Year 3 Medium Term Planning

Year 3 Medium Term Planning

Week / Maths topic covered / TS / Objectives covered
1 / Rounding and ordering 3-digit numbers
Multiplying by 100 / TS1
(3days)
TS2
(2 days) /

Round three-digit numbers to the nearest 100 or 10
Compare three-digit numbers and find a number in-between

Multiply numbers by 10 and 100 and understand the effect

2 / Using addition and subtraction facts
Doubles, near-doubles and halves / TS3
(3 days)
TS4
(2 days) /

Spot pairs to 20/100 when adding three or four numbers
Use pairs to ten to find complements to 100 ( 78 + □ = 100, 100 – 63, use to find change from £1)

Know doubles of multiples of 5 to 100 (e.g. double 35) and corresponding halves, use near doubles e.g. 80 + 81
Quickly derive doubles of multiples of 50 to 500 e.g. double 250

3 / Adding 3-digit and 2-digit numbers
Subtracting using bridging tens, place value and number facts / TS5
(3 days)
TS6
(First
2 days) /

Add three-digit and two-digit numbers together
Choose whether to partition and recombine or to count on in tens and ones, when adding two numbers

Use counting back in tens to subtract numbers such as 23, 24, 25, 32, 33, 34, 35 etc.
Subtract two-digit from three-digit numbers by counting up, bridging 100, e.g. 123 – 76
Choose whether to subtract by counting back in tens and ones or by counting up and bridging

4 / Subtracting using bridging tens, place value and number facts
Time, calculating time intervals incl difference / TS6
(Last
2 days)
TS_M5
(3 days) /

Use counting back in tens to subtract numbers such as 23, 24, 25, 32, 33, 34, 35 etc.
Subtract two-digit from three-digit numbers by counting up, bridging 100, e.g. 123 – 76
Choose whether to subtract by counting back in tens and ones or by counting up and bridging

Read the time on a 12-hour digital clock and to the nearest five minutes on an analogue clock
Begin to calculate time intervals in hours and minutes
Find start or end times for a given time interval

5 / Add/subtract multiples of 10/100 to/from three-digit numbers
Add/subtract near multiples of ten to/from 3-digit numbers / TS7
(3 days)
TS8
(2 days) /

Find 20, 30, …90, 100, 200, 300 more/less than three-digit numbers

Add/subtract near multiples of ten to/from three-digit numbers

6 / Shape – relating 2-d and 3-d shapes
Shape – right angles
Data: Use Venn and Carroll diagrams to sort data and objects / TS_S4/D5
(5 days) /

Relate 2-d shapes and 3-d solids to drawings of them
Know properties of 2-d shapes; describe, visualise, classify and draw and make the shapes
Know properties of 3-d shapes; describe, visualise, classify and draw and make 3-d shapes
Use a set square to draw right angles and to identify right angles in 2-d shapes
Compare angles with a right angle
Recognise that a straight line is equivalent to two right angles
Use Venn or Carroll diagrams to sort data and objects using more than one criterion

Half term
7 / Reasoning and explaining
Handling data / TS9
(3 days)
TS_D6
(2 days) /

Explain methods and reasoning orally
Investigate general statements

Answer a question by collecting, organising, interpreting data
Use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations

8 / Multiplication and division facts for the 2, 3, 4, 5, 9 and 10 times tables
Multiplication and division / TS10
(3 days)
TS11
(2 days) /

Count on in 9s, look at patterns, investigate general statements
Revise multiplication facts for 2, 3, 4, 5, and 10 times tables, and learn corresponding division facts
Begin to learn multiplication facts for 9 times table

Multiply single digits by 2, 3, 4, 5, 6, 9 and 10, and divide two-digit numbers by the same
Begin to use facts to multiply teens numbers by 3 and 5, e.g. 12 × 3 = (10 × 3) + (2 × 3) = 30 + 6 = 36
Begin to divide two-digit numbers just beyond tables, e.g. 60 ÷ 5, 33 ÷ 3

9 / Multiplication and division
Ordering and finding fractions of numbers / TS11
(2 days)
TS12
3 days /

Begin to divide two-digit numbers just beyond tables, e.g. 60 ÷ 5, 33 ÷ 3

Find 1/8 then several eighths of shapes and strips divided into 8 equal parts, including strips of objects
Use diagrams to compare halves, quarters and eighths, and recognise simple equivalences
Understand the notation 1¼, 1½ , 1¾ and order halves and quarters on a number line 0 to 2

10 / Capacity – measuring using litres and millilitres
Read numbered divisions on a scale incl weight/length / TS_M6
(5 days) /

Know the relationship between litres and millilitres and choose and use appropriate units to estimate, measure and record measurements
Read to the nearest division or half division, scales that are numbered or partially numbered and use the information to measure and draw to a suitable division of accuracy

