Name  Block A  Unit 2  Year3 swp 

Owner  Juliateacher 
Level  3 
Topic  Numeracy 
Unit  A2 
Description  
File 1  5_Block A  Unit 2  Year3 swp.doc 
File 2 
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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 singledigit stepsor multiples of 10 Partitionthreedigit 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 onedigit and twodigitnumbers 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 threedigit numbers into multiples of 100, 10 and 1 indifferent ways Round twodigit or threedigit 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 onedigit and twodigitnumbers Multiply onedigit and twodigit numbers by 10 or 100, and describethe effect Derive and recall multiplication facts for the2, 3, 4, 5, 6 and 10 timestables 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 wholeclass discussion  
Key Aspects forLearning Focus for theblock

 
PreviousLearning  Objectives/ICan Statements  Assessment forLearning 
 
talkabout their methods and solutions to onestep problems, identifyingand recording the number sentences involved read,write, partition and order twodigit 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 onedigit numbers recallmultiplication and division facts for the 2, 5 and 10timestables
 Describeand explain methods, choices and solutions to puzzles and problems,orally and in writing, using pictures and diagrams  Tellme how you solved this problem. Did you make any notes or drawingsto help you? Can you describe them to me? 
 
Partitionthreedigit numbers into multiples of 100, 10 and 1 in differentways  Startat 93 and count back in tens. What will be the smallest number thatyou reach on a 100square? 
 
Roundtwodigit or threedigit numbers to the nearest 10 or 100 and giveestimates for their sums and differences  Whydoes 76 become 80 when it is rounded to the nearest 10? Why does249 become 200 when rounded to the nearest 100? 
 
Deriveand recall all addition and subtraction facts for each number to20, sums and differences of multiples of 10 and number pairs thattotal 100  Whatis 34,3040and 300400? 
 
Addor subtract mentally combinations of onedigit and twodigitnumbers  Whatis 468?Explain how you did it. 
 
Multiplyonedigit and twodigit numbers by 10 or 100, and describe theeffect  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 timestables and thecorresponding division facts; recognise multiples of 2, 5 or10 up to 1000  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 timestable fromthe 2 timestable? The 6 timestable from the 3 timestable? 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 awholeclass discussion  Isthis calculation correct? John thinks that it is wrong. Do youagree or disagree? Why do you think so? 
 
Activities  
Activity28  Dan the detective 
Objectives for Springboardintervention unit  Springboard unit 
Counton and back in ones and tens  Springboard 3 Unit 3 lessons 1and 2 (PDF 170KB) 
Useknowledge that addition can be done in any order  Springboard 3 unit 5 sessions1 and 2 (PDF 170KB) 
Finda small difference by counting on from the smaller to the largernumber  Springboard 3 unit 6 sessions1 and 2 (PDF 149KB) 
Diagnostic focus  Resource 
Makesmistakes when counting using teen numbers and/or crossingboundaries Spotlights 2, 3, 4 and 5  1 Y2/ 
Doesnot relate finding a difference and complementary addition to theoperation of subtraction  4 Y2/ 
Hasdifficulty in partitioning, for example, 208 into 190 and 18 and 31into 20 and 11  2 Y4/ 
Describesthe operation of multiplying by ten as 'adding a nought'  3 Y4/ 
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Wave 3addition and subtraction tracking childrens learningcharts
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Wave 3multiplication and division tracking children's learningcharts
PDF 195KB RTF 1.3MB Word 430KB