Brenden is Teaching

f

# Juliateacher

Name Block A - Unit 2 - Year3 swp Juliateacher 3 Numeracy A2 5_Block A - Unit 2 - Year3 swp.doc

#### Preview

Block B: Securing number facts, Understanding Shape

Block A:2

YEAR 3

Term 1 Unit 1

Term2 Unit 2

Term 3 Unit 3

Describeand explain methods, choices and solutions to puzzles and problems,orally and in writing, using pictures and diagrams

Read,write and order whole numbers to at least 1000 and position them ona number line; count on from and back to zero in single-digit stepsor multiples of 10

Partitionthree-digit numbers into multiples of 100, 10 and 1 in differentways

Deriveand recall all addition and subtraction facts for each number to20, sums and differences of multiples of 10 and number pairs thattotal 100

Addor subtract mentally combinations of one-digit and two-digitnumbers

Explaina process or present information, ensuring items are clearlysequenced, relevant details are included and accounts endedeffectively

Describe and explain methods, choices and solutions to puzzles andproblems, orally and in writing, using pictures and diagrams

Partition three-digit numbers into multiples of 100, 10 and 1 indifferent ways

Round two-digit or three-digit numbers to the nearest 10 or 100 andgive estimates for their sums and differences

Derive and recall all addition and subtraction facts for eachnumber to 20, sums and differences of multiples of 10 and numberpairs that total 100

Add or subtract mentally combinations of one-digit and two-digitnumbers

Multiply one-digit and two-digit numbers by 10 or 100, and describethe effect

Derive and recall multiplication facts for the2, 3, 4, 5, 6 and 10 times-tables and thecorresponding division facts; recognise multiples of 2,  5 or10 up to 1000

Follow up others' points and show whether they agree or disagree ina whole-class discussion

Key Aspects forLearning

Focus for theblock

 Enquiry Problemsolving Reasoning Creative thinking Informationprocessing Evaluation Self-awareness Managing feeling Social skills Communication Motivation Empathy

PreviousLearning

Objectives/ICan Statements

Assessment forLearning

talkabout their methods and solutions to one-step problems, identifyingand recording the number sentences involved

read,write, partition and order two-digit numbers, explaining what eachdigit represents

recallall addition and subtraction facts for each number to at least 10,all pairs with totals to 20 and all pairs of multiples of 10 withtotals up to 100

addor subtract mentally pairs of one-digit numbers

recallmultiplication and division facts for the 2, 5 and 10times-tables

Describeand explain methods, choices and solutions to puzzles and problems,orally and in writing, using pictures and diagrams

I can explainhow I solve problems

Tellme how you solved this problem. Did you make any notes or drawingsto help you? Can you describe them to me?

Show me how to solve this problem using practical objects. What isthe cost of 12 stamps at 5p each?

Draw me a picture to show how to solve the problem.

Why is this a good mental method for adding 19? What is thedifference between adding 19 and subtracting 19 using this method?Show me why this is, using a 100-square.

Partitionthree-digit numbers into multiples of 100, 10 and 1 in differentways

I can split a number intohundreds, tens and ones
I can explain how the digits in a number change when I count in 10sor

Startat 93 and count back in tens. What will be the smallest number thatyou reach on a 100-square?

Will 54 be one of the numbers you would say? Why not?

What do you look for when finding a number 100 less than (or 100more than) a given number?
Count on in tens from 312. Which digits change? Why does the ones(units) digit not change? When does the hundreds digit change, andwhat happens to the tens digit in this case? What happens when youcount back?

If we count in 100s from 1, what is the pattern? Is this the sameor different when we count from 11 or 111?

Roundtwo-digit or three-digit numbers to the nearest 10 or 100 and giveestimates for their sums and differences

I can roundnumbers to the nearest 10 or 100 and estimate a sum ordifference

Whydoes 76 become 80 when it is rounded to the nearest 10? Why does249 become 200 when rounded to the nearest 100?

Round 249, 243 and 245 to the nearest 10. Explain why you decidedto round 249 and 245 up to 250, and 243 down to 240.

The answer to 4438is less than 100. Give me a better estimate. How did you do it?

