Year 3 Block A: - Suffolk Learning
Year 3 Block A: - Suffolk Learning Year 3 Block A: - Suffolk Learning
14 of 20 The National Strategies ⏐ PrimaryYear 3 Block A: Counting, partitioning and calculatingYear 3 Block A: Counting, partitioning and calculatingUnit 3Learning overviewContained in this learning overview are suggested assessment opportunities linked to theassessment focuses within the Assessing Pupils’ Progress (APP) guidelines. As you plan yourteaching for this unit, draw on both these suggestions and alternative methods to help you togather evidence of attainment or to identify barriers to progress that will inform your planning tomeet the needs of particular groups of children. When you make a periodic assessment ofchildren’s learning, this accumulating evidence will help you to determine the level at which theyare working. To gather evidence related to the three Ma1 assessment focuses (problem solving,reasoning and communicating) it is important to give children space and time to develop theirown approaches and strategies throughout the mathematics curriculum, as well as through theapplication of skills across the curriculum.In this unit the illustrated assessment focuses are:• Ma1, Reasoning• Ma2, Numbers and the number system• Ma2, Solving numerical problems• Ma2, Mental methods• Ma2, Written methodsChildren consolidate their counting on and back in steps of 2, 3, 4, 5, 6 and 10. They recognisewhen the numbers in a counting sequence are odd or even. For example, counting in steps of 4from 3 will generate odd numbers only, while when counting in steps of 3 from 4 the numbersalternate between odd and even. Children count in steps of two-digit numbers such as 12s, from3, using a 10 and 2 count, to generate 3, 13, 15, 25, 27, 37, 39, 49, 51, … alternately whisperingquietly and shouting aloud the numbers involved.Assessment opportunity: Ma2, Numbers and the number systemLook for evidence of children using their knowledge of odd and even numbers to explain howthey know, for example, if 21 is in the sequence that starts at 3 and goes up in steps of 2. Lookout for children who are able to use a given rule, for example, ‘find half the last number then add10’ to continue the sequence:36 28 24 Children solve problems and puzzles involving all four operations. They identify relevantinformation and select the appropriate operations in order to solve word problems such as:There are 12 stamps in a sheet. Each stamp costs 28p. I buy a quarter of the sheet. Howmany stamps is this?I pour out 180 ml and then 270 ml from a one-litre bottle of squash. How much is left?00543-2008DOM-EN-11 © Crown copyright 2009
15 of 20 The National Strategies ⏐ PrimaryYear 3 Block A: Counting, partitioning and calculatingAssessment opportunity: Ma2, Solving numerical problemsAs children solve word problems, notice how they interpret the language of the problem toidentify the steps that they need to take. Look for evidence of children being able to identify andcomplete both steps in a problem that involves addition and subtraction or multiplication andanother operation.Children use counting strategies and partitioning to add and subtract combinations of one- andtwo-digit numbers. They add two-digit numbers by partitioning one or both of the numbers. Forexample, they work out 58 + 74 by partitioning 58 into 50 and 8 then adding 50 and 8 to 74.Children use a similar strategy for subtraction, for example, working out 94 – 58 or 294 – 58 bypartitioning the 58 and subtracting 50, then 8. They use counting-up strategies whereappropriate, as in 124 – 68 where they count up from 68 to 70, to 100, to 124, recording andadding the steps 2, 30 and 24. Children use a number line to note the steps and to explain howthey did the calculation. Children also subtract by counting on from the smaller to the largernumber, in their heads, when the difference is small, as in 305 – 297, making notes to supportcalculation.Assessment opportunity: Ma2, Mental methodsAs they add and subtract two-digit numbers mentally, look out for children who can explain howthey are solving the calculations. In particular, look for evidence of children making their owndecisions about whether to partition numbers or to count up.Children develop their use of the empty number line to support their calculations. They begin torecord vertically addition and subtraction calculations that cannot be easily done mentally.They partition one of the numbers and add or subtract the units, tens and hundreds separately:76+47267-149Children recognise the relationship between the vertical presentation and the steps on thenumber line. They begin to use an expanded layout that underpins the standard written method.For example, for 76 47 and 83 48 children use:00543-2008DOM-EN-11 © Crown copyright 2009
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14 of 20 The National Strategies ⏐ Primary<strong>Year</strong> 3 <strong>Block</strong> A: Counting, partitioning and calculating<strong>Year</strong> 3 <strong>Block</strong> A: Counting, partitioning and calculatingUnit 3<strong>Learning</strong> overviewContained in this learning overview are suggested assessment opportunities linked to theassessment focuses within the Assessing Pupils’ Progress (APP) guidelines. As you plan yourteaching for this unit, draw on both these suggestions and alternative methods to help you togather evidence of attainment or to identify barriers to progress that will inform your planning tomeet the needs of particular groups of children. When you make a periodic assessment ofchildren’s learning, this accumulating evidence will help you to determine the level at which theyare working. To gather evidence related to the three Ma1 assessment focuses (problem solving,reasoning and communicating) it is important to give children space and time to develop theirown approaches and strategies throughout the mathematics curriculum, as well as through theapplication of skills across the curriculum.In this unit the illustrated assessment focuses are:• Ma1, Reasoning• Ma2, Numbers and the number system• Ma2, Solving numerical problems• Ma2, Mental methods• Ma2, Written methodsChildren consolidate their counting on and back in steps of 2, 3, 4, 5, 6 and 10. They recognisewhen the numbers in a counting sequence are odd or even. For example, counting in steps of 4from 3 will generate odd numbers only, while when counting in steps of 3 from 4 the numbersalternate between odd and even. Children count in steps of two-digit numbers such as 12s, from3, using a 10 and 2 count, to generate 3, 13, 15, 25, 27, 37, 39, 49, 51, … alternately whisperingquietly and shouting aloud the numbers involved.Assessment opportunity: Ma2, Numbers and the number systemLook for evidence of children using their knowledge of odd and even numbers to explain howthey know, for example, if 21 is in the sequence that starts at 3 and goes up in steps of 2. Lookout for children who are able to use a given rule, for example, ‘find half the last number then add10’ to continue the sequence:36 28 24 Children solve problems and puzzles involving all four operations. They identify relevantinformation and select the appropriate operations in order to solve word problems such as:There are 12 stamps in a sheet. Each stamp costs 28p. I buy a quarter of the sheet. Howmany stamps is this?I pour out 180 ml and then 270 ml from a one-litre bottle of squash. How much is left?00543-2008DOM-EN-11 © Crown copyright 2009
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