NHMMixed Age Planning Year 3 and Year 4 Spring Term

Mixed Age Planning Year 3 & Year 4

Spring Term

Unit / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
3
4 / Place value, ordering, estimating, rounding
Reading numbers from scales / Know what each digit represents and partition three-digit numbers into a multiple of 100, a multiple of ten and ones (HTU).
Order whole numbers to at least 1000, and position them on a number line. / Numbers to 1000 /
  • Place value, comparing and ordering

Place value, ordering and rounding
Reading numbers from scales / Read and write whole numbers to at least 10000 in figures and words, and know what each digit represents.
Partition numbers into thousands, hundreds, tens and ones.
Add/subtract 1, 10, 100 or 1000 to/from any integer, and count on or back in tens, hundreds or thousands from any whole number up to 10000.
Read and write the vocabulary of comparing and ordering numbers. Use symbols correctly, including less than (<), greater than (>), equals (=).
Give one or more numbers lying between two given numbers and order a set of whole numbers less than 10000. / Numbers to 10 000 /
  • Place value, comparing and ordering

MATERIALS

TOOLBOX

/ 3
4 / Teaching File page / Pupil Sheets / Activity Book page / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
7-9, 58-64
PVG, Shortcuts 1-3 / 14-17 / 3 / 3 / 8-13, 29-38
7-11, 47-61
PVG, Shortcuts 1-3 / 6-8 / 4-6 / 1 / E1-E2 / 3-4, 19-33
Week
Day 1 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter / Tune-in TF 58
More and less
Revising addition and subtraction of 100/10/1 / Tune-in TF 47-48
Hundreds, tens and units
Revising place value for 3-digit numbers /
Main Teaching / 1 Hundreds, tens, units TF 59
Introducing place value for 3-digit numbers / 1 Thousands, hundreds, tens and units TF 48-49
Introducing place value for 4-digit numbers
2 Digit values TF 50-51
Recognising the value of digits in different places / /
Core Activities /

Pupil Activities TF 60

2 Making and reading 3-digit numbers with place value cards
Activity Book pages 14-15 TF 63
/

Pupil Activities TF 49-50

2 Digits game
Textbook page 4 TF 59 / / /
Support /

Pupil Activities TF 60

1 Making and reading 3-digit numbers with place value cards
Work with the pupils as one group, laying out the cards and asking pupils to say the numbers. /

Pupil Activities TF 49-50

1 Pupil Sheet 6 Place value /
Extension /

Pupil Activities TF 60

2 Making and reading 3-digit numbers with place value cards

Ask pupils to write each number in words as well as saying it aloud. /

Pupil Activities TF 49-50

2 Digits game
Ask pupils to make up their own number puzzles like q3 on Textbook p4. Swap with a partner to solve.
Plenary /

Follow-up for Activity Book

pages 14-15 TF 64

/

Follow-up for Textbook page 4

TF 59

Additional notes /
Extra Resources /
Review /
Week
Day 2 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Numbers to 1000

TF 7-9
/
Specific Starter for Numbers to
10 000 TF 7-11
/
Main Teaching /

2 Comparing TF 60-61

Comparing 3-digit numbers /

3 Adding/Subtracting 1, 10, 100, 1000 TF 51-53

/ /
Core Activities /

Pupil Activities TF 62

1 Using HTU notation boards
2 Using HTU notation boards
Encourage pupils to explain their strategies for making the smallest/largest number.
Activity Book page 16 TF 64 /

Pupil Activities TF 53-54

1 Adding/subtracting game
Textbook page 5 TF 59 / / /
Support /

Pupil Activities TF 62

1 Using HTU notation boards

2 Using HTU notation boards

/

Pupil Activities TF 53-54

1 Adding/subtracting game
Provide three-digit numbers and addition/subtraction cards for 1, 10 and 100. /
Extension /

Pupil Activities TF 62

1 Using HTU notation boards

2 Using HTU notation boards

Use two sets of 0 – 9 number cards
Encourage pupils to explain their strategies for making the smallest/largest number. /

Pupil Activities TF 53-54

2 Pupil Sheet 7
Adding/subtracting 1, 10, 100, 1000
Plenary /

Follow-up for Activity Book

page 16 TF 64

/ Home Activity 1
Additional notes /
Extra Resources /
Review /
Week
Day 3 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Numbers to 1000

TF 7-9

/
Specific Starter for Numbers to

10 000TF 7-11

/
Main Teaching / 3 Ordering TF 62-63
Ordering up to six 3-digit numbers / 4 Comparing and ordering 4-digit numbers TF 54-55
5 Numbers halfway between
TF 56-58 / /
Core Activities /

Pupil Activity TF 63

1 Making 3-digit numbers from given digits
Allow the pupils to use notation boards to help them find all the numbers that can be made.
Activity Book page 17 TF 64 /

Pupil Activities TF 55-56

1 Using < and > signs
Textbook page 6 TF 59
Pupil Activity TF 58
1 Pupil Sheet 8
Numbers halfway between / / /
Support /

Pupil Activity TF 63

1 Making 3-digit numbers from given digits
Initially ask the pupils to find only the largest and smallest numbers that can be made with their cards. /

Pupil Activities TF 55-56

3 Ordering number cards /
Extension /

Pupil Activity TF 63

1 Making 3-digit numbers from given digits

Ask pupils to explain their strategies for finding all the numbers that can be made. Include 0 in the sets of cards.

