Year 3 programme of study

Year 3 programme of study

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  Year 3: Number and Place Value

  New Maths Curriculum (2014): Year 3 objectives.

  Pupils should work with larger numbers, applying partitioning related to place value using varied and increasingly complex problems, building on work in Year 2 (e.g. 46 = 40 and 6, 46 = 30 and 16).  

  Using a variety of representations, including those related to measure, pupils should continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000.  

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  Year 3: Number and Place Value

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  Year 3: Addition and Subtraction

  New Maths Curriculum (2014): Year 3 objectives.

  Pupils should work with larger numbers, applying partitioning related to place value using varied and increasingly complex problems, building on work in Year 2 (e.g. 46 = 40 and 6, 46 = 30 and 16).  

  Using a variety of representations, including those related to measure, pupils should continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000.  

  Close
  Year 3: Addition and Subtraction

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  Year 3: Multiplication and Division

  New Maths Curriculum (2014): Year 3 objectives.

  Pupils should continue to practise their mental recall of multiplication tables when they are calculating mathematical statements in order to improve fluency. Through doubling, they connect the 2, 4 and 8 multiplication tables. 

  Pupils should develop efficient mental methods, for example, using commutativity (e.g. 4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and multiplication and division facts (e.g. using 3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts (30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3). 

  Pupils should develop reliable written methods for multiplication  

  and division, starting with calculations of two-digit numbers by one- digit numbers and progressing to the efficient written methods of short multiplication and division.  

  Pupils should solve simple problems in contexts, deciding which of the four operations to use and why, including measuring and scaling contexts, and correspondence problems in which m objects are connected to n objects (e.g. 3 hats and 4 coats, how many different outfits; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children).

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  Year 3: Multiplication and Division

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  Year 3: Fractions

  New Maths Curriculum (2014): Year 3 objectives.

  Pupils should connect tenths to place value and decimal measures, not restricted to decimals between 0 and 1 inclusive and to division by 10. 

  They should begin to understand unit and non-unit fractions as numbers on the number line, and deduce relations between them, such as size and equivalence. They should go beyond the [0, 1] interval, and 1/4 + 3/4 = 1 for example, relating this to measure. 

  Pupils should understand the relation between unit fractions as operators and division by integers. 

  They should continue to recognise fractions in the context of parts of a whole, numbers, measurements, a shape, or unit fractions as a division of a quantity.

  Pupils should practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency.  

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  Year 3: Fractions

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  Year 3: Measures

  New Maths Curriculum (2014): Year 3 objectives.

  Pupils should continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (e.g. 1 kg and 200g) and simple equivalents of mixed units (e.g. 5m = 500cm). 

  The comparison of measures should also include simple scaling (e.g. a given quantity or measure is twice as long or five times as high) and connect this to multiplication. 

  Pupils should continue to become fluent in recognising the value of coins, by adding and subtracting amounts, including mixed units, and giving change using manageable amounts. They should record £ and p separately. The decimal recording of money is introduced formally in Year 4. 

  Pupils should use both analogue and digital 12-hour clocks and record their times. In this way they become fluent in and prepared for using digital 24-hour clocks in Year 4. 

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  Year 3: Measures

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  Year 3: Geometry: Properties of Shapes

  New Maths Curriculum (2014): Year 3 objectives.

  Pupils’ knowledge of the properties of shapes is extended at this stage to symmetrical and non-symmetrical polygons and polyhedra. Pupils extend their use of the properties of shapes. They should be able to describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle. 

  Pupils should draw and measure straight lines in centimetres. 

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  Year 3: Geometry: Properties of Shapes

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  Year 3: Statistics

  New Maths Curriculum (2014): Year 3 objectives.

  Pupils should understand and use simple scales (e.g. 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracy.  

  They should continue to interpret data presented in many contexts.  

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  Year 3: Statistics

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