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Year 3 Block D Calculating, measuirng and understanding shape - Unit 2
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halveExplain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectivelyMathematics in Science
Characteristics of materials: Measure in ml the volume of water mopped up by different paper towels
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningRepresent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET .p notation or units of measureI can draw a picture, make jottings or write calculations to help me answer a problem What did you write down to help you answer this problem?Look at this problem.Two snakes are 56 cm and 83 cm long. What is the difference in their lengths?Draw a picture that will help you to solve the problem. What part of your picture shows the difference?Becky has three INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 1 coins and four 1p coins in her purse. Write down the amount of money she has altogether.Add or subtract mentally combinations of one-digit and two-digit numbersI can add or subtract two 2-digit numbersI know how to find the difference between two 2-digit numbers A 95 g orange is placed in some balance scales. There is 35 g in the other pan. How much needs to be added to the 35 g so that the scales balance? How did you work this out?The difference between the heights of two children is 37 cm. What could their heights be? Are your suggestions reasonable? Roughly how old do you think the children would be?Find the different totals you can make by adding pairs of these numbers: 4750 829 Choose two calculations where you used a different strategy to find the total. Explain why you chose different strategies. Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbersI can record how I work out an addition or subtraction calculation showing each step Find the total cost of a book costing INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 2.50 and a comic costing 99p. Jot down your method showing each step.Bill records these steps to work out a calculation: 263 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_minus.gif" \* MERGEFORMATINET 40 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 223223 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_minus.gif" \* MERGEFORMATINET 5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 218What calculation did he work out?Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 3, 50 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 4); round remainders up or down, depending on the contextI can multiply a 'teen' number by a one-digit numberI can divide a two-digit number by a one-digit number A square pool has sides 12 m long. If you walked around the edge of it, how far would you walk? What calculation did you do? How did you work it out?Altogether the four sides of a square picture frame are 60 cm long. How long is each side? What calculation did you do? How did you work it out?What two multiplication facts could you use to work out 13 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 3?Find unit fractions of numbers and quantities (e.g. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_2.gif" \* MERGEFORMATINET , INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_3.gif" \* MERGEFORMATINET , INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_4.gif" \* MERGEFORMATINET and INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_6.gif" \* MERGEFORMATINET of 12 litres)I can use division to find INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_2.gif" \* MERGEFORMATINET , INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_3.gif" \* MERGEFORMATINET , INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_4.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_5.gif" \* MERGEFORMATINET and INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_6.gif" \* MERGEFORMATINET of a measurement Milly has a 100 ml bottle of medicine. She takes one fifth of the medicine each day. How many days does she take the medicine for? How much medicine does she take each day? What calculation did you do to work this out?John has a 120 g bar of chocolate. He cuts it into six equal pieces. How much does each piece weigh? What fraction of the bar is this?Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one sideI can reflect a shape in one of its sides Draw the reflection of this shape in the mirror line. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y3MaBD-f6.gif" \* MERGEFORMATINET A letter d is reflected in its straight side. Its reflection is a different letter. Which one?Read and record the vocabulary of position, direction and movement, using the four compass directions to describe movement about a gridI can follow and give instructions to make turns If you stand facing north, then make a half turn, what direction would you be facing?Give instructions to draw the route below. Use the direction words: north, south, east and west. Give the exact length of each line. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y3MaBD-f7.gif" \* MERGEFORMATINET Use a set-square to draw right angles and to identify right angles in 2-D shapes; compare angles with a right angle; recognise that a straight line is equivalent to two right anglesI can identify right angles in shapes and use a set-square to check Use a set-square and a ruler to draw a square with sides of 12 cm. How many right angles are there in this pentagon? How could you check? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y3MaBD-f8.gif" \* MERGEFORMATINET Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurementsI know how many cm make 1 metre and how many metres make 1 kmI can decide whether a length would be measured in centimetres, metres or kilometres A bench is 2 metres and 40 centimetres long. How many centimetres is this? Explain how you worked this out.How many 100 m runs would you need to do to run a total of 1 km? What calculation did you to work this out?Suggest an object whose length would be measured in metres. What about centimetres? And millimetres?Match the measurement to the appropriate unit:the amount of water in a cup kgthe length of a road mlthe weight of a dog km
Explain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectivelyI can give and follow instructions to make turns Make a compass with a card arrow and a split pin. Label it north, south, east and west. Write instructions such as: Start with the arrow facing north. Turn it three right angles clockwise. Decide which direction the arrow will end up facing. Swap instructions with someone else. Compare your results. Did you agree where the arrow would end up? If not, what error did you make?
NE Lincs Mathematics Team
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