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Maths

 

Spring 2 Week 3

Year 3 are beginning a unit of work looking at fractions. Fractions are used to show us numbers that are 'in between' whole numbers on a number line, and are a way of us showing values less than one whole. The denominator (the bottom number of a fraction) shows us how many equal parts the 'whole' has been split into. The numerator (top number) indicated how many of those parts we are looking at, or concerned with. 

Spring 2 Week 2

Year 3 will look at how to present data they have collected in bar charts. They will think about how to use a scale to fit the data onto their graphs, and how to show numbers that come between the values on their scale.

They will also think about how to interpret information presented to them in a graph.

 

Spring 2 Week 1

For the next two weeks Year 3 will be looking at statistics. This week we will interpret pictograms, and collect some data in our class to make our own. 

Spring 1 Week 6

This week the children have been demonstrating what they have learned by completing maths assessments. 

We have mixed this up with more of our practical and active learning. Well done Year 3!

 

Spring 1 Week 5

The children have been counting in 8s in order to memorise multiples of 8. We have discussed the meaning of 'x' and drawn images to show that it means 'groups of'. We have used arrays to find multiplication facts.

 

Spring 1 Week 4

This week the children have used bar modelling to represent different addition and subtraction problems. This method helps when trying to find missing numbers, and helps us to visualise which operation (+ or -) we need to use to find them.

 

Spring 1 Week 3

This week the children have looked at applying column addition and subtraction to a range of different problems, including word problems. We have also been working on our mental arithmetic skills, and using our 'Burn to Learn activities to make our lessons more active!

 

Spring 1 Week 2

Mrs Young

The children have been measuring using mm, cm and m. Then have then been comparing measurements in mm, cm and m to identify which is the larger length (for example which is bigger, 6cm or 6mm, 5m or 500cm?).

 

 

Mrs Doughty

This week the children moved onto calculating column addition using the simplified method. We continued to use visual and practical aids to support understanding. 

We looked how to show that ten ones are moved from the ones column into the tens column, and again used practical resources to explain why we do this:

 

Spring 1 week 1

Mrs Young

The children have been studying how to measure length using mm, cm and m. They have been practically measuring objects, practicing how to accurately measure using a ruler. They will then move onto adding and subtracting length. 

 

Mrs Doughty

This week the children recapped the expanded column method for addition (see Autumn 2 Week 4). We also used this method to solve problems involving addition.

 

Autumn 2 Week 4

Mrs Young

This week the children have been focusing on their 8 times tables and related division facts. We looked at how this links to the 4 times tables. I have encourage the children to practice learning their 8 times tables as often as possible.

 

Mrs Doughty

The children have continued their learning of expanded column addition (please see Aut 2 week 3). Some of the children have begun to think about what happens if there are more than 9 units after the columns are added. In this case, we move 10 of the units into the tens column, so adding 1 ten to that column:

 

Autumn 2 Week 3

Mrs Young

The children have been recalling and using multiplication and division facts for the 4 times tables. 

Please encourage your child to practice their 4 times tables at home.

 

Mrs Doughty

This week we introduced the 'expanded' column method of addition. The purpose of this is to work towards the formal columnar algorithm, but staying true to place value by showing the value of each digit:

 

Autumn 2 Week 2

Mrs Young

The children have been focusing on recalling and using multiplication and division facts for the 3 times tables.

Mrs Doughty

We have spent time discussing the meaning of the = symbol in maths. We discussed that it isn't always in the same position in a calculation:

 

We also used bar models to help us to understand how to solve missing number calculations:

 

Autumn 2 Week 1

Mrs Young

The children have been developing their knowledge of multiplication and division by solving a range of problems and looking for errors and how to correct them.

 

Mrs Doughty

This week the children have applied their knowledge and understanding of adding and subtracting multiples of 10 and 100 to different types of questions to improve their fluency

 

Autumn 1 Week 8

Mrs Young

We have been continuing to learn the 3 times tables with a focus on division facts and how these link to one another.

 

 

Autumn 1 Week 7

Mrs Young

The children have been developing their knowledge of the 3 times tables by recalling multiplication and division facts in various ways (some have been doing this practically by using counters and cubes or by using a multiplication grid).

Please encourage your child to practice learning the 3 times tables and related division facts.

 

Mrs Doughty

The children have been finding the difference between two numbers by counting on a number line. Children chose their level of challenge by deciding how big to make their jumps, and how to recombine their totals.

 

Autumn 1 Week 6

Mrs Young

The children have been completing different activities to show their understanding of 'place value'. They have completed a 'post-assessment' of their learning to show which concepts they have grasped and which need further development.

 

Mrs Doughty

The children have been partitioning two and three digit numbers using place value cards in order to add totals. E.g.

234 + 123 =  357

200 + 100  = 300

  30  +  20 =  50

    4  +    3 = 7

 

Autumn 1 Week 5

Mrs Young

The children have been finding 10 or 100 more or less than a given number. They have had to use their knowledge of place value to see which column changes when either 10 or 100 is added or subtracted.

For example; 563 + 10 = 573      694 + 100 = 794

 

Mrs Doughty

This week we have been adding tens and ones to 2 and 3 digit numbers. The children have had to focus on whether they are adding tens or units, and check they are changing the correct column. We have used partitioning to look at what each digit is worth, and to support understanding when units total more that 9:

124 + 7

100 + 20 + 4 + 7

100 + 20 + 11

100 + 31  = 131

 

Autumn 1 Week 4

Mrs Young

The children have been learning to count from 0 in multiples of 50 and 100. They have also been identifying, representing and estimating numbers up to 1000 using different representations. 

 

Mrs Doughty

This week the children have been subtracting ones from 2 and 3 digit numbers, and thinking about which columns this will affect. We have continued to use base 10, HTU grids and counters to support understanding.

 

 

Autumn 1 Week 3

Mrs Young

We have been reading and writing numbers up to 1000 in numerals and words and also completing problem solving activities using lists and tables.

 

Mrs Doughty

This week the children have been learning to add ones to 2 and 3 digit numbers, including exchanging units for tens when there are more than 9. We have used base 10 and counters to support our learning. 

 

Autumn 1 Week 2

Mrs Young

The children have been continuing their work on place value by comparing and ordering numbers up to 1000.

 

Mrs Doughty

This week the children have been adding ones (units) to 2 and 3 digit numbers, using HTU grids to support their understanding. 

 

Autumn 1 Week 1 

Mrs Young

The children have completed a pre-assessment of 'Place Value' to show their prior knowledge. From this, they have completed some activities to show that they recognise the place value of each digit in a 3 digit number (hundreds, tens, ones) e.g. 519 = 500  846 = 40  207 = 7

 

Mrs Doughty

The children have continued work on place value, and have been adding and subtracting multiples of 100 to 3 digit numbers. 

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