1. Year 3
Block A

2. 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 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.

3. 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 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.

4. 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 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

5. Year 3
Block B

6. 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.

7. 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.

8. 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.

9. Year 3
Block C

10. 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.

11. 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.

12. 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.

13. Year 3
Block D

14. 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

15. 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.

16. 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 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

17. Year 3
Block E

18. 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.

19. 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.

20. 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.