Statistics

In this unit we look at a range of methods to collect and present data. We build on prior learning in year 2 when exploring pictographs and beginning to understand what to do when the picture has a value of more than 1. We also explore collecting and putting data into bar charts. Below are some examples of pictograms and bar charts that we will be looking at.

FRACTIONS AND MONEY

This term we are going to explore Fractions Unit first, then followed by Money Unit. In this small step, children build on their understanding of numerators and denominators to unitise fractions and add them together. They read calculations such as 1 5 + 2 5 as “1 fifth plus 2 fifths” and unitise the fifth to work out that the answer is 3 fifths, or 3 5 . They should recognise that adding unit fractions with the same denominator creates a non-unit fraction. While learning about he Money, children continue to build on their understanding of pounds and pence by adding money. They will explore different representations to add money. Then, by using physical notes and coins to add two amounts, they  move on to more abstract representations such as part-whole models and bar models. For some questions, children need to use their knowledge of converting money to exchange £1 for 100p. In other questions, they are given the amount of change and need to find the total amount of a set of items.

TIME

This term we are focusing on time. We started with the Roman numerals and the Roman number system. for numbers 1 to 12. By the end of this step, children should understand that numbers in the Roman number system follow these principles: letters are not usually written four times (for example, 4 is written as IV, instead of IIII); if a lower value digit is written to the left of a higher value digit, it is subtracted (for example,  IV = 5 − 1) and if it is written to the right, it is added (for example, VI = 5 + 1).. Children also recap how to read and write “o’clock” and “half past” the hour. Give them the opportunity to create times using individual clocks with moveable hands. In this small step, children use analogue clocks to tell the time to 5 minutes, building on their learning in Year 2 To begin with, children recap how many minutes there are in an hour. With this knowledge, we encourage them to identify why quarters of an hour are equal to 15 minutes and why the 12 intervals around a clock face are each equal to 5 minutes. Children continue to use the phrases “ minutes past/ to” the hour to tell the time on a digital clock. This step is important because it highlights the convention that we say  “20 minutes to 4” to describe the time displayed on a digital clock as “3:40”, not “40 minutes past 3”. This builds on the learning from the previous step where children converted times past the hour to times to the hour.

Mass and Capacity

We have started to learn about mass and capacity - building on our learning from Year 2.

We are going to:

• Remember how to use scales
• Measure in grams and kilograms
• Compare masses
• Add and subtract masses
• Measure capacity and volume in millilitres and litres
• Compare capacity and volumes
• Add and subtract capacity and volume

We are continually using the skills we have already learned this year to help with our new learning.

Length and Perimeter

In this unit we will be looking at a range of measurements.

We will look at how to use a ruler correctly and how to measure in m, cm and mm.

We will compare a range of measurements and learn how to convert between them.

Finally we will learnt what perimeter is and how to calculate the perimeter of a range of shapes.

Multiplication and division

In the spring term we will still be looking at multiplication and division. Children learnt the 10 times-table in Year 2 and revisited multiples of 10 in the Autumn term. In this small step, they further develop their understanding of multiples of 10 by looking at greater multiples. We will also explore scaling facts by 10, for example using 3 × 4 = 12 to derive 3 × 40 = 120 and 30 × 4 = 120. A range of representations are used to expose the link between multiples of 1 and multiples of 10.  After that we are going to multiply a 2-digit number by 1 -digit number with ad without exchange. The expanded method allows children to gain a deep understanding of the structure of the calculation before progressing to formal short multiplication in Year 4. In this small step, we will also develop understanding of related facts from earlier in the block, with a focus on linking multiplication and division facts. Next, in this small step, we will continue to divide a 2-digit number by a 1-digit number, which will help to look at calculations that involve exchanging between the tens and the ones. These calculations may involve exchanging between the tens and ones, and that have a remainder.

Multiplication and Division

We are learning a lot about multiplication and division.

We have started by recapping the times tables that we started learning in Year 2.

The 2 times table

2  4  6  8  10  12  14  16  18  20  22  24

The 5 times table

5  10  15  20  25  30  35  40  45  50  55  60

The 10 times table

10  20  30  40  50  60  70  80  90  100  110  120

Now we are learning our 3s, 4s and 8s!

Addition and Subtraction

In this unit we are looking at how to add and subtract numbers.

To do this we are using our knowledge of place value that we worked on in the unit before.

We are building on our prior learning in year 1 and 2 and starting to use formal method for addition and subtraction. We will use our knowledge of number bonds to 10 to support us with quick methods of mentally adding and subtracting 2 digit numbers. We will then progress to using practical resources to solve 3 digit addition and subtraction problems including borrowing and exchanging to cross the 10s barrier. Once we are confident in using practical resources, we will begin to use formal methods to add and subtract a range of 3 digit numbers.

Here are some examples of this below...

Place Value

Our first unit is about place value.

We will be learning the value of 2 and 3-digit numbers.

We will be looking at how to partition those numbers.

Here is an example of what we will be looking at in this unit