Maths

Add 3 numbers together using doubles and near doubles

Add 3 numbers together in different contexts

Numbers can be added in any order

Add three addends by finding pairs that total 10

Add three addends efficiently using a range of strategies

Addition by bridging through 10

Subtracting small numbers

Subtracting to and from 10

Subtracting numbers that bridge through 10

Solving problems involving addition and subtraction

In this unit pupils will be reviewing and securing previous knowledge of add 3 addends, understanding they can be added in any order, bridging through 10. In the future unit pupils will use known facts to find multiples of ten that compose 100  and use known facts to find complements to 100.

In the prior unit pupils learned to find 10 more or less than a 2-digit number. They added and subtracted 10 to/from a 2-digit number using number facts. In this unit pupils will be reviewing and securing previous knowledge of adding 3 addends, understanding they can be added in any order, bridging through 10.

In this unit pupils will be reviewing and securing previous knowledge of adding 3 addends, understanding they can be added in any order and combined in different ways to bridge through 10

Review strategies for adding and subtracting across 10

Composition of 100 in 10s and 1s

Composition of 100 in 50s, 25s and 20s

Multiples of 10 that total 100

Use known facts to find pairs of numbers that total 100

Use known facts to find complements to 100 efficiently

Represent 3-digit multiples of 10 in different ways

Use place value knowledge to write addition and subtraction equations

Bridge 100 by adding in multiples of 10

Bridge 100 by subtracting in multiples of 10

Solve problems using knowledge of addition and subtraction of multiples of 10

In this unit pupils will use known facts to find multiples of ten that compose 100  and use known facts to find complements to 100.  In the future unit pupils will find a 2-digit number and a 1 or 2-digit number that compose 100. Pupils will position 3-digit numbers on a number line and estimate the position of 3-digit numbers on unmarked number lines. They will compare and order 3 digit numbers.

In the prior unit pupils reviewed and secured previous knowledge of add 3 addends, understanding they can be added in any order, bridging through 10. In this unit pupils will use known facts to find multiples of ten that compose 100  and use known facts to find complements to 100.

In this unit pupils will use known facts to find multiples of ten that compose 100 and use known facts to find complements to 100. They will add and subtract multiples of ten, bridging 100.

Securing place value to 100 and applying to addition and subtraction

Count across and on from 100

Represent a 3-digit number up to 199 in different ways

Bridge 100 by adding or subtracting a single-digit number

Find 10 more or 10 less than a given number

Cross the hundreds boundary when adding and subtracting any 2-digit multiple of 10

In this unit pupils will find pairs of number that compose 100. Pupils will position 3-digit numbers on a number line and estimate their position on unmarked number lines. They will compare and order 3-digit numbers. In the future unit pupil will add and subtract two 3-digit numbers using partitioning, adjusting, redistribution and bridging. 

In the prior unit pupils used known facts to find multiples of ten that composed 100  and used known facts to find complements to 100. In this unit pupils will find pairs of number that compose 100. They will position 3-digit numbers on a number line and estimate their position on unmarked number lines. They will compare and order 3-digit numbers.

In this unit pupils will find pairs of number that compose 100. They will position 3-digit numbers on a number line and estimate their position on unmarked number lines. They will compare and order 3-digit numbers.

Bridging 100: counting on and back in 10s, adding/subtracting multiples of 10

Estimate in metres and describe a metre in different ways

Measure length and height from zero using whole m or cm

Converting between metres and centimetres

Millimetres as a unit of measure and the relationship between them and cm

Measuring length and height using cm and mm

Converting between centimetres and millimetres

Estimate and measure lengths and heights and record in a table

Using graphs to represent lengths and heights

Solve problems involving length

Solve problems involving length and height

In this unit pupils will continue to measure using appropriate tools and units progressing to using a wider range of measures including comparing and using mixed units In the future unit pupil will learn perimeter as the distance around the edge of a 2D shape They will learn perimeter is measured in units of length found by counting units and by calculating by adding the side lengths of a 2D shape

In the prior unit pupils chose, used and compared appropriate standard units to estimate and measure length/height, mass, temperature, capacity to the nearest appropriate unit. In this unit pupils will continue to measure using appropriate tools and units progressing to using a wider range of measures, including comparing and using mixed units.

In this unit pupils will continue to measure using appropriate tools and units progressing to using a wider range of measures, including comparing and using mixed units.