Why is 3824approximately 60? Why is 5127 approximately 20?

Deriveand recall all addition and subtraction facts for each number to20, sums and differences of multiples of 10 and number pairs thattotal 100

I know the sum and difference ofany pair of numbers to 20
I can add and subtract multiples of 10 or 100 in my head
I know number pairs that sum to 100

Whatis 34,3040and 300400?

What is 85, 8050 and 800500? How do you know?

Two numbers add up to 20. They have a difference of 2. What are thenumbers?

What must you add to 62p to make 1?
I cut 53 cm off 1 metre of string. How long is the piece that isleft?

Addor subtract mentally combinations of one-digit and two-digitnumbers

(e.g. 627,745, 486, 608)

Whatis 468?Explain how you did it.

How would you add 18 to 46?

What is 737? Explain how you did it.

How would you subtract 17 from 73?

Think of two numbers that have a difference of 9. Write a numbersentence to show this. Now find and record some more pairs ofnumbers with a difference of 9.

What is 5830? What is 5829? How do you know? What is 5830? What is 5829? How did you work these out? Show me on an empty numberline.

Multiplyone-digit and two-digit numbers by 10 or 100, and describe theeffect

I can multiplyby 10 or 100 and say what happens to the number Imultiply

Multiply 4 by 10. Multiply the answer by 10. What has happened tothe value of the digit 4? Can you explain what happens to the 4when we multiply 4 by 100?

Whatnumber is 10 times more than 70 tens? What is 10 times bigger than23?

Deriveand recall multiplication facts for the2, 3, 4, 5, 6 and 10 times-tables and thecorresponding division facts; recognise multiples of 2,  5 or10 up to 1000

I know mytables for 2, 3, 4, 5, 6 and10

Count on in fours from zero. Now count back to zero.This time,count on seven fours from zero. Show me seven hops of four fromzero on the number line.How can you work out the 4 times-table fromthe 2 times-table? The 6 times-table from the 3 times-table?

Whatis the relationship between 4 7 =28,  6 7 =42 and 10 7=70?

Followup others' points and show whether they agree or disagree in awhole-class discussion

In a discussionI can share my views with others in the class and follow up theirpoints

Isthis calculation correct? John thinks that it is wrong. Do youagree or disagree? Why do you think so?
Mary has just told us how she subtracted 39 from 76. Use Mary'smethod to subtract 59 from 92.

What diagram did you draw to help you to solve the problem? Didanyone use a different diagram?

##### Mathematical challengesfor able pupils Key Stages 1 and 2
 Activities PDF 923KB Activity28 - Dan the detective
##### Interventionprogrammes
 Objectives for Springboardintervention unit Springboard unit Counton and back in ones and tensSay the number that is 1 or 10 more/less than any given two-digitnumberSay the number 20, 30 more/less than any given number Springboard 3 Unit 3 lessons 1and 2 (PDF 170KB) Useknowledge that addition can be done in any orderKnow to start with the larger number when addingKnow whether to count on in ones or tensUse known number facts and place value to add/subtractmentally Springboard 3 unit 5 sessions1 and 2 (PDF 170KB) Finda small difference by counting on from the smaller to the largernumberMeasure and compare lengths using standard units Springboard 3 unit 6 sessions1 and 2 (PDF 149KB)
##### Supporting childrenwith gaps in their mathematical understanding (Wave 3)
 Diagnostic focus Resource Makesmistakes when counting using teen numbers and/or crossingboundaries Spotlights 2, 3, 4 and 5 1 Y2/-DfES 1122-2005 (PDF67KB) Doesnot relate finding a difference and complementary addition to theoperation of subtraction 4 Y2/-DfES 1125-2005 (PDF78KB) Hasdifficulty in partitioning, for example, 208 into 190 and 18 and 31into 20 and 11 2 Y4/-DfES 1129-2005 (PDF108KB) Describesthe operation of multiplying by ten as 'adding a nought' 3 Y4/DfES 1152-2005 (PDF71KB)

Wave 3addition and subtraction tracking childrens learningcharts

Wave 3multiplication and division tracking children's learningcharts