1. science
2. mathematics
3. arithmetic

Inmans Primary School Mathematics Medium Term Planning
Year 3 Spring Term
Year 3
Spring Term
Big Maths
Counting
Progress Drive
Place Value
Squiggleworth
Reading numbers
Ordering Numbers
Counting Multiples
Learn its
Steps
3. I can partition a 1dp number
6. I can read any 3 digit number.
3.I can order 3 digit numbers
5. I can count in 4s
Count Fourways
4. I can count in 0.1s, 1/10s.
I can count in 1000s
Counting Along
2. I can count along even when
the numbers are not written in
Multiplication
4 x table
8 x table
It’s nothing new
Progress Drive
Steps
Adding in different
contexts.
Pim
Doubling
3.I can add thousands 3000+4000
Halving
3.I know half of 300, 500, 700
and 900.
4. I know half of 3, 5, 7 and 9 as
decimals
3. I know the missing piece to 100.
64+?=100
Number bonds
X10/100/
1000
÷10/100/
1000
Smile Multiplication
Coin Multiplication
Calculation
Addition
Written
30. I can solve 3 digit add 3 digit as
money. £2.41+£3.53
4. I can double 3 digit multiples of
100.
1.I can multiply whole numbers by
10. 13X10
1.I can divide multiples of 10 by
10. 130 ÷10
1. I can multiply multiples of 10.
3x50
2. I can write smile multiplications
times tables. 1x50 2x50 3x50
3. I can complete a full coin card
1, 2, 5, 10, 20, 50, 100. 1x32
2x32 5x32 10x32 20x32
50x32 100x32
Subtraction
Written
33. I can solve 3 digit subtract 3 digit as
money. £6.28-£2.35
Multiplication
Written
10. I can do smile multiplication
(x2,3,4,5). 4x20 3x30
Division
Written
15. I can solve division with objects with
remainders. 17÷3=5r2
16. I can use a tables fact to find a
division fact. 15÷5
17. I can use tables fact to find a
division fact with remainders. 17÷5
Fact Families
4. I know the fact families for
1dx1d facts. 7x4=28 4x7=28
28÷4=7 28÷7=4
Outline of main topics
Week
Main Topic Title
Objectives
1
Number
Count from 0 in multiples of 8 (throughout in BM)
Count from 0 in multiples of 50 and 100 Count Fourways 3
Find 10 or 100 more or less than a number
Recognise the place value of each digit in a three-digit number (hundreds,
tens, ones) compare using > and < Place value 2
Compare and order numbers up to 1000 Ordering Numbers 3
Identify, represent and estimate numbers using different representations
Read and write numbers up to 1000 in numerals and in words Reading
numbers 5-9
Solve number problems and practical problems involving these ideas.
2 and 3
Addition and
Subtraction
(there is another
week after half term
to cover these
objectives. )
Know addition facts- link with big maths
Number bonds to 100. Jigsaw numbers 3
Adding multiples of 1000
Mental Strategies Linked with BM if can.
Add and subtract numbers mentally, including: (use jottings)
Add pairs of two digit numbers Addition 23,24 and 25.
 65 + 32
Add three two digit numbers
Subtract near multiples of 10 from a two digit number (e.g 9 and 11)
Subtract any two digit number from another Subtracting 25, 26 and 27
Links with strategy,
unit plans and
Hamilton
Hamilton Trust Week
Spring 1
Unit Plan Unit 2
Hamilton Trust Week
2 and 3
Written Methods
Add and subtract numbers with three digits using an informal written
method (see calculation policy)
 Add two three digit numbers using empty number lines and
expanded addition including additions that give a 10 in the 1s column
or 100 in the tens column
 Subtract using counting up on an empty number line.
Addition 26,27, 28 and 29
Subtraction 28, 29, 30, 31 and 32
Estimate the answer to a calculation and use the inverse operation to
check answers
Solve problems, including missing number problems, using number facts,
place value and more complex addition and subtraction
Calculation Policy
Addition
Children will continue to use empty number lines with increasingly large
numbers, including compensation where appropriate.
Level 3c moving to using numbers HTU
Count on from the largest number irrespective of the order of the
calculation.
38 + 86 = 124
Subtraction
Children will continue to use empty number lines with increasingly large
numbers.
Counting on – finding a difference
Children continue to count on to find the difference but move onto
making jumps to the nearest multiple of 10
Children continue to count on in the context of problem solving
e.g. Two snakes are 56 cm and 83 cm long. What is the difference in
their lengths
4
Measurement
(Measures and data)
Measure, compare, add and subtract length, mass (kg/g )and volume /
capacity (l/ml)
Measure the perimeter of simple 2D shapes
Unit Plan Unit 3
Hamilton Trust Week
4
5
Fractions
Counting in ½ 1/3 ¼ and locate on a number line Count Fourways
Challenges- Software on staff shared
Recognise, find and write fractions of a discrete set of objects / shapes
using unit fractions (unit fractions – numerator is 1) and non unit
fractions (numerator is not 1) with a small denominator
Reconise and show using diagrams equivalent fractions with small
denominators e.g ½ - 2/4
Solve problems that involve all of the above.
Hamilton Trust Week
5
6
Statistics
Interpret and present data using bar charts, pictograms and tables
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
Understand and use simple scales.
Hamilton Trust Week
4 linked with
measures
Try and link these objectives with Science or topic.
Ongoing teacher assessments during the half term. Weekly Big Maths
“BeatThat” tests. Problems and puzzles set linked to work covered during
the half term.
 Big Maths
 Rigby Star
Half Term
1
Number, Place value
and money
Count from 0 in multiples of 8, (throughout in BM)
Count from 0 in multiples of 50 and 100 Count Fourways 1-3
Recognise the place value of each digit in a three-digit number (hundreds,
tens, ones) Place Value 3
- Know what each digit means in a three digit amount of money
- Understand 0 as a place holder
Solve number problems and practical problems involving these ideas
Hamilton Trust Week
6
Unit plans unit 3
2 and 3
Multiplication and
Division
Linking Division and
Fractions
Add and subtract amounts of money to give change, using both £ and p in
practical contexts Addition 30, 31. Subtraction 33
Multiply and divide a number by 10 and explain the effect
- Understand 0 as a place holder. Multiply 10 step 1 Divide 10 step 1
Recall and use multiplication and division facts for the 4 and 8 times table
Learn Its
Revise the 2,3,4,5,8,and 10 times tables by heart including:
- the fact families for each times table (including division facts)
Fact families3 and 4
- Understanding that multiplication can be done in any order
Double and Half linked with big maths objectives Doubling 3. Halving 3
and 4
Write and calculate mathematical statements for multiplication and
division using the multiplication tables that they know including for two
digit x 1 digit

