Coverage of National Curriculum MATHS – Year 3

Number: Pink = Taught and well covered, Yellow = In teaching and covered a bit, Blue = mentioned and covered in activities but not in teaching

Number: Number and Place Value Number: Addition and Subtraction

Curriculum
Count from 0 Recognise the Compare Identify, Read and Solve number Add and subtract Add and subtract Estimate the Solve problems,
in multiples of place value of and order represent and write problems and numbers mentally, nos with up to 3 answer to a including missing
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4, 8, 50 and each digit in a numbers estimate numbers up practical including a 3-digit digits, using calculation and number problems,
100; find 10 3-digit up to numbers using to 1000 in problems number and ones; a 3- formal written use inverse using number facts,
or 100 more number 1000 different numerals involving digit number and tens methods of operations to place value, and more
Objective

or less than a (100s, 10s, 1s) representations and in these ideas and a 3-digit number and columnar addition check answers complex addition and
AUTUMN
AUTUMN Day 3 Day 3 Day 2 Days 1-3 Day 3
Week 1 numerals
AUTUMN Days 1 to 5 Days 1 and 2
Week 2 +/− of 1-d & 2-d nos
AUTUMN Days 1 to 5 Day 3 Day 2
Week 3 +/− of 2-d numbers Plenary Problem solving
AUTUMN Days 4 & 5 Days 1 & 2
Week 6 +/- 1, 10, PV + and -
100
AUTUMN Days 1 and 2 Day 3
Week 7 3-d nos +/− 1s, 10s, Plenary
100s
AUTUMN Days 1 & 2
Week 8 Pairs to 100, 3-d nos
– 2-d nos
AUTUMN Day 2
Week 10 Count in 4s
SPRING
SPRING Days 3 & 5 Days 3 Days 1, 2 & 4 Days 1-5 Day 5
Week 1 &4 numerals
SPRING Days 1-5 Day 2
Week 2 +/− 2-d numbers
SPRING Days 4, 5 Days 1-3 Day 4 Day 5
Week 3 3-d nos −2-d nos Column Plenary investigation
addition
SPRING Days 1, 2-4
Week 6 money &
× /÷
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 Coverage of National Curriculum MATHS – Year 3
10,100
SPRING Days 1-5 Day 5
Week 7 3-d nos +/− 1s, 10s, Word problems
100s
SPRING Days 3 & 4 Subtract Days 1 & 2 Day 5
Week 8 pairs of 3-d nos Column Word problems
addition
SPRING 8 × table
Week 10
SUMMER
SUMMER Day 1 Day 2 Day 1-3 Day 3
Week 1
SUMMER Days 4 & 5 Subtract Days 1-3 Day 2 Days 3 & 5
Week 2 2-digit and 3-digit Column Estimating Investigations
nos from 3-digit nos addition Day 4
Plenary
check – with
+
SUMMER Days 1-3 Day 2 Day 3
Week 5 Column Estimating Investigation
addition of
several 2-digit
nos
SUMMER Days 1 & 2 Day 3 PV in Days 4 & 5 Day 3 Find
Week 6 Count in nos Nos between a rule for
steps of 4, between 1000 and sequence
8, 50 and 1000 and 2000
100 2000
SUMMER Days 1-4
Week 10 Column
addition of
three/four 2-
digit nos,
three 3-digit
nos and
money
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 Coverage of National Curriculum MATHS – Year 3
SUMMER Days 1 & 2
Week 11 Mental +/- of 3-digit
nos

Copyright Hamilton trust 2014

 Coverage of National Curriculum MATHS – Year 3
Number: Pink = Taught and well covered, Yellow = In teaching and covered a bit, Blue = mentioned and covered in activities but not in teaching

Number: Multiplication and Division Number: Fractions

Curriculum
Recall and use Write and calculate Solve problems, including Count up & Recognise, Recognise and Recognise and Add and Compare Solve
multiplication mathematical missing number down in tenths; find & write use fractions show, using subtract and order problems
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and division statements for × and ÷ problems, involving × and recognise that fractions of a as numbers: diagrams, fractions with unit that involve
facts for the using the multiplication ÷, including positive tenths arise discrete set of unit fractions equivalent the same fractions, all of the
3, 4 and 8 tables that they know, integer scaling problems from dividing an objects: unit and non-unit fractions with denominator and above
Objective

