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Year 3

Year 3 Programme of Study


Number – Number and place value 

Pupils should be taught to:

·         count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number

·         recognise the place value of each digit in a three-digit number (hundreds, tens, ones)

·         compare and order numbers up to 1000

·         identify, represent and estimate numbers using different representations

·         read and write numbers up to 1000 in numerals and in words

·         solve number problems and practical problems involving these ideas. 


Number – Addition and subtraction 

Pupils should be taught to:

·         add and subtract numbers mentally, including: a three-digit number and ones, a three-digit number and tens, a three-digit number and hundreds,

·         add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

·         estimate the answer to a calculation and use inverse operations to check answers

·         solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. 


Number – Multiplication and division

Pupils should be taught to:

·         recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables

·         write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental methods and progressing to formal written methods

·         solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects are connected to m objects. 


Number – Fractions 

Pupils should be taught to:

·         count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

·         recognise, find and write fractions of a discrete set of objects: unit fractions and non- unit fractions with small denominators

·         recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

·         recognise and show, using diagrams, equivalent fractions with small denominators

·         add and subtract fractions with the same denominator within one whole

·         compare and order unit fractions, and fractions with the same denominators

·         solve problems that involve all of the above. 



Pupils should be taught to:

·         measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

·         measure the perimeter of simple 2D shapes

·         add and subtract amounts of money to give change, using both £ and p in practical contexts

·         tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

·         estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight

·         know the number of seconds in a minute and the number of days in each month, year and leap year

·         compare durations of events (for example to calculate the time taken by particular events or tasks). 


Geometry – Properties of shapes 

Pupils should be taught to:

·         draw 2D shapes and make 3D shapes using modelling materials; recognise 3D shapes in different orientations and describe them

·         recognise angles as a property of shape or a description of a turn

·         identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

·         identify horizontal and vertical lines and pairs of perpendicular and parallel lines. 



Pupils should be taught to:

·         interpret and present data using bar charts, pictograms and tables

·         solve one-step and two-step questions (for example, ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts and pictograms and tables.