Measuring length and recording in tables

Represent a 3-digit number up to 1,000 in different ways

Count forwards and backwards within 3-digits

Position 3-digit numbers on number lines

Estimate the position of 3-digit numbers on unmarked number lines

Comparing and ordering numbers with 1, 2 and 3 digits

Ordering sets of 3-digit numbers

Use known facts to add and subtract multiples of 100 within 1000

Write a 3-digit multiple of 10 as a multiplication equation

Partition 3-digit numbers in different ways

Use known facts to solve problems involving partitioning numbers

Use known facts to add and subtract to and from multiples of 100

Add and subtract to and from a 3-digit number bridging 100

Solve problems by adding and subtracting to or from 3-digit numbers

Count forwards and backwards in multiples of 2, 20, 5, 50 and 25

Solve problems by counting forwards and backwards in multiples of 2, 20, 5, 50 and 25

In this unit pupils will use knowledge of place value to represent a 3-digit number in different ways. They will compare and order 3-digit numbers and position on number lines and unmarked number lines. In the future unit pupils will compare and order 4-digit numbers. They will learn what rounding is and will round 4-digit numbers to the nearest thousand, hundred and ten.

 In the prior unit pupils explored the counting sequence to 100 and beyond representing the numbers from 20-99 in different ways including on a number line They learned to represent 20-99 as a length In this unit pupils will use knowledge of place value to represent a 3-digit number in different ways They will compare and order 3-digit numbers and position on number lines and unmarked number lines

In this unit pupils will use knowledge of place value to represent a 3-digit number in different ways. They will compare and order 3-digit numbers and position on number lines and unmarked number lines.

Representing 3-digit numbers, comparing and positioning on number lines

Become familiar with scales with different intervals when measuring in grams

Measure the mass of objects using grams

Measure mass in whole kilograms and grams

Understanding capacity and volume

Measuring the volume of liquids using millilitres.

Measure volume in whole litres and millilitres

Comparing and estimating mass and volume

Estimate then measure mass and volume and record in a table

Solve problems involving mass

Solve problems involving volume

In this unit pupils will become familiar with different weighing scales up to 1kg and with the tools to measure volume and capacity up to 1 litre. They will measure mass from zero above 1kg using whole kg and grams and measure volume from zero above 1 litre using whole litres and ml. In the future unit pupils will use knowledge of 1000 to explain common measure conversions and solve problems.

In the prior unit pupils used and compared standard units to estimate and measure length/height, mass, temperature, capacity to the nearest unit. In this unit pupils will use weighing scales up to 1kg and measuring tools for volume and capacity up to 1 litre. They will measure mass from 0 to above 1kg using whole kg and grams and measure volume from 0 to above 1 litre using whole litres and ml

In this unit pupils will use weighing scales up to 1kg and measuring tools for volume and capacity up to 1 litre. They will measure mass from 0 to above 1kg using whole kg and grams and measure volume from 0 to above 1 litre using whole litres and ml.

Measures: mass and capacity

Make different sized angles by rotating two lines around a fixed point

Identify and describe right angles

Know that a right angle describes a quarter turn

Identify properties of triangles

Identify properties of quadrilaterals

Know that a rectangle is a four-sided polygon with four right angles

Know that a square is a rectangle in which the four sides are of equal length

Investigate the shapes made when rectangles are cut on the diagonal

Join four right angles at a point using different right-angled polygons

Investigate and draw other polygons with right angles

In this unit pupils will rotate two lines around a fixed point to make different sized angles. They will identify vertices. In the future unit pupils will investigate ways to compose and decompose polygons. They will investigate quadrilaterals with and without parallel and perpendicular sides.

In the prior unit pupils ordered and arranged combinations of objects in patterns and sequences. They consolidated understanding of whole, half, quarter and three-quarter turns, in terms of right angles, using mathematical vocabulary to describe position, direction and movement. In this unit pupils will rotate 2 lines around a fixed point to make different sized angles. They will identify vertices

In this unit pupils will rotate 2 lines around a fixed point to make different angles. They identify vertices and describe half, quarter and three-quarter turns in terms of right angles.

