Maths Year 3

How lessons are taught Concepts merge from one chapter to the next. Chapters are formed into lessons.

Lessons typically are broken into three parts and can last one or more days.

Pupils use resources to REALLY understand concepts. Those children who understand

are given a variety of tasks to develop a greater depth of understanding. We also use

other resources eg Nrich, NCETM and our own in house materials to extend learning.

Anchor task —

the entire class spends a

long time on one question

guided by the teacher

1

Guided practice —

practise new ideas in

groups guided by the

teacher

2

Independent practice —

practise on your own 3

The three parts to a lesson are:

Concrete Pictorial Abstract Concrete: This is the point at which children can explore a new concept in a practical manner. Often, we will use counters and dienes as familiar tools to access our maths. Pictorial During this stage, children will begin to form a visual image taken from their practical experience. Here, children will have continual practise and questioning from their teachers to develop thinking and understanding. Moving on too quickly reinforces a process to children, not necessarily an full understanding. Abstract Often this is when a formal method is introduced and practised. Children will only be moved to this stage if they can explain why particular stages happen.

Anchor task It has two parts: 1) In focus 2) Let’s Learn

Guided practice

Guided practice is a key part of every lesson. It is the opportunity for all children to explore the concept in a practical manner. The children are encouraged to explore each question in a variety of ways with the idea ‘One problem, three ways to solve’.

To develop thinking, teachers will ask questions such as: “Are you sure?” “How do you know?” In doing so, we avoid acknowledging that an answer is correct until they can prove their thinking.

Independent practice

How do we challenge children who have secured a concept?

• Journalling • *Challenge • Convince Me • Missing numbers • Backwards maths

Further Challenge

Did you know??

More efficient? Quicker? Make maths easier!

We are encouraging children to find an alternative.

What can you do at home?

• Board games • Card games • Dice games • Baking! • Sum dog • King of Maths • Hit the Button • Squeebles (£2.99)

Let’s Explore!

• Division with ‘Cherries’ Continues from year 1 learning of partitioning numbers (part-part-whole). We take this a step further and use our multiplication facts to help us make sensible choices. • Red and yellow counters For times tables, number bonds, fractions • Dienes Place value, addition and subtraction • Bar Modelling • Column addition, subtraction and

multiplication.

Dienes

• Main use is a practical and visual representation for place value.

• Understanding what a number looks like is key to then being able to calculate.

• Have a go! Make: 52 85 241 304

Red and Yellow counters • Number bonds • Times tables • Early division

Formal written methods

• This may be more familiar • Used for addition, subtraction,

multiplication in year 3.

432+126= 334 + 128 =

21 x 4 = 21 x 8 =

Division

• Careful partitioning • Use of times table facts. • Look at the ones column.

Bar Modelling

Visual Represents the problem Helps us to identify what information the

problem has given us, then what we also need to find out.

Bar modelling with a more challenging problem

Why is this more challenging?