar charts
pictograms and tables.
Understand and use Venn and Carroll diagrams to
support reasoning about appropriate numbers or
shapes.