Year 3 Block A

3A1 I can explain how I solve practical number problems. I can solve number problems and practical problems involving these mental skills. ARE: 7 I can add and subtract a 3 digit number and ones mentally. ARE: 8/9 I can count from zero in multiples of 3, 50 and 100. ARE: 1 I can recall and use multiplication and division facts for the 3 times table. I can recognise and use related multiplication and division facts. (e.g if 2x3=6, I know that 3x2=6, 6÷3=2 and 3=6÷2) I can say and write numbers up to 1000. I can represent and estimate where to put numbers on different scales up to 100. ARE: 6 I can order numbers up to 500 and use the language greater than, more than, fewer and equal to.

3A2 I can explain how I solve number problems. In a discussion I can share my views with others in the class and follow up their points. I can solve number problems and practical problems involving these mental skills. ARE: 7 I can represent and estimate where to put numbers on different scales up to 1000. ARE: 6 I can add and subtract a 3 digit number and tens mentally. ARE: 8/10 I can say, read and write numbers up to 1000 and begin to partition. (e.g 46=40 and 6, but also 46=30+16) ARE: 3 I can estimate the answer to a calculation and use inverses to check my answer. ARE: 13 I can count from zero in multiples of 4, 50 and 100. ARE: 1 I can recall and use multiplication and division facts for the 3 times table. I can complete number sentences using the symbols <,> and = using numbers up to 500.

I can solve a problem by writing down what calculation I should do. I can explain my solutions and methods to everyone in a group. I can solve number problems and practical problems involving these mental skills. ARE: 7 I can add and subtract a 3 digit number and hundreds mentally, finding 10 or 100 more or less than a given number. ARE: 4, 8/11 I can partition and recognise the value of each digit in three digit numbers up to 1000. ARE: 5 I can read and write numbers to at least 1000 in numerals and words. ARE: 3 I can count from zero in multiples of 4, 8, 50 and 100. I can recall and use multiplication and division facts for the 3, 4 and 8 times tables. ARE: 15 I can solve missing number problems using number facts and place value in addition & subtraction problems I can use doubling to connect the 2, 4 and 8 times table. ARE: 14 I can represent and estimate where to put numbers on different scales up to 1000 in different orientations. ARE: 6 I can compare and order numbers up to 1000. ARE: 2

Year 3 Block B

I can draw 2-D shapes. ARE: 42 I can describe the properties of 2-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle. 3B1 I can draw and measure straight lines in centimetres. I can represent and estimate where to put numbers on different scales up to 100. I can recognise that angles are a property of shape or a description of a turn. ARE: 45 I can solve problems involving the shapes in this unit. I can solve problems involving direction and position using the skills in this unit. I can identify horizontal and vertical lines. I can identify right angles and recognise that two right angles make a half-turn. ARE: 46,47 I can sort and classify shapes in a variety of ways by comparing their properties.

I can draw make 3-D shapes using modelling materials. ARE: 43 I can describe the properties of 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle. 3B2 I can represent and estimate where to put numbers on different scales up to 1000. I can recognise the properties in shapes with more than four sides (in shapes with and without symmetry). I can solve problems involving the shapes in this unit. I can solve problems involving direction and position using the skills in this unit. I can identify horizontal and vertical lines and pairs of parallel lines. I can identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn. I can sort and classify and increasing number of shapes in a variety of ways by comparing their properties.

I can recognise 3-D shapes in different orientations and describe them I can recognise 3-D shapes in different orientations and describe them. ARE: 44 I can describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle. 3B3 I can represent and estimate where to put numbers on different scales up to 1000 in different orientations. I can recognise that angles are a property of shape or a description of a turn. I can recognise the properties in shapes with more than four sides (in shapes with and without symmetry). I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines. ARE: 41 I can solve problems involving the shapes in this unit. I can solve problems involving direction and position using the skills in this unit. I can identify whether angles are greater than or less than a right angle. ARE: 48 I can sort and classify and increasing number of shapes in a variety of ways by comparing their properties.

Year 3 Block C

I can add and subtract numbers with up to three digits. I can add and subtract a 3 digit number and ones mentally. I can solve problems involving number relationships including scaling problems and correspondence problems in which n objects are connected to m objects for multiplication tables that I know. I can solve problems, including missing number problems, involving multiplication and division. I can decide which of the four operations to use and why when solving simple problems. I can calculate mathematical statements for multiplication and division using the multiplication tables that I know. I can count from zero in multiples of 3, 50 and 100. I can write mathematical statements for multiplication and division.

I can add and subtract a 3 digit number and tens mentally. I can partition numbers to support me with columnar addition and subtraction. I can add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction. ARE: 12 3C2 I can add and subtract a 3 digit number and tens mentally. I can solve problems involving number relationships including scaling problems and correspondence problems in which n objects are connected to m objects for multiplication tables that I know. ARE: 17 I can solve problems, including missing number problems, involving multiplication and division. I can decide which of the four operations to use and why when solving simple problems. I can calculate mathematical statements for multiplication and division using the multiplication tables that I know, including for two-digit numbers times one-digit numbers. I can write mathematical statements for multiplication and division. I can count from zero in multiples of 4, 50 and 100.

I can write mathematical statements for multiplication and division. I can partition numbers to support me with columnar addition and subtraction. I can add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction. ARE: 12 3C3 I can add and subtract a 3 digit number and hundreds mentally, finding 10 or 100 more or less than a given number. I can solve problems involving number relationships including scaling problems and correspondence problems in which n objects are connected to m objects for multiplication tables that I know. ARE: 17 I can solve problems, including missing number problems, involving multiplication and division. ARE: 17 I can decide which of the four operations to use and why when solving simple problems. I can calculate mathematical statements for multiplication & division using the multiplication tables that I know, including for two-digit numbers times one-digit numbers, using mental & progressing to formal written methods. ARE: 16 I can write mathematical statements for multiplication and division. I can count from zero in multiples of 4, 8, 50 and 100.

