Year 3 Block B Unit 1 ICT Notes

Year 3 Block B Unit 1 ICT notes

The ICT resources referred to in this document can be accessed via the Unit ICT Resources page and in the ICT section of the mathematics library. There are also guidance sheets for many of the spreadsheet resources. The notes below provide suggested learning objectives, starting ideas for activities and key questions. Children should have opportunities to use ICT themselves as well as through whole-class or guided work.

End-of-year expectations are highlighted in bold.

Addition and subtraction trios spreadsheet
Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
This spreadsheet can be used to explore the addition and subtraction relationships between a trio of three numbers.
Reveal the lower two numbers.
Q. What is the sum of these two numbers?
Reveal the top number and one of the other two numbers.
Q. What will the third number be?
Reveal the top number.
Q. What could the other two numbers be?
Display the numbers 15, 6 and 9 in the boxes.
Q. How can I make the calculations 15–4 and 15–2?
Q. If I increase the bottom right number by 2, how will the top number change?
Have the numbers 4 and 8 in the bottom boxes giving 12 at the top.
Q. How can I change the top number to 20 using only one scroll button?

Addition and subtraction facts spreadsheet

Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
Reveal some of the answers from within the grid and then some of the numbers around the edge, so that children use their knowledge of subtraction facts to complete the grid.

Q. If this cell contains 8, what numbers can go at the top of the grid? What numbers cannot go at the top of the grid?
Reveal a random selection of the numbers and ask children to use a range of addition and subtraction facts to complete the grid.
Increasing and decreasing number gridsspreadsheet
…recognise multiples of 2, 5 or 10 up to 1000
Use any of the grids and set the start number, for example at 727.
Look at the grid. Which of these numbers are a multiple of2? …of5? …of10? How do you know? What is helping you recognise the number as a multiple of2? …of5? …of10?
Are there any numbers that are a multiple of 2 and 5? Are there any that are not?
Are there any numbers that are a multiple of 2, 5 and 10?
Multi tables ITP
Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations
Choose the multiplication table you want to look at, selecting the range and highlighting your choice. Confirm this by pressing ‘ok’. Mix up the multiplier using the dice symbol.
Reveal the multiplier and the product.
Q. How can we work out the missing number?
This can be repeated using other number sentences.

Reset the programme and choose the multiplication tables you want to look at by using the range, then hide the range so children don’t know which multiplication table is hidden in the grid. Mix up the multiplier by choosing the dice symbol. Reveal one of the products.
Q. Can you give me a multiplication table that it can’t be?
Q. What can it be? Why?
Interactive whiteboard file – Shapes in the environment
Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes
Build up a collection of images of shapes in the local environment and display them using interactive whiteboard software.
Use real-life pictures to stimulate discussions about shapes.
Q. What properties has the shape got that you can see?
Interactive whiteboard file – Create new shapes
Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes
Manipulate the shapes on the interactive whiteboard to explore what new shapes can be made.
Q. Using two identical shapes, what shapes can be created?
Q. Which shapes will produce the most new shapes?
Q. Using two identical shapes, will all shapes create hexagons?
Q. Using two identical shapes, are there any shapes that we can’t use to create a pentagon?