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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 D:\234832053.doc 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 D:\234832053.doc 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 D:\234832053.doc YEAR 3 NUMERACY PLANNING 1 2 3 4 5 6 7 8 9 10 D:\234832053.doc