Year 3 Block D

I can recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators. E.g. find 1/3 of 9 beads, then 2/3 of 9 beads. ARE: 20 3D1 I can count up and down in tenths. ARE: 18 I can recognise that tenths arise from dividing an object into 10 equal parts . ARE: 19 I can recognise and show, using diagrams, equivalent fractions with small denominators. I can solve problems that involve fractions. e.g. Amy ate ¼ of her 12 sweets and Ben ate ½ of his 8 sweets, who ate more sweets? ARE: 23 I understand the relation between unit fractions as operators (fractions of) and division by integers e.g. to find 1/3 you divide by 3. I can compare and order fractions with the same denominator. ARE: 21 I can recognise and use fractions as numbers on the number line; unit fractions and non-unit fractions with small denominators. ARE: 21

I can solve problems involving all the topics in this unit in different contexts including measures. ARE: 22 I can recognise and write fractions of a discreet set of objects for unit and non-unit fractions (less than 1) with denominators 4 and 5. I can represent unit and non-unit fractions (less than 1) with denominators 4 and 5 on a number line.   I can count in tenths up to and down from 5. I understand the place value of tenths. I understand the link between tenths and dividing by 10. I can to recognise and show equivalent fractions (for fractions with denominators up to 6) using diagrams. 3D2 I can compare and order unit fractions.

I can solve problems involving all the topics in this unit in different contexts including measures. ARE: 23 I can recognise and write fractions of a discreet set of objects for unit and non-unit fractions (less than 1) with denominators up to 5 and show them on a number line. ARE: 20 I recognise that tenths are made by dividing objects into 10 equal parts and by dividing one-digit numbers or quantities by 10. ARE: 19   I can count up and down in tenths. ARE: 18 I understand the place value of tenths. I understand the relation between finding a fraction of and division (e.g. I know ‘half of’ is the same as ‘dividing by two’. I can recognise and show equivalent fractions (for fractions with denominators up to 8) using diagrams. 3D3 I can compare and order unit fractions and fractions with the same denominators. ARE: 21 ARE: 20 ARE: 22

Year 3 Block E

I can measure length (m/cm/mm) and mass (kg/g). I can tell the time from an analogue clock and 12-hour clocks. ARE: 30 I can estimate & read time with increasing accuracy to the nearest minute; ARE: 33 I know the number of seconds in a minute. ARE: 36 3E1 I can represent & estimate where to put numbers on different scales up to 100. I can draw & measure straight lines in centimetres. I can solve problems involving measures including time, for example to calculate the time taken by particular events or tasks. I can solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables. I can add and subtract lengths (m/cm/mm) and mass (kg/g). ARE: 27, 28 I can measure the perimeter of simple 2-D shapes. ARE: 39 I can add & subtract amounts of money to give change, using both £ and p in practical contexts. ARE: 40 I can interpret data using bar charts, pictograms and tables. ARE: 50 I can present data using bar charts, pictograms and tables. ARE: 49 I can compare lengths (m/cm/mm) and mass (kg/g).ARE: 24, 25 I can compare durations of events. ARE: 38 I can use scales to record data in charts (e.g. 2, 5 and 10 units per centimetre) in pictograms and bar charts.

I can measure lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). I can tell the time from an analogue clock and 12-hour and 24-hour clocks. ARE: 31 I can record and compare time in terms of seconds, minutes, hours and o’clock ARE: 34 I know the number of seconds in a minute and the number of days in each month. 3E2 I can represent and estimate where to put numbers on different scales up to 1000. I can draw & measure straight lines in centimetres. I can add & subtract lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). ARE; 29 I can measure the perimeter of simple 2-D shapes. ARE: 39 I can add & subtract amounts of money to give change, using both £ & p in practical contexts & record using £ & p notation. ARE: 40 I can solve problems involving measures including time, for example to calculate the time taken by particular events or tasks. I can solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables. I can interpret data using bar charts, pictograms and tables in an increasing range of contexts. ARE: 50 I can present data using bar charts, pictograms and tables in an increasing range of contexts. ARE: 49 I can compare lengths (m/cm/mm): mass (kg/g) and volume/capacity (l/ml). ARE: 26 I can use scales to record data in charts (e.g. 2, 5 and 10 units per picture) in pictograms.

I can measure lengths,(m/cm/mm); mas (kg/g); volume/capacity (l/ml). I can tell the time from an analogue clock and 12-hour and 24-hour clocks. I can use vocabulary such as am/pm, morning, afternoon, noon and midnight. ARE: 35 I know the number of seconds in a minute and the number of days in each month, year and leap year. ARE: 37 3E3 I can represent and estimate where to put numbers on different scales up to 1000 in different orientations. I can interpret data using bar charts, pictograms and tables in many contexts. ARE: 50 I can add and subtract lengths (m/cm/mm); mass (kg/g) and volume/capacity (l/ml) using mixed units (e.g. 1 kg and 200g) I can calculate scaling of measures (e.g. a given quantity or measure is twice as long or five times as high). I can solve problems involving measures including time, for example to calculate the time taken by particular events or tasks. I can solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables. I can present data using bar charts, pictograms and tables in many contexts. ARE: 49 I can compare lengths,(m/cm/mm); mass (kg/g); volume/capacity (l/ml) and recognise simple equivalents in mixed units (e.g. 5m = 500cm). I can use scales to record data in charts (e.g. 2, 5 and 10 units per centimetre) in pictograms and bar charts.