Right angles

Add two 3-digit numbers using partitioning

Add two 3-digit numbers using adjusting strategies

Add 2 and 3-digit numbers by redistributing

Choose the most efficient strategy to add two 3-digit numbers

Subtract 2 or 3-digit numbers using partitioning and bridging a multiple of 10

Subtract a pair of 2-digit numbers by finding the difference

Subtract 3-digit multiples of 10 by finding the difference between them

Choose the most efficient strategy to subtract from a 3-digit number

Use addition and subtraction to solve problems involving bar charts, pictograms and tables

Use addition and subtraction to solve problems in different contexts

In this unit pupils will add and subtract two 3-digit numbers using partitioning, adjusting, redistribution and bridging. In the future unit pupils will accurately and efficiently solve multi-step addition and subtraction problems. They will understand and explain how both addition and subtraction equations can be used to describe the same additive relationship.

In the prior unit pupils found pairs of number that composed 100 and positioned 3-digit numbers on a number line and estimated their position on unmarked number lines. They compared and ordered 3 digit numbers. In this unit pupils will add and subtract two 3-digit numbers using partitioning, adjusting, redistribution and bridging

In this unit pupils will add and subtract two 3-digit numbers using partitioning, adjusting, redistribution and bridging.

Informal and mental strategies for adding and subtracting two 3-digit numbers

Use the additive relationship to rearrange addition equations

Use the additive relationship to rearrange subtraction equations

Develop understanding of the relationship between addition and subtraction

Identify knowns and unknowns in addition equations

Identify knowns and unknowns in subtraction equations

Use the additive relationship to rearrange and solve equations

Solve problems using bar charts, pictograms and tables

Understand why the order of addition and subtraction steps can be chosen

Solve multi-step addition and subtraction problems efficiently

Solve one and two-step problems in different contexts

In this unit pupils will accurately and efficiently solve multi-step addition and subtraction problems. They will understand and explain how both addition and subtraction equations can be used to describe the same additive relationship In the future unit pupils will identify the addends and the sum in column addition They will use their knowledge of place value to correctly lay out column addition

In the prior unit pupils reviewed and secured previous knowledge of adding 3 addends, understanding they could be added in any order, bridging through 10. In this unit pupils will accurately and efficiently solve multi-step addition and subtraction problems. They will understand and explain how both addition and subtraction equations can be used to describe the same additive relationship.

In this unit pupils will accurately and efficiently solve multi-step addition and subtraction problems. They will understand and explain how both addition and subtraction equations can be used to describe the same additive relationship.

Understand additive relationships and apply them to rearrange equations

Identify the addends and the sum in column addition

Use place value to correctly lay out column addition

Add 2-digit numbers using column addition

Add 3-digit numbers using column addition

Use column addition to solve problems

Use column addition to add numbers by regrouping ones

Use column addition to add numbers by regrouping tens

Use column addition with regrouping in ones and tens

Use known facts and strategies to accurately and efficiently calculate and check column addition

Use column addition with regrouping to solve problems

In this unit pupils will identify the addends and the sum in column addition. They will use their knowledge of place value to correctly lay out column addition. In the future unit pupils will identify the minuend and the subtrahend in column subtraction and explain the column subtraction algorithm. They will subtract from a 2-digit number using column subtraction with exchanging.

In the prior unit pupils accurately and efficiently solved multi-step addition and subtraction problems. They understood and explained how both addition and subtraction equations could be used to describe the same additive relationship. In this unit pupils will identify the addends and the sum in column addition. They will use their knowledge of place value to correctly lay out column addition.

In this unit pupils will identify the addends and the sum in column addition. They will use their knowledge of place value to correctly lay out column addition.

Column addition

Represent counting in fours as the 4 times table

Use knowledge of the 4 times table to solve problems

Explain the relationship between adjacent multiples of four

Explain the relationship between multiples of 2 and multiples of 4

Use knowledge of the relationship between the 2 and 4 times tables to solve problems

Represent counting in eights as the 8 times table

Explain the relationship between adjacent multiples of eight

Explain the relationship between multiples of 4 and multiples of 8

Use knowledge of the relationship between the 4 and 8 times tables to solve problems

Explain the relationship between the multiples of 2, 4 and 8

Use knowledge of the relationship between the 2, 4 and 8 times tables to solve problems

Use knowledge of the divisibility rules for divisors of 2 and 4 to solve problems

Use knowledge of the divisibility rules for divisors 8 to solve problems

Scale known multiplication facts by 10

Scale divisions derived from multiplication facts by 10

In this unit pupils will solve multiplication and division problems using knowledge of the scaling relationship between the 2x 4x 8x tables. In the future unit pupils will  represent counting in 3s as the 3x table explaining the relationship between adjacent multiples 3 and represent counting in sixes as the 6x table explaining the relationship between adjacent multiples of 6

In the prior unit pupils doubled and halved 2 digit numbers. They learned to use times table facts to find the quotient for 2x 5x 10x tables. In this unit pupils will solve multiplication and division problems using knowledge of the scaling relationships between the 2x 4x 8x tables.

