Year 3 New Curriculum
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Maths Year 3 Objectives from the New Curriculum (Statutory) |
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| Number & Place Value | |
| 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. | |
| Addition & Subtraction | |
add and subtract numbers mentally, including:
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| 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. | |
| Multiplication & Division | |
| 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 and progressing to formal written methods | |
| solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects. | |
| Number: Fractions | |
| 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 [for example, 5/7 + 1/7 = 6/7] | |
| compare and order unit fractions, and fractions with the same denominators | |
| solve problems that involve all of the above. | |
| Measurement | |
| measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) | |
| measure the perimeter of simple 2-D 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 and hours; use vocabulary such as o’clock, 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 | |
| draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D 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. | |
| Statistics | |
| 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. | |