/

Pupil Activities TF 55-56

2 < and > dominoes
Play in pairs
Plenary /

Follow-up for Activity Book

page 17 TF 64

Home Activity 3
Check-up 3 /

Follow-up for Textbook page 6

TF 59-60

Extension Textbook pages E1-E2 TF 60-61
Additional notes /
Extra Resources /
Review /
Week
Day 4 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /
Main Teaching / / /
Core Activities / / / /
Support /
Extension
Plenary /
Additional notes /
Extra Resources /
Review /
Week
Day 5 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /
Main Teaching / / /
Core Activities / / / /
Support /
Extension
Plenary /
Additional notes /
Extra Resources /
Review /

Mixed Age Planning Year 3 & Year 4

Spring Term

Unit / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
3
4 / Understanding + and –
Mental calculation strategies
(+ and -)
Money and ‘real life’ problems
Making decisions and checking results / Use knowledge that addition can be done in any order to do mental calculations more efficiently. For example: put the larger number first and count on; partition into tens and units, then recombine (e.g. 34 + 53 = 30 + 50 + 4 + 3).
Add mentally a 'near multiple of 10' to or from a two-digit number by adding 10, 20, 30 and adjusting.
Use known number facts and place value to add mentally.
Bridge through a multiple of 10, then adjust. / Addition to 100 /
  • Addition of two-digit numbers
  • Addition of two-digit numbers and single-digit/teens numbers, with bridging

Understanding + and –
Mental calculation strategies (+ and -)
Pencil and paper procedures
(+ and )
Money and ‘real life’ problems
Making decisions and checking results / Consolidate understanding of relationship between + and -.
Count on or back in repeated steps of 1, 10 or 100.
Partition into tens and units, adding the tens first.
Identify near doubles, using known doubles (e.g. 150 + 160).
Add or subtract the nearest multiple of 10, then adjust.
Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers.
Use informal pencil and paper methods to support, record or explain additions/subtractions.
Choose and use appropriate number operations and appropriate ways of calculating (mental, mental with jottings, pencil and paper) to solve problems. / Addition to 1000 /
  • Addition involving three-digit numbers: mental strategies

MATERIALS

TOOLBOX

/ 3
4 / Teaching File page / Pupil Sheets / Activity Book page / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
9-13, 96-107
NF, Shortcuts 2-3
NG, Shortcuts 1-2 / 7-9 / 7-12 / 6 / 5 / 16-17, 29-35, 39-40, 49
11-16, 97-107 / 13-16 / 18-22 / 5-6 / 6 / 6, 19-25
Week
Day 1 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter / Tune-in TF 96
Mental addition of 9 and 11 / Tune-in TF 98
Large and little
/
Main Teaching / 1 100 square TF 97-98
Mental addition of 21, 31, 41 … and 19, 29, 39 … / 1 Bin it TF 98
Adding a three-digit number and a single digit bridging a multiple of 10/100 / /
Core Activities /

Textbook page 7 TF 101

/

Pupil Activity TF 99

1 Pupil Sheet 13
A three-digit number and a single digit, with bridging / / /
Support /

Textbook page 7 TF 101

Allow pupils to use a 100 square to find the answers. /

Pupil Activity TF 99

1 Pupil Sheet 13
A three-digit number and a single digit, with bridging
Provide the answers to the questions on pieces of card. Ask the pupils to place the cards in the correct places on the worksheet. /
Extension /

Textbook page 7 TF 101

Ask pupils to time themselves to see how quickly they can complete the page. /

Pupil Activity TF 99

1 Pupil Sheet 13
Ask pupils to time themselves to see how quickly they can complete the sheet mentally.
Plenary /

Follow-up for Textbook page 7

TF 102
/

Discuss children’s work.