In this unit pupils will solve multiplication and division problems using knowledge of the scaling relationships between the 2-, 4- and 8-times tables.

2, 4 and 8 times tables: using times tables to solve problems

Identify the minuend and subtrahend in column subtraction

Use column subtraction to subtract from a 2- or 3-digit number

Subtract from a 2-digit number using column subtraction with regrouping

Subtract from a 3-digit number using column subtraction with regrouping

Make efficient use of subtraction strategies including column subtraction

In this unit pupils will identify the minuend and the subtrahend in column subtraction and explain the column subtraction algorithm They will subtract from a 2-digit number using column subtraction with exchanging In the future unit pupils will use their knowledge of column addition column subtraction with exchanging to solve problems They will evaluate the efficiency of strategies for subtraction

In the prior unit pupils identified the addends and the sum in column addition. They used their knowledge of place value to correctly lay out column addition. In this unit pupils will identify the minuend and the subtrahend in column subtraction and explain the column subtraction algorithm. They will subtract from a 2-digit number using column subtraction with exchanging.

In this unit pupils will identify the minuend and the subtrahend in column subtraction and explain the column subtraction algorithm. They will subtract from a 2-digit number using column subtraction with exchanging.

Column subtraction

Identify a whole and the parts that make it up

Explain why a part can only be defined in relation to a whole

Identify the number of equal or unequal parts in a whole

Identify equal parts when they do not look the same

Explain the size of a part in relation to the whole

Construct a whole when given a part and the number of parts

Identify how many equal parts a whole has been divided into

Use fraction notation to describe an equal part of the whole

Represent unit fractions in different ways

Solve problems involving identifying equal parts and the whole

In this unit pupils will represent unit fractions in different ways, identifying the whole, the number of equal parts and the size of each part as a unit fraction including tenths. In the future unit pupils will identify parts and wholes in different contexts.

In the prior unit pupils identified whether something had or had not been split into equal parts. They named fractions one-half one-quarter and one-third in relation to a fraction of a length, shape or set of objects. In this unit pupils will represent unit fractions in different ways, identifying the whole, the number of equal parts and the size of each part as a unit fraction, including tenths.

In this unit pupils will represent unit fractions in different ways, identifying the whole, the number of equal parts and the size of each part as a unit fraction, including tenths.

Unit fractions as part of a whole

Identify parts and wholes in the contexts of lines and 3D objects

Identify parts and wholes in different contexts

Identify equal parts in a whole when they do not look the same in 2D shapes

Identify equal parts in a whole when they do not look the same in 3D contexts

Solve problems by identifying parts and wholes in a range of contexts

In this unit pupils will identify parts and wholes in different contexts. In the future unit pupils will compare and order unit fractions by looking at the denominator.

In the prior unit pupils represented unit fractions in different ways, identifying the whole, the number of equal parts and the size of each part as a unit fraction, including tenths. In this unit pupils will identify parts and wholes in different contexts.

In this unit pupils will identify parts and wholes in different contexts including sets of objects, 3-D shapes and linear contexts.

Compare unit fractions by looking at the denominator

Compare and order unit fractions by looking at the denominator

Identify when unit fractions cannot be compared

Solve problems involving comparing unit fractions

Solve problems involving comparing and ordering unit fractions in a range of contexts

In this unit pupils will compare and order unit fractions by looking at the denominator. In the future unit pupils will quantify the number of items in each part and connect to the unit fraction operator. They will calculate the value of a part by connecting knowledge of division and division facts with finding a fraction of a quantity.

In the prior unit pupils identified parts and wholes in different contexts. In this unit pupils will compare and order unit fractions by looking at the denominator.

In this unit pupils will compare and order unit fractions by looking at the denominator and understanding what it represents.

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