These are the key skills that each child will be working towards in Year 3.
By the end of year 3 children should be able to confidently:
 Locate any 3digit number on a landmarked line from 01000 and use this to order and compare numbers.
 Understand place value in 3digit numbers; add and subtract 1s, 10s or 100s without difficulty; use this to add and subtract multiples of 1, 10, 100 to/from 3digit numbers.
 Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15)
 Round to the nearest ten and hundred, e.g. 34 to the nearest ten is 30, 276 to the nearest hundred is 300.
 Mentally add or subtract any pair of 2 digit numbers, e.g. 75 + 58 or 75 – 58
 Recognise that there are two ways of completing subtractions, either by counting up (using Frog) or by counting back, e.g. 54 – 27 (counting up)
54 – 21 (counting back)
 Subtract larger numbers with confidence, using Frog for counting up, e.g. 302 – 288
 Understand that multiplication is commutative, e.g. 4 x 8 is the same as 8 x 4.
 Know the 2x, 3x, 5x and 10x times tables. All tables need to be learned to 12^{th} multiple. Include division facts (important). So we know how many 3s in 36, i.e. 36 ÷ 3 = 12, as well as knowing 12 x 3 = 36.
 Multiply any 2digit number by 10 or a singledigit number by 100; divide any multiple of 10 or 100 by 10 or 100. Understand the effect of multiplying and dividing whole numbers by 10 and 100.
 Multiply a 1 digit number by a 2 digit number starting to use the grid e.g. 4 x 13 =

10

3


X 4

40

12

40 + 12 = 52

 Partition to double and halve numbers 58
25 + 4 = 29
 Know that division is the inverse of multiplication, e.g. that x 3 = 21 ≡ 21 ¸ 3 = ?
 Recognise and derive equivalent fractions for ½, ¼, ¾, e.g. ¼ ≡ ^{3}/_{12}.
 Find unit and nonunit fractions of small amounts.
 Add and subtract easy amounts of money, e.g. £3.64 + £4.50, and give change by counting up, e.g. £10 – £6.95 as £6.95 + 5p + £3 so change is £3.05.
 Compare durations of events using analogue and digital times.
 Know that there are 100cm in a metre and that there are 10mm in a centimetre; use a ruler to measure lines.
 Identify right angles as 90⁰ in shapes, and also as turns; recognise angles as less than or greater than 90⁰; identify horizontal and vertical lines.