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YEAR 3 NUMERACY PLANNING
BLOCK A
Counting, partitioning and calculating
Unit 1
2 weeks
Unit 2
2 weeks

Describe and explain methods, choices and solutions to
puzzles and problems, orally and in writing, using pictures
and diagrams A12C3

Describe and explain methods, choices and solutions to
puzzles and problems, orally and in writing, using pictures
and diagrams A12C3

Read, write and order whole numbers to at least 1000 and
position them on a number line; count on from and back
to zero in single-digit steps or multiples of 10 A1


Partition three-digit numbers into multiples of
100, 10 and 1 in different ways A12E3
Partition three-digit numbers into multiples of
100, 10 and 1 in different ways A12E3
Round two-digit or three-digit numbers to the nearest 10
or 100 and give estimates for their sums and differences
A23

Derive and recall all addition and subtraction facts
for each number to 20, sums and differences of
multiples of 10 and number pairs that total 100
A12B123E1

Derive and recall all addition and subtraction facts
for each number to 20, sums and differences of
multiples of 10 and number pairs that total 100
A12B123E1

Add or subtract mentally combinations of onedigit and two-digit numbers A123D12

Add or subtract mentally combinations of onedigit and two-digit numbers A123D12

Derive and recall multiplication facts for the 2, 3, 4, 5, 6
and 10 times-tables and the corresponding division facts;
recognise multiples of 2, 5 or 10 up to 1000
A23B123E123


Key Assessment Opportunities
 Partition three-digit numbers


into multiples of 100, 10 and 1
in different ways
Derive and recall all addition and
subtraction facts for each number
to 20, sums and differences of
multiples of 10 and number pairs
that total 100
Add or subtract mentally
combinations of one-digit and
two-digit numbers
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Multiply one-digit and two-digit numbers by 10 or 100,
and describe the effect A2E2
Prior Learning
Check that children can already:
 talk about their methods and
solutions to one-step problems,
identifying and recording the
number sentences involved
 read, write, partition and order
two-digit numbers, explaining
what each digit represents
 recall all addition and
subtraction facts for each
number to at least 10, all pairs
Unit 3
2 weeks

Solve one-step and two-step problems involving
numbers, money or measures, including time, choosing
and carrying out appropriate calculations
A3B23D13E23

Round two-digit or three-digit numbers to the nearest 10
or 100 and give estimates for their sums and differences
A23

Add or subtract mentally combinations of onedigit and two-digit numbers A123D12

Develop and use written methods to record, support or
explain addition and subtraction of two-digit and threedigit numbers A3D23E3

Derive and recall multiplication facts for the 2, 3, 4, 5, 6
and 10 times-tables and the corresponding division facts;
recognise multiples of 2, 5 or 10 up to 1000
A23B123E123

Use practical and informal written methods to multiply
and divide two-digit numbers (e.g. 13 3, 50 4); round
remainders up or down, depending on the context
A3D23E123
Vocabulary
problem, solution, calculate, calculation, answer, method, explain, reasoning,
pattern, predict
place value, partition, digit, ones, tens, hundreds, one-digit number, two-digit
number, three-digit number, compare, order, equals (=)
count on/back, add, subtract, multiply, times, divide, share, group, sum, total,
difference, plus, minus
pound (£), penny/pence (p), note, coin, units of measurement and their
abbreviations
EUAO1
Children answer one and two step
problems. Children solve problems
involving counting. They also solve
number puzzles. Children organise
their written responses to problems
and puzzles in a systematic way
YEAR 3 NUMERACY PLANNING
RESOURCES1


with totals to 20 and all pairs of
multiples of 10 with totals up to
100
add or subtract mentally pairs
of one-digit numbers
recall multiplication and division
facts for the 2, 5 and 10 timestables
RESOURCES2
EUAO2
Children solve puzzles and
problems that involve all four
operations. They use their
knowledge of multiplication and
division to find the cost of items.
They develop strategies to solve
problems that involve halving and
doubling. They explore numbers,
looking for sums and differences, by
listing possible pairs and testing to
see if the second criterion holds.
Children discuss and explain their
methods orally and begin to record
using pictures or diagrams. They
compare different approaches and
suggest possible modifications
EUAO3
Children solve problems and
puzzles involving all four
operations. They identify relevant
information and select the
appropriate operations in order to
solve word problems. Children
begin to work systematically, using
lists or tables to organise their
solutions to problems
UNIT 1
Teaching
Lesson Sequence
Stage
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Objectives
MATHEMATICAL CHALLENGE 34 – QUEEN ESMERELDA’S COINS
MATHEMATICAL CHALLENGE 37 – STAMPS
ADD/SUBTRACT 1, 10, 100, 1000
DECREASING NUMBER GRID GENERATOR
INCREASING NUMBER GRID GENERATOR
NUMBER GRID ITP
NUMBER LINE ITP
PLACE VALUE ITP
IWB PLACE VALUE CARDS AND BEADS
PLACE VALUE CHARTS AND PARTITIONING TOOL
MATHEMATICAL CHALLENGE 28 – DAN THE DETECTIVE
IWB ESTIMATION
MAKE NUMBERS
MOVING DIGITS ITP
MULTIPLICATION AND DIVISION FACTS 2 TO 5
MULTIPLICATION AND DIVISION TRIOS
NUMBER DIALS ITP
PATTERNS OF CALCULATIONS
ROUNDING
SUM PRODUCT DIFFERENCE
RESOURCES3
MATHEMATICAL CHALLENGE 35 – DUCK PONDS
4 OPERATIONS WITH SMALL NUMBERS
AREA ITP
DECREASING NUMBER GRID GENERATOR
IWB FARM PROBLEM
INCREASING NUMBER GRID GENERATOR
MULTIPLICATION AND DIVISION WITH PARTITIONING
Objective
linked
assessment
Starter
Teaching
LA
MA
HA
Plenary
Evaluation
questions
YEAR 3 NUMERACY PLANNING
1
2
3
4
5
6
7
8
9
10
UNIT 2
Lesson
Teaching
Sequence
Stage
Objectives
Objective
linked
assessment
questions
Starter
Teaching
LA
MA
HA
Plenary
Evaluation
Objectives
Objective
linked
assessment
questions
Starter
Teaching
LA
MA
HA
Plenary
Evaluation
1
2
3
4
5
6
7
8
9
10
UNIT 3
Lesson
Teaching
Sequence
Stage
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YEAR 3 NUMERACY PLANNING
1
2
3
4
5
6
7
8
9
10
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