Year 3 - Maths



NRICH nrich. problems linked to the Framework for teaching mathematics in Years 3, 4, 5 and 6

A list of recent updates can be found at the end of this document. The letters and numbers refer to blocks and units.

(N.B. This is work in progress– we would really appreciate your comments. Please email emp1001@cam.ac.uk)

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| |Year 3 |Year 4 |Year 5 |Year 6 |Year 6-7 |

| |Round two-digit or three-digit numbers |Use decimal notation for tenths and |Express a smaller whole number as a |Express a larger whole number as a |Recognise approximate proportions of a |

| |to the nearest 10 or 100 and give |hundredths and partition decimals; |fraction of a larger one (e.g. recognise|fraction of a smaller one (e.g. |whole and use fractions and percentages |

| |estimates for their sums and differences|relate the notation to money and |that 5 out of 8 is five eighths); find |recognise that 8 slices of a 5-slice |to describe and compare them, for |

| | |measurement; position one-place and |equivalent fractions (e.g. seven tenths |pizza represents eight fifths or 1three |example when interpreting pie charts |

| | |two-place decimals on a number line |equals fourteen twentieths, or nineteen |fifths pizzas); simplify fractions by | |

| | | |tenths equals 1nine tenths); relate |cancelling common factors; order a set | |

| | | |fractions to their decimal |of fractions by converting them to | |

| | | |representations |fractions with a common denominator | |

| | | | |NRICH: Chocolate | |

| | | | |E1 E2 E3 | |

| | |Use diagrams to identify equivalent |Use sequences to scale numbers up or |Solve simple problems involving direct | |

| | |fractions (e.g. six eighths and three |down; solve problems involving |proportion by scaling quantities up or | |

| | |quarters, or seventy hundredths and |proportions of quantities (e.g. decrease|down | |

| | |seven tenths); interpret mixed numbers |quantities in a recipe designed to feed |NRICH: Orange Drink | |

| | |and position them on a number line (e.g.|six people) |NRICH: Pumpkin Pie Problem | |

| | |3 one half) |NRICH: Blackcurrantiest |E1 E2 E3 | |

| | | |E2 E3 | | |

|  |Year 3 |Year 4 |Year 5 |Year 6 |Year 6-7 |

| |Derive and recall multiplication facts |Identify the doubles of two-digit |Recall quickly multiplication facts up |Use knowledge of multiplication facts to|Recognise the square roots of perfect |

| |for the 2, 3, 4, 5, 6 and 10 |numbers; use these to calculate doubles |to 10 multiplied by 10 and use them to |derive quickly squares of numbers to |squares to 12 multiplied by 12 |

| |times-tables and the corresponding |of multiples of 10 and 100 and derive |multiply pairs of multiples of 10 and |12multiplied by12 and the corresponding | |

| |division facts; recognise multiples of |the corresponding halves |100; derive quickly corresponding |squares of multiples of 10 | |

| |2, 5 or 10 up to 1000 | |division facts |NRICH: One Wasn’t Square | |

| |NRICH: Growing Garlic | | |B1 B2 B3 | |

| |A2 A3 B1 B2 B3 E1 E2 E3 | | | | |

|  |Year 3 |Year 4 |Year 5 |Year 6 |Year 6-7 |

| |Understand that division is the inverse |Find fractions of numbers, quantities or|Find fractions using division (e.g. one | |Use bracket keys and the memory of a |

| |of multiplication and vice versa; use |shapes (e.g. one fifth of 30 plums, |hundredth of 5 kg), and percentages of | |calculator to carry out calculations |

| |this to derive and record related |three eighths of a 6 by 4 rectangle) |numbers and quantities (e.g. 10percent, | |with more than one step; use the square |

| |multiplication and division number |NRICH: A Bowl of Fruit |5percent and 15percent of pound80) | |root key |

| |sentences |NRICH: Fractional Triangles | | | |

| |NRICH: Secret Number |E1 E2 E3 | | | |

| |E2 D3 | | | | |

| |Year 3 |Year 4 |Year 5 |Year 6 |Year 6-7 |

| |Read, to the nearest division and |Interpret intervals and divisions on |Interpret a reading that lies between |Read and interpret scales on a range of |Solve problems by measuring, estimating |

| |half-division, scales that are numbered |partially numbered scales and record |two unnumbered divisions on a scale |measuring instruments, recognising that |and calculating; measure and calculate |

| |or partially numbered; use the |readings accurately, where appropriate | |the measurement made is approximate and |using imperial units still in everyday |

| |information to measure and draw to a |to the nearest tenth of a unit | |recording results to a required degree |use; know their approximate metric |

| |suitable degree of accuracy | | |of accuracy; compare readings on |values |

| | | | |different scales, for example when using| |

| | | | |different instruments | |

| |Read the time on a 12-hour digital clock|Draw rectangles and measure and |Draw and measure lines to the nearest |Calculate the perimeter and area of |Calculate the area of right-angled |

| |and to the nearest 5 minutes on an |calculate their perimeters; find the |millimetre; measure and calculate the |rectilinear shapes; estimate the area of|triangles given the lengths of the two |

| |analogue clock; calculate time intervals|area of rectilinear shapes drawn on a |perimeter of regular and irregular |an irregular shape by counting squares |perpendicular sides, and the volume and |

| |and find start or end times for a given |square grid by counting squares |polygons; use the formula for the area |NRICH: Numerically Equal |surface area of cubes and cuboids |

| |time interval |NRICH: Torn Shapes |of a rectangle to calculate the |D1 D3 |NRICH: Brush Loads |

| |NRICH: Two Clocks |D2 D3 |rectangle's area | |NRICH: More Transformations on a |

| |D1 D3 C1 | |NRICH: Fitted | |Pegboard |

| | | |D1 D2 D3 | |NRICH: Making Boxes |

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Updates in January 2009: Egyptian Rope, Watch the Clock

Updates in February 2009: Make 100

Updates in March 2009: Round and Round the Circle. Making Boxes

Updates in May 2009: Mystery Matrix

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