Additional notes /
Extra Resources /
Review /
Week
Day 2 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Addition to 100

TF 9-13
/
Specific Starter for Addition to 1000 TF 11-16
/
Main Teaching /

2 Mental calculations TF 98-99

Addition of a two-digit number and a teens number
3 Number line TF 99
Mental addition of two-digit numbers
Pupil Sheet 7
Adding two-digit numbers /

2 Machines TF 99-100

Adding a three-digit number and a multiple/near multiple of 10
3 Book Bus TF 101
Adding a three-digit number and a multiple of 10 / /
Core Activities /

Textbook page 8 TF 101

/

Textbook pages 18-19 TF 106

/ / /
Support /

Textbook page 8 TF 101

Allow pupils to use a blank number line to find their answers.
/ Textbook pages 18-19 TF 106
Work through the questions with the pupils orally and allow them to record the calculation that needs to be done for each question. When they complete the pages independently encourage them to use blank number lines for support. /
Extension /

Textbook page 8 TF 101

Give the pupils the total of all the answers on the page. Ask them to find the total of their answers and compare it to yours to find out if they have made any mistakes.
/ Textbook pages 18-19 TF 106
Put a set of questions and answers on the board which include some errors. Ask the pupils to check the answers and correct mistakes.
Plenary /
Discuss children’s work.
/ Follow-up for Textbook pages
18-19 TF 107
Home Activity 5
Additional notes /
Extra Resources /
Review /
Week
Day 3 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Addition to 100

TF 9-13

/

Specific Starter for Addition to 1000 TF 11-16

/
Main Teaching / 4 Tens and units TF 100
Mental addition of two-digit numbers
Pupil Sheet 8
Adding two-digit numbers / 4 Adding two-/three-digit numbers and multiples of 10/100 TF 101-102
5 Doubles/near doubles of multiples of 5 TF 102-103 / /
Core Activities /

Pupil Activity TF 101

1 Adding multiples of 5 to make 100
Textbook pages 9-10 TF 102
/

Pupil Activity TF 102

1 Pupil Sheet 14
Two-/three-digit numbers and multiples of 10
Pupil Activity TF 103
1 Pupil Sheet 15 / / /
Support /

Pupil Activity TF 101

1 Adding multiples of 5 to make 100
Give pupils cards less than 50 and ask them to say the number which must be added to theirs to make 50. /

Pupil Activity TF 102

1 Pupil Sheet 14
Two-/three-digit numbers and multiples of 10
Provide the pupils with sets of place value notation cards to help them answer the questions.
Pupil Activity TF 103
1 Pupil Sheet 15
Work with the pupils as a group to list all the doubles of multiples of 5 from 5 to 100 before they complete the sheet. /
Extension /

Pupil Activity TF 101

1 Adding multiples of 5 to make 100

Give pupils cards with ‘near’ multiples of 5, e.g. 36, 79, etc.

/

Pupil Activity TF 102

1 Pupil Sheet 14
Two-/three-digit numbers and multiples of 10
Pupil Activity TF 103
1 Pupil Sheet 15
Provide pupils with a 0-9 die and a set of cards showing the multiples of 5 from 0 – 100. Pupils take it in turns to roll the die twice to create a two-digit number. They must then take a card and add their number to the one shown on the card.
Plenary /

Follow-up for Textbook pages 9-10

TF 102
Home Activity 6
Check-up 5 /

Discuss children’s work.

Additional notes /
Extra Resources /
Review /
Week
Day 4 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /

Tune-in TF 103

In the bag
Adding a two-digit number and a single digit / Specific Starter for Addition to 1000TF 11-16 /
Main Teaching / 1 Mental calculations TF 103-104
Adding a two-digit number and a single digit, with bridging /

6 Doubles of multiples of 50

TF 103-104

7 Doubles of three-digit multiples of 10 TF 104-105 / /
Core Activities /

Pupil Activity TF 105

1 Pupil Sheet 9
Adding a two-digit number and a single-digit/teens number, with bridging
Textbook page 11 TF 106 /

Pupil Activity TF 104

1 Pupil Sheet 16
Doubles of multiples of 50, pairs totalling 1000
Textbook page 20 TF 106 / / /
Support /

Pupil Activity TF 105

1 Pupil Sheet 9

Put numbers onto Pupil Sheet 9 that initially do not involve bridging then allow pupils to draw blank number lines for support.

/

Pupil Activity TF 104

1 Pupil Sheet 16
Give pupils two sets of cards, one showing multiples of 50 to 1000, the other showing the doubles of these numbers. Ask the pupils to work in pairs to match up the two sets of cards. /
Extension /

Pupil Activity TF 105

1 Pupil Sheet 9

Ask pupils to make their own set of questions and swap with a friend to answer.

/

Pupil Activity TF 104

1 Pupil Sheet 16
Give pairs of children a set of cards showing multiples of 50 less than 1000. Pupils take turns to pick a card and decide what must be added to the number to make 1000. They must keep a running total of their answers. The person to reach 5000 first is the winner.
Plenary /

Discuss children’s work.