multiplication including for 2-digit nos and correspondence object into 10 fractions & fractions with small within one fractions
AUTUMN
AUTUMN Days 1 & 2 Double
Week 5 and halve 2-digit
nos, Days 3, 4 & 5,
2, 5, 10 × tables
AUTUMN Days 1 &2 – Days 4 and 5 - Days 3 and 4
Week 10 3&4× division
AUTUMN Days 2 and 3 Day 3 Days 1, 4
Week 11 Halve and double and 5
SPRING
SPRING Days 2 & 3 Days 1, 4, 5 Days 1 & 4 Day 5 Day 4
Week 5 Fractions
that total 1
SPRING Days 2-4 Day 5 Function
Week 6 × /÷ 10,100 machines
SPRING Days 1 & 2 Days 2-4 Day 5 Word
Week 10 2, 3, 4, 5, 8, problems
10 x tables
SPRING Day 1 & 2 Days 3-5 Day 5
Week 11 ×/÷ 4 using halving Word
and doubling problems
SUMMER
SUMMER Day 3 Days 1-3 Days 2 and 5
Week 3 1-5, 8 and Doubling , halving, Investigations
10 × tables tables including
division
Days 4 & 5 Grid
method

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 Coverage of National Curriculum MATHS – Year 3
SUMMER Days 1 & 2 ×/÷ by 4 Days 1 & 2 Scaling
Week 7 and 10 problems
Days 3-5 Division Day 3 ÷ investigation
SUMMER Day 1 Days 1-3 Day 4 Day 5 Day 2
Week 9
SUMMER Days 3 & 4 Grid Day 5
Week 11 method and ÷ Correspondence
problems

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 Coverage of National Curriculum MATHS – Year 3
Measurement: Pink = Taught and well covered, Yellow = In teaching and covered a bit, Blue = mentioned and covered in activities but not in teaching

Measurement
Curriculum
Measure, compare, Measure the Add and subtract Tell and write the time Estimate and read time with Know the number of Compare durations of
add and subtract: perimeter of amounts of money to from an analogue clock, increasing accuracy to the nearest seconds in a minute events [for example
Nat

lengths (m/cm/mm); simple 2-D shapes give change, using both £ including using Roman minute; record and compare time and the number of to calculate the time
mass (kg/g); and p in practical numerals from I to XII, in terms of seconds, minutes and days in each month, taken by particular
volume/capacity contexts and 12-hour and 24-hour hours; use vocabulary such as year and leap year events or tasks].
Objective

(l/ml) clocks AUTUMN o’clock, a.m./p.m., morning,

AUTUMN Day 5 Find change
Week 3 from £1
AUTUMN Day 3 + and – using
Week 6 place value
AUTUMN Days 1-3, time to 5 Days 1-3, times to 5 mins, Day 4 Day 4
Week 9 mins, am & pm, am & pm Seconds in Time events
Roman numerals in minute
plenary
SPRING
SPRING Day 3
Week 2
SPRING Days 1-5
Week 4 Length and
weight
SPRING Day 1 + and – using
Week 6 place value
SPRING Days 1 and 2, time to Days 1 and 2, time to the Days 3 & 4
Week 9 the nearest min, 12- nearest min, 12-hr Calculate time
hr intervals
SUMMER
SUMMER Day 5 + and – using
Week 1 place value
SUMMER Days 1-3 Capacity Day 3 Days 4 & 5 Days 4 & 5 time to the Day 5 compare
Week 4 and length nearest min, am, pm time durations
SUMMER Days 4 & 5
Week 5 Find change and
differences
SUMMER Day 5
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 Coverage of National Curriculum MATHS – Year 3
Week 8
SUMMER Days 3-5
Week 10

Copyright Hamilton trust 2014

 Coverage of National Curriculum MATHS – Year 3
Shape and Data: Pink = Taught and well covered, Yellow = In teaching and covered a bit, Blue = mentioned and covered in activities but not in teaching

Geometry: Statistics
Draw 2-D shapes and Recognise anglesProperties of Shape
Identify right angles, recognise that Identify horizontal and Interpret and present Solve one-step and two-step
Nat Curric
Objective

make 3-D shapes using as a property of two right angles make a half-turn, vertical lines and pairs data using bar charts, questions [for example, ‘How
modelling materials; shape or a three make three quarters of a turn of perpendicular and pictograms and tables many more?’ and ‘How many
recognise 3-D shapes in description of a and four a complete turn; identify parallel lines. fewer?’] using information
different orientations turn whether angles are greater than or presented in scaled bar charts
and describe them less than a right angle AUTUMN and pictograms and tables.
AUTUM Day 2 & 3 – sort 2D Days 2 &3, Days 2 &3, right angles in 2D
N Week shapes; Days 4 and right angles in shapes
4 5 – describe & sort 2D shapes
3D shapes
AUTUM Days 4 & 5 Days 4 & 5
N Week
9
SPRING
SPRING Days 4 & 5 Day 5
Week 4
SPRING Day 5 Day 5
Week 9
SUMMER
SUMMER Day 4 Day 1 Days 1 & 2 Day 3
Week 8 3D shape Perpendicular and
parallel lines

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