 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 Unit : Place value explore and identify place value in whole numbers,0-999 grouping and swapping activities involving units, tens, hundreds using concrete materials, e.g. lollipop sticks, abacus, notation boards, base ten materials, money significance of zero: 208, 420 read, write and order three-digit numbers identify and record numbers represented by money and abacus identify and express numbers in expanded form 246 = 2 hundreds + 4 tens + 6 units order numbers on the number line or hundred square 247: what is the value of 4 in this number? which digit has the greatest value? what is the next number after 499? round whole numbers to the nearest ten or hundred which number is nearer to 40: 29 or 79? which number is nearer to 500: 432 or 567? explore and identify place value in decimal numbers to one place of decimals. Strand Unit : Operations Addition and subtraction add and subtract, without and with renaming, within 999 estimate sums and differences (rounding where necessary) check estimates record using horizontal and vertical presentation know and recall addition and subtraction facts solve word problems involving addition and subtraction Multiplication develop an understanding of multiplication as repeated addition and vice versa count sets of objects in twos, threes, fours etc. to tens count in steps on the number line or hundred square construct number sentences with concrete materials and record diagrammatically 2 + 2 + 2 = 6 3 3 2 = 6 record number sentences as 6 + 6 + 6 = 3 3 6 = 18.   explore, understand and apply the zero, commutative and distributive properties of multiplication use concrete materials, charts and illustrations to establish and record: zero property, e.g. 5 3 0 = 0 and 0 3 7 = 0 commutative property, e.g. 3 3 4 = 4 3 3 distributive property, e.g. 5 3 4 = (3 3 4) + (2 3 4) develop and/or recall multiplication facts within 100 counting in 2, 3, 5 and 10 doubles, trebles 2 x 9 = 18, 4 x 9 = 36, 8 x 9 = 72 3 x 4 = 12, 9 x 4 = 36 multiply a one-digit or two-digit number by 0-10 use rounding to estimate products rounding up/down, e.g. 6 x 28 is near to 6 x 30 represent in horizontal and vertical form 23 x 7 and 23                  x7 establish effect of multiplication by 1 and by 10 1 x 17 = 17, 10 x 53 = 530 solve and complete practical tasks and problems involving multiplication of whole numbers how many days in 9 full weeks?   Division develop an understanding of division as sharing and as repeated subtraction, without and with remainders share a quantity in equal groups of 2, 3... record using number sentences or vertically 20 - 4 - 4 - 4 - 4 - 4 = 0 develop and/or recall division facts within 100 use inverse of multiplication facts use halves 9 is half of 18 (2 x 9 = 18) divide a one-digit or two-digit number by a one-digit number without and with remainders represent division as repeated subtraction represent division as number sentences 20 ÷ 4 = 5 record using the division algorithm use different strategies to estimate quotients and check answers rounding up or down, e.g. 44 ÷ 12 is about 40 ÷ 10   solve and complete practical tasks and problems involving division of whole numbers problems based on the environment how many cars are needed to take 27 children to a game if only 4 children are allowed in each car? estimate, discuss and record. Strand Unit : Fractions identify fractions and equivalent forms of fractions with denominators 2, 4, 8 and 10 construct and cut out simple fractions of regular shapes record using diagrams or fraction charts compare and order fractions with appropriate denominators and position on the number line calculate a fraction of a set using concrete materials develop an understanding of the relationship between fractions and division calculate a unit fraction of a number and calculate a number, given a unit fraction of the number what is 1/4 of 12? 1/8 of a number = 6, find the number solve and complete practical tasks and problems involving fractions what fraction of a chart is coloured yellow/is not green? Strand Unit : Decimals identify tenths and express in decimal form express 1/10 as 0.1 cut out tenths and/or 0.1 of regular shapes record using diagrams or charts order decimals on the number line draw a circle around the number with the greatest value: 0.5, 0.1, 0.7, 0.2 solve problems involving decimals.

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
 Strand Unit : Length estimate, compare, measure and record lengths of a wide variety of objects using appropriate metric units (m, cm) everyday objects, furniture, heights of children estimate length and height without and with unit of measurement present measure to check estimates rename units of length in m and cm 125 cm = 1 m 25 cm solve and complete practical tasks and problems involving the addition and subtraction of units of length (m, cm) confine to totals that can be readily checked by measuring. Strand Unit : Area estimate, compare and measure the area of regular and irregular shapes counting non-standard square units. Strand Unit : Weight estimate, compare, measure and record the weight of a wide variety of objects using appropriate metric units (kg, g) everyday objects, books, piles of copybooks lighter and heavier than 1 kg objects showing that there is no constant relationship between weight and size handle and compare objects as an aid to estimation solve and complete practical tasks and problems involving the addition and subtraction of units of weight (kg and g) confine to totals which can be readily checked by weighing. Strand Unit : Capacity estimate, compare, measure and record the capacity of a wide variety of objects using appropriate metric units (l, ml) use cartons, spoons, cups, jugs, plastic bottles and other common containers use litre, 250 ml and 500 ml measuring containers use tall, low, wide and narrow containers solve and complete practical tasks and problems involving the addition and subtraction of units of capacity (l, ml) confine to totals that can be readily checked by measuring. Strand Unit : Time consolidate and develop further a sense of time passing place daily, weekly, monthly and annual events in sequence discuss movement of hands of clock or sand in hourglass as indicating passing of time refine and develop vocabulary of time before/after, a long time ago, last year, last month, yesterday, immediately, soon, tomorrow, in a week's time, for a short/long time read time in five-minute intervals on analogue and digital clock (12-hour) count in fives up and down number line, hundred square and clock face construct simple clock face and relate intervals 1/4 hour = 15 min = 3 x 5 min discuss and record times of a variety of common events, school and home activities, television programmes record time in analogue and digital forms read and interpret simple timetables school, bus, train, television schedules rename minutes as hours and hours as minutes confine work to five-minute intervals 70 min = 1 hour 10 min 1 1/2 hour = 1 hour 30 min = 90 min read dates from calendars and express weeks as days and vice versa collect and record significant personal dates and dates in life of school and family solve and complete practical tasks and problems involving times and dates practical problems that can be readily checked by measurement. Strand Unit : Money (use up to introduction of the euro) rename amounts of money as pounds or pence and record using p or £ symbol and decimal point solve and complete one-step problems and tasks involving the addition and subtraction of money. Strand Unit : Money rename amounts of euro or cents and record using symbols and decimal point solve and complete one-step problems and tasks involving the addition and subtraction of money.

Strand : Data
 Strand Unit : Representing and interpreting data collect, organise and represent data using pictograms, block graphs and bar charts collect data from the environment and record in tabular form represent data in appropriate format discuss strengths and limitations of the format used use simple scale in block graphs and bar charts use computer applications if available to organise and represent data read and interpret tables, pictograms, block graphs and bar charts use data sets to solve and complete practical tasks and problems solve simple problems using data collected from own environment. Chance use vocabulary of uncertainty and chance: possible, impossible, might, certain, not sure order events in terms of likelihood of occurrence examine and discuss the likelihood of occurrence of simple events and order from least likely to most likely Our school will be closed next Monday The sun will shine for two hours tomorrow The teacher will fall asleep at 11 o'clock today identify and record outcomes of simple random processes toss a coin ten or twenty times and record results draw a cube from a bag containing, for example, 4 blue cubes and 8 red cubes a number of times, replacing the drawn cube each time; discuss results.