/ Follow-up for Textbook page 20 TF 107
Home Activity 6
Additional notes /
Week
Day 5 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Addition to 100

TF 9-13

/ Specific Starter for Addition to 1000 TF 11-16 /
Main Teaching / 2 Mental calculation TF 105
Adding a two-digit number and a teens number, with bridging /

8 Adding to make the next multiple of 100 TF 105-106

/ /
Core Activities /

Pupil Activities TF 106

1 Addition game on a 100-square
2 Pupil Sheet 9
Adding a two-digit number and a single-digit/teens number, with bridging
Textbook page 12 TF 106
/ Textbook pages 21-22 TF 106 / / /
Support /

Pupil Activities TF 106

1 Addition game on a 100-square

Begin by giving the pupils a set of

1 – 9 cards and then move onto the teens cards

2 Pupil Sheet 9 /

Textbook page 21 TF 106

Encourage pupils to use blank number lines to find their answers. /
Extension /

Pupil Activities TF 106

1 Addition game on a 100-square

Use number cards from 12 to 50. Ask pupils to explain the strategies they used for adding the numbers greater than 19.

/ Textbook pages 21-22 TF 106
Ask pupils to make up their own clues for a set of keys for doors numbered, say, 285, 530 and 745. Swap with a partner to solve.
Plenary /

Follow-up for Textbook page 12

TF 107
/ Follow-up for Textbook pages
21-22 TF 107
Check-up 6
Additional notes /
Extra Resources /
Review /

Mixed Age Planning Year 3 & Year 4

Spring Term

Unit / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
3
4 / Understanding + and –
Mental calculation strategies
(+ and -)
Money and ‘real life’ problems
Making decisions and checking results / Find a small difference by counting up from the smaller to the larger number (e.g. 102 - 97).
Use known number facts and place value to subtract mentally.
Bridge through a multiple of 10, then adjust. / Subtraction to 100 /
  • Subtracting a two-digit number
  • Subtracting a single digit, bridging multiples of 10

Understanding + and –
Mental calculation strategies (+ and -)
Pencil and paper procedures
(+ and )
Money and ‘real life’ problems
Making decisions and checking results / Consolidate understanding of relationship between + and -.
Find a small difference by counting up (e.g. 5003 - 4996).
Count on or back in repeated steps of 1, 10 or 100.
Add or subtract the nearest multiple of 10, then adjust.
Continue to use the relationship between addition and subtraction.
Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers.
Use informal pencil and paper methods to support, record or explain additions/subtractions.
Choose and use appropriate number operations and appropriate ways of calculating (mental, mental with jottings, pencil and paper) to solve problems. / Subtraction to 1000 /
  • Subtraction involving three-digit numbers: mental strategies

MATERIALS

TOOLBOX

/ 3
4 / Teaching File page / Pupil Sheets / Activity Book page / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
13-16, 133-143 / 17 / 24-28 / 9-10 / 9 / 14-15, 29-35, 39-40, 49
17-20, 130-140 / 23-24 / 29-33 / 8-9 / 8-9 / 5, 19-31
Week
Day 1 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter / Tune-in TF 133-134
Revising subtraction of a single digit or a ten from a two-digit number / Tune-in TF 130-131
Money spinner
Revising subtraction of a single digit from 100/multiple of 100 /
Main Teaching / 1 Subtracting a teens number from a two-digit number
TF 134 –135
Consolidation / 1 Collections TF 131-132
Subtracting a single digit bridging a multiple of 100/10 / /
Core Activities /

Textbook page 24 TF 138

/

Textbook page 29 TF 139

/ / /
Support /

Textbook page 24 TF 138

Allow pupils to use a number line to help them find and record the answers. / Textbook page 29 TF 139
Encourage pupils to use a blank number line to jump back along when answering the questions. /
Extension /

Textbook page 24 TF 138

Ask pupils to time themselves to see how quickly they can complete the page. / Textbook page 29 TF 139
Give pupils a set of 10 – 30 number cards. Write some three-digit numbers on the board such as 609, 205, etc. Ask pupils to pick a card and subtract that number from one of the numbers on the board. Continue till they have done a calculation that includes every number on the board.
Plenary /

Follow-up for Textbook page 24

TF 138
/

Follow-up for Textbook page 29 TF 140

Additional notes /
Extra Resources /
Review /
Week
Day 2 /

Year 3

/ Year 4 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Subtraction to 100

TF 13-16

/
Specific Starter for Subtraction to 1000 TF 17-20
/
Main Teaching /

2 Subtracting a two-digit number from a two-digit number

TF 135-137
/

2 Subtracting multiples/near multiples of 10 TF 132-133

/ /
Core Activities /

Pupil Activities TF 137

1 Pupil Sheet 17
Two-digit number from a two-digit number
Textbook pages 25-26 TF 138 /

Pupil Activity TF 133

1 Pupil Sheet 23 / / /
Support /

Pupil Activities TF 137

2 Find the difference cards

Using yellow cards between 40 and 60, work with the pupils and ask them to give their answers orally and explain how they found them.