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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.