YEAR THREE Addition Subtraction Multiplication Division + – x ÷ Children are expected to work with Children are expected to work with Recall and use multiplication Recall and use multiplication numbers up to 1000 numbers up to 1000 and division facts for the 3, 4 and division facts for the 3, 4 and 8 multiplication tables. and 8 multiplication tables. Pictures/symbols/objects Pictures/symbols/objects Continue using a range of calculations as Continue using a range of calculations as Pictures/symbols/objects Pictures/symbols/objects in Year 1 and 2 but with appropriate size in Year 1 and 2 but with appropriate size Continue using a range of calculations as Continue using a range of calculations as numbers. numbers. in Year 1 and 2 but with appropriate size in Year 1 and 2 but with appropriate size numbers. numbers.     Use dienes blocks 7 x 4 = = 4 x 7 12 ÷ 3 = = 12 ÷ 4 Use dienes blocks where appropriate!     7 x = 28 28 = x 7 12 ÷ = 3 4 = 12 ÷ where appropriate!   x 4 = 28 28 = 4 x ÷ 3 = 4 4 = ÷ 3       x = 28 28 = x ÷ = 3 4 = ÷ Partitioning and Number Lines Partitioning Two-digit numbers times one-digit Grouping Partition both numbers and recombine. Partitioning the second number only as a numbers, using mental and progressing (grouping from 0 on a horizontal or vertical Partitioning the second number only as a more efficient way of subtracting on an vertical number line) to formal written methods more efficient way of adding on an empty number line. Make sure you stick with 2, 3, 4, 5, 8 and empty number line. e.g. e.g. 38 ÷ 6 = 6 r2 10 x tables e.g. 97 – 15 = 72 How many left over when 38 is grouped 36 + 53 = 53 + 30 + 6 97 – 10 = 87 into sixes? Number Lines = 83 + 6 87 – 5 = 82 Number lines for repeated addition = 89 16 x 3 = 48 For larger numbers bigger jumps can be recorded using known facts. The nature of the numbers will define Number Lines the appropriate strategy for the Make use of the knowledge of inverse by Partitioning calculation (i.e. the biggest number does counting on (i.e. ‘find the difference’). 14 x 8 not always need to be placed first) e.g. 10 x 8 = 80 84 – 56 = 4 x 8 = 32 80 + 32 = 112
YEAR THREE Addition + Subtraction – Multiplication x Division ÷ Children are expected to work with numbers up to 1000 Pictures/symbols/objects Continue using a range of calculations as in Year 1 and 2 but with appropriate size numbers. Use dienes blocks where appropriate! Partitioning and Number Lines Partition both numbers and recombine. Partitioning the second number only as a more efficient way of adding on an empty number line. e.g. 36 + 53 = 53 + 30 + 6 = 83 + 6 = 89 The nature of the numbers will define the appropriate strategy for the calculation (i.e. the biggest number does not always need to be placed first) Children are expected to work with numbers up to 1000 Pictures/symbols/objects Continue using a range of calculations as in Year 1 and 2 but with appropriate size numbers. Use dienes blocks where appropriate! Partitioning Partitioning the second number only as a more efficient way of subtracting on an empty number line. e.g. 97 – 15 = 72 97 – 10 = 87 87 – 5 = 82 Number Lines Make use of the knowledge of inverse by counting on (i.e. ‘find the difference’). e.g. 84 – 56 = Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Pictures/symbols/objects Continue using a range of calculations as in Year 1 and 2 but with appropriate size numbers. 7 x 4 =   = 4 x 7 7 x  = 28 28 =  x 7 x 4 = 28 28 = 4 x  x  = 28 28 =  x  Two-digit numbers times one-digit numbers, using mental and progressing to formal written methods Make sure you stick with 2, 3, 4, 5, 8 and 10 x tables Number Lines Number lines for repeated addition 16 x 3 = 48 Partitioning 14 x 8 10 x 8 = 80 4 x 8 = 32 80 + 32 = 112 Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Pictures/symbols/objects Continue using a range of calculations as in Year 1 and 2 but with appropriate size numbers. 12 ÷ 3 =   = 12 ÷ 4 12 ÷  = 3 4 = 12 ÷  ÷ 3 = 4 4 =  ÷ 3 ÷  = 3 4 =  ÷  Grouping (grouping from 0 on a horizontal or vertical vertical number line) e.g. 38 ÷ 6 = 6 r2 How many left over when 38 is grouped into sixes? For larger numbers bigger jumps can be recorded using known facts.
GCA_Calculation_policy_2018.docx