 # Brunswick Primary School

Enjoy, Exceed, Excel

## Year 3 Maths        Back to Maths at Brunswick

These ’I can’ statements are what the children should be able to do at the end of year 3. They are organised into foundation learning (key maths facts) and conceptual learning (key maths concepts).

Foundational

•          I can say the value of each digit in a 3-digit number (hundreds, tens, ones)
•          I can read, write, compare and order numbers up to
•          1 000
•          I can add and subtract ones, tens and hundreds to and from any 3-digit number
•          I can use column addition and column subtraction to add and subtract 3-digit numbers
•          I can recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
•          I can calculate the double of any number up to 1 000
•          I can calculate half of any number up to 1 000.
•          I can write and calculate mathematical statements for multiplication and division within the multiplication tables I                know, including  2-digit numbers x 1-digit numbers using mental and written methods
•          I can count up and down in tenths
•          I can recognise, find and write fractions of a discrete set of objects or numbers using fractions with a small                          denominator or a denominator of 1 and put these in order
•          I can add and subtract fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7)
•          I can identify horizontal, vertical, perpendicular, parallel and curved lines in relation to other lines
•          I can identify how many right angles make up quarter, half, three-quarter and full turns
•          I can say whether an angle is less than or greater than a right angle
•          I can relate understanding of right-angled turns and half turns to compass positions.
•          I can add and subtract amounts of money to give change, using both £ and p in practical contexts
•          I can estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of              seconds, minutes, hours and o’clock; use vocabulary such as am/pm, morning, afternoon, noon and midnight
•          I can record and compare time in terms of seconds, minutes, hours and o’clock;
•          I can use vocabulary such as am/pm, morning, afternoon, noon and midnight
•          I can recall the number of seconds in a minute and the number of days in each month, year and leap year
•          I can measure the perimeter of simple 2-D shapes using the best standard unit

Conceptual

•          I can solve number problems (including missing number problems) and practical problems by using my knowledge            of number facts and place value. I use diagrams, measuring equipment and written methods to help me
•          I can estimate the answer to a calculation and use inverse operations to check answers
•          I can solve multiplication and division problems (which include missing number problems), including scaling                        problems and correspondence problems in which n objects are connected to m objects
•          I can show that tenths that arise from dividing an object into 10 equal parts  are represented by a fraction
•          I can show that tenths that arise from dividing a single digit number or a quantity by 10 are represented by a                      decimal number
•          I can explain and use the language of fractions including denominator and numerator
•          I can recognise and show, using diagrams, equivalent fractions with small denominators
•          I can solve problems that involve fractions, including equivalent fractions and addition of fractions
•          I can interpret and present data using bar charts, pictograms and tables
•          I can solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information            presented in scaled bar charts and pictograms and tables
•          I can draw 2-D and make 3-D shapes using modelling materials; recognise these shapes in different orientations;              and describe them with increasing accuracy
•          I can recognise 2-D and 3-D shapes in different orientations, and describe them accurately in terms of faces, edges,          vertices and lines of symmetry.
•          I can explain angles as a property of shape and can explain how angle is a measurement of turning
•          I can measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml);
•          I can compare durations of events, for example to calculate the time taken up by particular events or tasks
•          I can recognise and use full names and abbreviations for metric units of measure