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Year 3 Number Assessment Ladder: Working Towards Year 3 Number Assessment Ladder: Mostly Achieved Year 3 Number Assessment Ladder: Achieved Y3: Place Value- Working Towards Y3: Place Value- Mostly Achieved Y3: Place Value- Achieved I’m beginning to read numbers up to 1000 in numerals and in words. I can read and write numbers up to 1000 in numerals and in words. I can solve number problems, working with numbers up to 1000 and in different units of measurement. I know what each digit means in Hundred Tens and Unit numbers such as 204. I can count from 0 in steps of 4, 8. I can find 10 or 100 more or less than a given number. I can compare and order numbers up to 1000. I can count from 0 in steps of 50 and 100. I‘m beginning to solve number problems, working with numbers up to 1000. Y3: Addition & Subtraction- Working Towards Y3: Addition & Subtraction- Mostly Achieved Y3: Addition & Subtraction- Achieved I can add and subtract numbers in my head, including questions such as 432 - 7. I can add and subtract numbers in my head, including questions such as 432 - 300. I can add and subtract numbers in my head, including questions such as 432 - 70. I’m beginning to estimate the answer to a question before I work it out and then use inverse operations to check the answer when I have finished. I can use written methods (+ compact column/-partitioning) to add or subtract two three-digit numbers, including adding and subtracting amounts of money. I solve problems such as missing numbers (for example, 452 - ? = 122) using my knowledge of number facts and methods of addition and subtraction. I can estimate the answer to a question before I work it out and then use inverse operations to check the answer when I have finished. I can work on money problems, adding and subtracting amounts of money and working out how much change is left. I use both £ and p in my problems. I beginning to use written methods (using Singapore Bar Model, solving with partitioning begin + expanded column/- number line) to add or subtract two three-digit numbers. Y3: Multiplication & Division- Working Towards Y3: Multiplication & Division- Mostly Achieved Y3: Multiplication & Division- Achieved I know my 3, 4 and 8 times tables. I can use my x/÷ facts to solve longer x problem e.g. 17x5= (5x10 + 5x7=) I’m beginning to solve longer multiplication sums using the written methods (x compact grid method/÷ number line with remainders up to 3-digit by1-digit). I can answer problems involving ÷ using my x/÷number facts e.g. 45 chn got into 5 groups, how many were in each group? I can solve more complex problems and missing number questions involving multiplication and division. I can answer multiplication and division questions such as 16 x 5 or 45 divided by 9 using the appropriate mental or written method (÷ partitioning). I understand that x/÷ is linked and can show this in a number sentence e.g. 7x5=35/5x7=35/35÷7=5/35÷5=7. I’m beginning to use written methods to show what happens when you multiply and divide a 2-digit by 1-digit number (x arrays and expanded grid method/÷ number line) Y3: Fractions- Working Towards Y3: Fractions- Mostly Achieved Y3: Fractions- Achieved I know that tenths can be found by dividing an object or shape into ten equal parts or by dividing numbers by 10. I can count up and down in tenths. I can find a fraction (such as 2/5 or 3/4) of a number or set of objects. I can compare and order unit fractions, and fractions with the same denominators. I can show that some fractions have the same value - such as 1/2, 3/6 and 5/10 or 1/3 and 3/9. I can add and subtract fractions with the same denominator [for example, 5/7 + 1/7 = 6/7]. I solve problems that finding, ordering or comparing fractions. I know how to find fractions of a shape - such as 3/5, 1/4 or 4/6. Y3 Number - Working Towards Mastery: Y3 Number - Mostly Achieved Mastery: Y3 Number - Achieved Mastery: I can easily recognise the HTU of 3 digit numbers. I am able to solve simple +/- in my head but can clearly explain how I have done this and can apply the same thinking to my developing written methods. My knowledge of number extends to understanding smaller parts of number- tenths My knowledge of number extends to 1000 and I can explain how these numbers are ordered in the number system and along a number line. I use this understanding to count in jumps and estimate my answers. I understand how calculations are associated to each other and can explain using both verbal and written explanations how this can be sued to solve problems including problems involving fractions. I confidently solve a range of problems and apply different operations as needed. I am able to clearly explain how I solve them showing a logical way of working and using estimates and inverse checks for accuracy. Y3 Measure, Geometry & Statistics Assessment Ladder: Working Towards Y3 Measure, Geometry & Statistics Assessment Ladder: Mostly Achieved Y3 Measure, Geometry & Statistics Assessment Ladder: Achieved Y3: Measure- Working Towards Y3: Measure- Mostly Achieved Y3: Measure- Achieved I can identify and estimate numbers in different units such as length (mm and m) and weight (g and kg). I know and use vocabulary such as o'clock, a.m./p.m., morning, afternoon, noon and midnight in my maths work. I know the number of seconds in a minute and the number of days in each month, year and leap year. I’m can to tell and write the time from a clock with numbers or Roman numerals or using 12 and 24 hour clocks. I can measure in these units: lengths (m,cm,mm), weight (kg,g) and capacity (l,ml). I can measure the perimeter of a 2-D shape such as a square or triangle. I can tell and write the time from a clock with numbers or Roman numerals or using 12 and 24 hour clocks. I can measure and compare in these units: lengths (m,cm,mm), weight (kg,g) and capacity (l,ml). I can tell the time accurately to the nearest minute. Y3: Shape- Working Towards I recognise and can describe 3-D shapes. I draw 2-D shapes and make 3-D shapes using modelling materials. I know an angle is used to measure how far something turns. An angle is also the point in a 2-D shape. I can measure and record time passing in seconds, minutes and hours. I can calculate how long an event or task took to complete. Y3: Shape- Mostly Achieved I recognise and can describe 3-D shapes even when they have been turned about in different ways. I know what a right angle is and I know that two right angles make a half-turn, three make three quarters of a turn and four right angles make a complete turn. I know when a line is horizontal or vertical. Y3: Shape- Achieved I can tell whether an angle is greater than or less than a right angle. I know when two lines are perpendicular or parallel. Y3: Statistics- Working Towards Y3: Statistics- Mostly Achieved Y3: Statistics- Achieved I can make my own bar charts, pictograms and tables. I can make my own bar charts, pictograms and tables and can answer questions about them. I can answer maths problems such as 'How many more?' and 'How many fewer?' by finding the information in bar charts, pictograms and tables. Y3 Measure- Working Towards Mastery: Y3 Measure- Mostly Achieved Mastery: Y3 Measure- Achieved Mastery: I am confident at knowing what unit is needed to measure things around me and can confidently recall measurement facts relating to time and 2D shapes. I understand how data is presented and can select my own, appropriate chart/table to present data. I can accurately measure and (discuss the process for measuring) a variety of objects. I find examples of 3D shapes in my environment and discuss their features to demonstrate my knowledge of them. I can read charts/tables to find information. I can accurately tell you the time whenever you ask me and can use this knowledge to measure time passing. I accurately use technical language related shape by discussing their lines and angles. Version 2-Updated: May 2016