Numeracy Long Term Plans (Page 2 of 4) in pdf

Can I tell and write the time using half past, quarter past/to the hour and draw the hands on a clock face to show these

times?

Geometry: Position, direction and movement:

Can I order and arrange combinations of mathematical objects in patterns?

Can I use mathematical vocabulary to describe position, direction and movement including distinguishing between

rotation as a turn and in terms of right angles for quarter, half and three- quarter turns (clockwise and anti-clockwise),

and movement in a straight line?

Geometry – properties of 2D shapes:

Can I identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical

line?

Can I compare and sort common 2-D shapes?

Statistics (Data Handling):

Can I interpret and construct simple pictograms, tally charts, block diagrams and simple tables?

Can I ask and answer questions by counting the number of objects in each category and sorting the categories by

quantity?

Can I ask and answer questions about totalling and comparing categorical data?

Year 3

Autumn 3

Number and place value:

Can I count on/back in steps of 2s,5s, 10s, 3s to 100 and beyond, from 0 and any given number?

Can I count on/back in multiples of 4 and 8 from 0?

Can I count on/back in 50s, 100s from 0 to 1000?

Can I find 1/10/100 more or less than a given number up to at least 500 and beyond?

Can I count on/back in tenths?

Can I read and write all numbers to 1000 in numerals and write all numbers in words to 400 and over?

Can I order a set of numbers (4 and/or 5 ) to at least 1000 in increasing and decreasing value?

Can I compare numbers up to at least 200 and beyond using =, <, > symbols?

Can I round numbers to the nearest 10 to at least 500 and to the nearest 100 to at least 500?

Can I recognise the place value of each digit and partition 3 digit numbers? (hundreds, tens and ones)

Can I identify, represent and estimate numbers using different representations?

Can I solve number problems and practical problems involving these ideas?

Multiplication & division:

Can I recall the 2, 3, 4, 5 and 10 times tables and the derived division facts?

Can I double any number up to 50 and halve any even 2-digit number up to 100?

Can I write and calculate mathematical statements for multiplication and division using the multiplication tables that they

know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods?

Can I solve problems, including missing number problems, involving multiplication and division, including positive integer

scaling problems and correspondence problems in which n objects are connected to m objects?

Fractions:

Can I count on/back in ½s , ¼s and

s including on a number line?

Can I count up and down in tenths?

Can I recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by

10?

Can I recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small

denominators?

Can I recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators?

Can I recognise and show, using diagrams, equivalent fractions with small denominators?

Can I add and subtract fractions with the same denominator within one whole [for example,

⁄

Can I compare and order unit fractions with the same denominator?

Can I solve problems that involve all of the above?

Geometry – properties of 2D shapes/ Angles/Co-ordinates/ Symmetry:

Can I draw 2-D shapes and identify their properties?

Can I recognise angles as a property of a shape?

Can I identify right angles?

Can I identify whether angles are greater than or less than a right angle?

Can I identify horizontal and vertical lines?

Measures – Perimeter:

Can I measure the perimeter of simple 2-D shapes?

Statistics (Data Handling):

Can I interpret and present data using bar charts, pictograms and tables?

Can I solve one-step and two-step questions (for example, How many more/fewer?) using information presented in scaled bar

charts and pictograms and tables?

Numeracy Long Term Plans Page 2

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