11 / Problem solving / TS13
(5 days) /

Solve word problems, single and multi-step (all four rules)
Use ordered lists/systematic working to find all possibilities

12 / Assess and review / TS14
(5 days) /

Compare three-digit numbers and find a number in-between
Find 20, 30, …90, 100, 200, 300 more/less than three-digit numbers
Use pairs to ten to find complements to 100
Use counting back in tens to subtract numbers such as 23, 24, 25, 32, 33, 34, 35, etc.
Find differences bridging 100, e.g. 123 – 76
Choose to take away (counting back in tens and ones) or find a difference (bridging)
Add three-digit and two-digit numbers together
Choose whether to partition and recombine or to count on in tens and ones, when adding two numbers
Revise multiplication facts for 2, 3, 4, 5, and 10 times tables, and learn corresponding division facts
Begin to learn multiplication facts for 9 times table
Find ½, ¼, ¾, 1/8s and several eighths of numbers

Scroll down for MixedAgeRange

Mixed AgeRange Planning

Week / Year 3 / Year 4
1 / TS1:Rounding and ordering 3-digit numbers (3 days)
TS2: Multiplying by 10 and 100
(2 days) / TS1:Rounding and ordering 4-digit numbers(2 days)
TS2: Multiplying and dividing by 10 and multiplying by 100 (3 days)
2 / TS3: Using addition and subtraction facts (3 days)
TS4: Doubles, near doubles and halves
(2 days) / TS3: Multiplication and division facts for the 2, 3, 4, 5, 6, 8, 9 and 10 times tables(2 days)
TS4: Multiplication, ratio and proportion
(3 days)
3 / TS5: Adding 3-digit and 2-digit numbers (3 days)
TS6:Subtracting using bridging tens, place value, number facts, choosing a suitable strategy (First 2 days) / TS_M5:Area and Perimeter (relate to addition)(3 days)
TS5: Mental and written addition of three-digit numbers, choosing appropriate strategies (First 2 days)
4 / TS6:Subtracting using bridging tens, place value, number facts, choosing a suitable strategy (Last 2 days)
TS_M5:Time: calculating time intervals using difference (counting on) (3 days) / TS5: Mental and written addition of three-digit numbers, choosing appropriate strategies (Last 2 days)
TS6: Subtraction, finding a difference and counting back and choosing when to use each strategy (First 3 days)
5 / TS7:Add/subtract multiples of 10/100 to/from three-digit numbers(3 days)
TS8: Add/subtract multiples of ten to/from 3-digit numbers(2 days) / TS6: Subtraction, finding a difference and counting back and choosing when to use each strategy (Last 2 days)
TS7: Count on and back, describing patterns(3 days)
6 / TS_S4/D5:Shape: relate 2-d and 3-d shapes, right angles (3 days)
Handling data: sort using Venn/Carroll diagrams (2 days) / TS_S4:Shape: horizontal/vertical lines, polygons and angles (5 days)
HALF TERM
7 / TS9:Reasoning and explaining - Solve mathematical puzzles, explain methods and reasoning orally (3 days)
TS_D6:Data handling: problem-solving approach(2 days) / TS8:Reasoning and explaining - Solve mathematical puzzles, explain methods and reasoning orally (3 days)
TS_D5:Handling data - collecting and displaying information(2 days)
8 / TS10: Multiplication and division facts for the 2, 3, 4, 5, 9 and 10 times tables(3 days)
TS11: Multiplication and division (including commutativity and finding a remainder) (First 2 days) / TS9:Doubles and multiplying and dividing two-digit numbers by single-digit numbers(5 days)
9 / TS11: Multiplication and division (including commutativity and finding a remainder) (Last 2 days)
TS12: Ordering and finding fractions of numbers(3 days) / TS10:Fractions: equivalence and ordering (5 days)
10 / TS_M6:Capacity: measuring using litres and millilitres
Read numbered divisions on a scale, including length and weight(5 days) / TS_M6:Measures – standard metric units in relation to capacity
Read numbered divisions on a scale, including weight and length(5 days)
11 / TS13: Problem solving.
Solve word problems, single and multi-step
Use ordered lists/systematic working to find all possibilities (5 days) / TS11: Problem solving
Solve word problems, single and multi-step
Reason about numbers(5 days)
12 / TS14: Assess and review (5 days) / TS12: Assess and review (5 days)
End of term

