Year 3 Addition Subtraction Multiplication Division Using partitioning to add Use partitioning to subtract Use partitioning to multiply Repeated subtraction Three-digit three digit Begin to use understanding of place value – 200 + 50 + 6 Children will continue to determine when and partitioning to carry out multiplication of Using a numberline 100 + 40 + 5 calculations are best carried out suing mental two-digit by one-digit numbers. eg. 15 ÷ 3 = 300 + 90 + 11 strategies. Develop use of the formal written method. Children will explore how the process 0 3 6 9 12 15 Children will then begin to use grid Written Methods up to three-digits relates to numbers with zeros as place holders. approaches to illustrate as appropriate Continue to determine when calculations are using practical apparatus to support. best carried out using mental strategies. Children will then begin to complete calculations Develop expanded recording in columns Division with remainders by exchanging: and then move to formal written method, using practical apparatus to support as Practically, using cubes/counters to solve required. problems Then moving onto exchanging with place holders eg. Solve word problems Mark drives 19 miles to work every day and 19 miles back. He does this on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. How many miles does he travel to work and back in one week? Times Tables Know 3, 4 and 8 multiplication tables New symbols and vocabulary Remainder Year 4 Addition Subtraction Multiplication Division
Year 3 Addition Subtraction Multiplication Division Using partitioning to add 200 + 50 + 6 100 + 40 + 5 300 + 90 + 11 Written Methods up to three-digits Continue to determine when calculations are best carried out using mental strategies. Use partitioning to subtract Three-digit – three digit Children will continue to determine when calculations are best carried out suing mental strategies. Develop use of the formal written method. Children will explore how the process relates to numbers with zeros as place holders. Children will then begin to complete calculations by exchanging: Then moving onto exchanging with place holders Use partitioning to multiply Begin to use understanding of place value and partitioning to carry out multiplication of two-digit by one-digit numbers. Children will then begin to use grid approaches to illustrate as appropriate using practical apparatus to support. Develop expanded recording in columns and then move to formal written method, using practical apparatus to support as required. Solve word problems Mark drives 19 miles to work every day and 19 miles back. He does this on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. How many miles does he travel to work and back in one week? Times Tables Know 3, 4 and 8 multiplication tables Repeated subtraction Using a numberline eg. 15 ÷ 3 = 0 3 6 9 12 15 Division with remainders Practically, using cubes/counters to solve problems eg. New symbols and vocabulary Remainder Year 4 Addition Subtraction Multiplication Division
four-rules-policy-2014-15.docx