My 3 kids were fighting to get on the computer last night to do Maths. I think its brilliant - they even missed X-factor to do Maths!

# 3rd Class Overview

## Skills

### Applying and problem-solving

• select appropriate materials and processes for mathematical tasks
• apply concepts and processes in a variety of contexts
• select and apply appropriate strategies for completing a task or solving a problem
• recognise solutions to problems

### Communicating and expressing

• listen to and discuss other children's mathematical descriptions and explanations
• discuss and explain mathematical activities
• discuss and record the results of mathematical activities using diagrams, pictures and numbers
• discuss problems presented pictorially or orally

### Integrating and connecting

• connect informally acquired mathematical ideas with formal mathematical ideas
• recognise mathematics in the environment
• recognise the relationship between verbal, concrete, pictorial and symbolic modes of representing numbers
• carry out mathematical activities that involve other areas of the curriculum
• understand the mathematical ideas behind the process he/she uses

### Reasoning

• classify objects into logical categories
• make guesses and carry out experiments to test them
• recognize and create sensory patterns
• justify the processes or results of activities

### Implementing

• devise and use mental strategies and procedures for carrying out mathematical tasks
• use appropriate manipulatives to carry out mathematical tasks and procedures
• execute procedures efficiently

### Understanding and recalling

• understand and recall terminology and facts.

# Strands & Strand Units

Strand: Number

Strand : Algebra
 Strand Unit : Number patterns and sequences explore, recognise and record patterns in number, 0-999 group and count in twos, threes, fours .. tens on number line and hundred square recognise number bonds through grouping 17 + 3, 27 + 3, 37 + 3 recognise links within and between multiplication tables (e.g. links between 4 and 8 times tables) patterns of odd and even numbers explore, extend and describe (explain rule for) sequences patterns or sequences of objects or shapes whole-number sequences (e.g. 54, 44, 34, or 1, 3, 9, 27) use patterns as an aid in the memorisation of number facts make patterns on the hundred square. Strand Unit : Number sentences translate an addition or subtraction number sentence with a frame into a word problem (frame not in initial position) 3 + 7 = n Mary has three sweets, she gets seven more, how many has she now? solve one-step number sentences 400 - n = 350 810 + 23 = n .

Strand : Shape & Space
 Strand Unit : 2-D shapes identify, describe and classify 2-D shapes: square, rectangle, triangle, hexagon, circle, semicircle, oval and irregular shapes explore, describe and compare the properties (sides, angles, parallel and non-parallel lines) of 2-D shapes construct and draw 2-D shapes use templates, stencils, geostrips, geoboards combine, tessellate and make patterns with 2-D shapes cover surfaces with 2-D shapes that tessellate or do not tessellate identify properties that facilitate or hinder tessellation combine shapes to make patterns identify the use of 2-D shapes in the environment buildings, road signs, printing, household objects solve and complete Strand Unit : 3-D shapes identify, describe and classify 3-D shapes, including cube, cuboid, cylinder, cone, sphere, triangular prism, pyramid explore, describe and compare the properties of 3-D shapes number and shape of faces, number of edges and corners, ability to roll, slide or stack explore and describe the relationship of 3-D shapes with constituent 2-D shapes identify constituent 2-D shapes by observation and deconstruction and compile a table of results construct 3-D shapes trace around nets and cut out; use straws or pipe cleaners solve and complete practical tasks and problems involving 2-D and 3-D shapes. Strand Unit : Symmetry identify line symmetry in the environment identify and draw lines of symmetry in two-dimensional shapes fold paper shapes or use a mirror to identify lines of symmetry use fold lines to draw and record lines of symmetry classify 2-D shapes according to their number of lines of symmetry. Strand Unit : Lines and angles identify, describe and classify vertical, horizontal and parallel lines discuss and describe lines in the environment draw and label lines use geostrips to construct vertical and horizontal lines recognise an angle in terms of a rotation form angles by opening books and doors, by rotating clock hands and geostrip arms, by physically turning (clockwise/anti-clockwise), or on computer classify angles as greater than, less than or equal to a right angle construct and use a right-angle measure to identify right angles in the environment and in 2-D and 3-D shapes classify and record angles as >, < or = to a right angle solve problems involving lines and angles.

Strand : Measures