Y3 Links to Renewed Framework Objectives

2006 Renewed Framework Objectives / Hamilton Maths Objective
Using and applying mathematics
Solve one- and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure / Problem solving
Solve word problems, single and multi-step (all four rules)
Solve logic problems
Estimate the answer to a calculation first
Choose whether to partition and recombine or to count on in tens and ones, when adding numbers
Choose to take away (counting back in tens and ones) or find a difference (bridging)
Begin to use facts to multiply teens numbers by 3 and 5, e.g. 12 × 3 = (10 × 3) + (2 × 3) = 30 + 6 = 36
Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information / Problem solving
Solve word problems, single and multi-step (all four rules)
Use ordered lists/systematic working to find all possibilities
Identify patterns and relationships involving numbers or shapes, and use these to solve problems / Investigating
Look at patterns
Investigate general statements.
Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagrams / Choose and explain methods
Choose whether to partition and recombine or to count on in tens and ones, when adding two numbers
Choose to take away (counting back in tens and ones) or find a difference (bridging)
Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences / Reasoning and explaining
Solve mathematical puzzles
Explain methods and reasoning orally
Counting and understanding number
Read, write and order whole numbers to at least 1000 and position them on a number line; count on from and back to zero in single-digit steps or multiples of 10 / Counting Comparing numbers
Compare three-digit numbers, use < and > signs, and find a number in-between
Find 20, 30, …90, 100, 200, 300 more/less than three-digit numbers
Count on in 9s
Partition three-digit numbers into multiples of one hundred, ten and one in different ways / Place value
Understand place value of three-digit numbers – i.e. what each digit represents.
Multiply 1- and 2-digit numbers by 10 and 100 and understand the effect
Round two- or three-digit numbers to the nearest 10 or 100 and give estimates for their sums and differences / Round three-digit numbers to the nearest 100
Read and write proper fractions, e.g. 37, 910, interpreting the denominator as the parts of a whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents / Ordering and finding fractions of shapes and numbers
Find ½, ¼, ¾, 1/10s, 1/8s and several tenths/eighths of numbers
Order halves, quarters and eighths on a line, see equivalence between 1/2 and 4/8,and 1/4 and 2/8.
Knowing and using number facts
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 / Using addition and subtraction facts
Know addition and subtraction facts: 100s with a total of 1000, multiples of 5 with a total of 100,
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000 / Multiplication and division facts for the 2, 3, 4, 5 and 10 times tables
Revise multiplication facts for 2, 3, 4, 5, and 10 times tables, and learn corresponding division facts
Begin to learn multiplication facts for 9 times table
Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations / Use number facts and number operations
Spot pairs to 20/100 when adding three or four numbers.
Use pairs to ten to find complements to 100 ( 78 + □ = 100, 100 – 63, use to find change from £1)
Know doubles of multiples of 5 to 100 (e.g. double 35) and corresponding halves, use near doubles e.g. 80 + 81
Quickly derive doubles of multiples of 50 to 500 e.g. double 250.
Calculating
Add or subtract mentally combinations of one- and two-digit numbers / Spot pairs to 20/100 when adding three or four numbers.
Spot pairs to 20/100 when adding three or four numbers.
Use pairs to ten to find complements to 100 ( 78 + □ = 100, 100 – 63, use to find change from £1)
Know doubles of multiples of 5 to 100 (e.g. double 35) and corresponding halves, use near doubles e.g. 80 + 81
Quickly derive doubles of multiples of 50 to 500 e.g. double 250.
Find 20, 30, …90, 100, 200, 300 more/less than three-digit numbers
Add/subtract near multiples of ten to/from three-digit numbers
Use counting back in tens to subtract numbers such as 23, 24, 25, 32, 33, 34, 35 etc.
Find differences bridging 100, e.g. 123 – 76
Develop and use written methods to record, support or explain addition and subtraction of two- and three-digit numbers / Add any pair of two-digit numbers (incl. totals over 100) by partitioning and recombining
Choose whether to partition and recombine or to count on in tens and ones
Add three-digit and two-digit numbers together
Find differences bridging 100, e.g. 123 – 76
Multiply one- and two-digit numbers by 10 or 100, and describe the effect / Multiply 1- and 2-digit numbers by 10 and 100 and understand the effect
Use practical and informal written methods to support multiplication and division of two-digit numbers (e.g. 13×3, 30 ÷ 4); round remainders up or down, depending on the context / Multiply single digits by 2, 3, 4, 5, 6, 9 and 10, and divide two-digit numbers by the same.
Begin to use facts to multiply teens numbers by 3 and 5, e.g. 12 × 3 = (10 × 3) + (2 × 3) = 30 + 6 = 36
Begin to divide two-digit numbers just beyond tables, e.g. 60 ÷ 5, 33 ÷ 3
Understand that division is the inverse of multiplication and vice versa and use to derive and record related multiplication and division number sentences / Understand that division can leave a remainder (initially as ‘some left over’)
Find unit fractions of numbers and quantities, e.g. ½, ⅓, ¼ and 16 of 12 litres / Finding fractions of numbers and quantities
Find ½, ¼, ¾, 1/10s, 1/8s and several tenths/eighths of numbers