Understand multiplication as repeated addition and as an array. (See
Calculation Policy) Multiplication 8
including for two-digit numbers times one-digit numbers, using
mental (partitioning) and progressing to informal written methods
(grid) Multiplication 10-14
Solve problems, including missing number problems, involving
multiplication and division including integer scaling problems.

Linking division and fractions
Recognise and use fractions as numbers using unit fractions (finding a
fraction of a number)
- Find unit fractions using knowledge of multiplication and division ½
¼ 1/3 1/5 1/8 1/10
- Find non unit fractions using knowledge of multiplication and
division ½ ¼ 1/3 1/5 1/8 and 1/10
Calculation Policy
Multiplication
Hamilton Trust Week
10 and 11
NNS Unit Plan Unit 3
Children will continue to use repeated addition
Children will develop multiplication on an empty number line
6 x 4 = 24
Children should be able to model a multiplication calculation using an
array. This knowledge will support with the development of the grid
method.

Arrays
Children should be able to model a multiplication calculation using an
array. This knowledge will support with the development of the grid
method in the summer term.
Division
Ensure that the emphasis is now on grouping rather than sharing.
Children will continue to use:

Repeated subtraction using a number line
Children will use an empty number line to support their calculation.
Children should also move onto calculations involving remainders.
13 ÷ 4 = 3 r
4
Measurement
(Time)
Tell and write the time from an analogue clock, including using Roman
numerals from I to XII, and 12-hour and 24-hour clocks
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 a.m./p.m., morning, afternoon, noon and midnight
Know the number of seconds in a minute and the number of days in each
month, year and leap year
Compare durations of events for example time taken by particular events
and tasks.
Hamilton Trust Week
9
5
Addition and
Subtraction
Know addition facts- link with big maths
Number bonds to 100. Jigsaw numbers 3
Adding multiples of 1000
Mental Strategies Linked with BM if can.
Hamilton Trust Week
7 and 8
Day 1: 1. Add two
3-digit numbers using
(Extra week of
addition and
subtraction to
consolidate and cover
any objectives
missed)
Add and subtract numbers mentally, including: (use jottings)
Add pairs of two digit numbers Addition 23,24 and 25.
 65 + 32
Add three two digit numbers
Subtract near multiples of 10 from a two digit number (e.g 9 and 11)
Subtract any two digit number from another Subtracting 25, 26 and 27
Written Methods
Add and subtract numbers with three digits using an informal written
method (see calculation policy)
 Add two three digit numbers using empty number lines and
expanded addition including additions that give a 10 in the 1s
column or 100 in the tens column
 Subtract using counting up on an empty number line.
Addition 26,27, 28 and 29
Subtraction 28, 29, 30, 31 and 32
Estimate the answer to a calculation and use the inverse operation to check
andswers
Solve problems, including missing number problems, using number facts, place
value and more complex addition and subtraction
expanded addition.
2. Move digits along
columns when adding.
3. Begin to use
compact addition.
Day 2: 1. Add two
3-digit numbers using
expanded addition.
2. Move digits along
columns when adding.
3. Begin to use
compact addition.
Day 3: Subtract
using counting up on
the empty number line
(Frog).
Day 4: 1. Subtract
using counting up on
the empty number line
(Frog).
2. Use addition to
check subtraction.
Day 5: 1. Interpret
a word problem.
2. Use addition or
counting up subtraction
to solve a word
problem.
6
Geometry
Recognise 3D shapes in different orientations and describe them;
Recognise that angles are a property of a shape or description of a turn
Identify right angles and whether angles are greater than or less than a
right angle (obtuse and acute)
Identify horizontal and vertical lines. Identify parallel lines.
Find lines of symmetry
Ongoing teacher assessments during the half term. Weekly Big Maths
“BeatThat” tests. Problems and puzzles set linked to work covered during
the half term.
Rigby Star test completed to assess children and support future planning
and pupil’s needs.
Hamilton Trust Week
9
 Big Maths
 Rigby Star