1. Year 3 Maths Framework

2. Fractions, Decimals and Percentages
Long Term Overview
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Autumn Term
Number and Place Value
Numbers to 1000
Calculation
Addition and Subtraction
Multiplication and Division
Further Multiplication and Division
Spring Term
Measurement
Length
Mass
Volume
Money
Time
Summer Term
Picture and bar graphs
Statistics
Fractions, Decimals and Percentages
Fractions
Geometry
Angles, lines and shapes
Perimeter and figures
Consolidation and review week
*The long-term overview is based on the Maths No Problem Scheme of Work

3. Key Facts Termly overview
These weekly objectives will be the focus of the fluency sessions which children participate in daily. They aim to increase the children’s recall of basic facts and skills in order to free up working memory for new learning. These facts will also form the basis for homework each week for the children to have repeated practice in different environments. Each of these areas can be practiced through games, songs, chanting, and competitions etc. as well as online (e.g. times table rockstars).
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Autumn Term
Single digit addition facts, including bridging 10
Place Value challenges
2x Table
5 and 10x table
3x table
4x table
Spring Term
8x table
Adding multiples of 10 and 100
Multiplying by 10
2x and 5x tables
4x and 8x table
Summer Term
Identifying fractions
Fractions of amounts

4. Autumn Term Overviews

5. Autumn Term Block 1 – Number and Place Value Numbers to 1000
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
compare and order numbers up to 1,000
identify, represent and estimate numbers using different representations
read and write numbers up to 1,000 in numerals and in words
solve number problems and practical problems involving these ideas
To count in hundreds
Other planning documents
NCETM Assessment of Mastery
White Rose Place Value Block
Use It!
Make up an example Create numbers where the digit sum is three. Eg 120, 300, 210 What is the largest/smallest number?
What comes next? = 926; = 916; = 906
Explain It!
Do, then explain 835, 535, 538, 388, and 508; If you wrote these numbers in order starting with the smallest, which number would be third? Explain how you ordered the numbers.
Do, then explain Show the3 value of the digit 3 in these numbers? 341, 503, 937 Explain how you know.
Evaluate It!
Spot the mistake: 50,100,115,200 What is wrong with this sequence of numbers?
Prove It!
True or False? 38 is a multiple of 8?
To compose and decompose 3-digit numbers
To understand the value of each digit in a 3-digit number
To compare and order numbers
To count in fifties
To recognise, describe and continue number patterns
To count in 4s and 8s
2x consolidation days

6. Autumn Term Block 2 – Calculation Addition and Subtraction
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
add and subtract numbers mentally, including:
a three-digit number and 1s
a three-digit number and 10s
a three-digit number and 100s
add and subtract numbers with up to 3 digits, using formal written methods of columnar addition and subtraction
estimate the answer to a calculation and use inverse operations to check answers
solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
To understand commutative law
Use It!
Continue the pattern: 90 = 100 – 10; 80 = 100 – 20; Can you make up a similar pattern starting with the numbers 74, 26 and 100?
Missing numbers: 91 +__ = 100; 100 -__ = 89 What number goes in the missing box?
Fact families: Which four number sentences link these numbers? 100, 67, 33
Missing symbols: Write the missing symbols (+ - =) in these number sentences: 80__20__100;100__70__30; 87__13__100
Explain It!
What else do you know? If you know this: 87 = 100 – 13 What other facts do you know? How did you solve this?
Evaluate It!
True or false? Are these number sentences true or false? = 614; 804 – 70 = 744; = 908 Give your reasons.
Hard and easy questions: Which questions are easy / hard? =; =; =; = Explain why you think the hard questions are hard?
Making an estimate: Which of these number sentences have the answer that is between 50 and 60: ; 333 – 276; 932 – 871
Prove It!
Convince me: __ + __ + __ The total is 201 Each missing digit is either a 9 or a 1. Write in the missing digits. Is there only one way of doing this or lots of ways?
Always, sometimes, never: Is it always, sometimes or never true that if you subtract a multiple of 10 from any number the units digit of that number stays the same. Is it always, sometimes or never true that when you add two numbers together you will get an even number
To add 3-digit and 1-digit numbers without regrouping
To add 3-digit numbers to a multiple of 10 without regrouping
To add 3-digit numbers to a multiple of 100 without regrouping
To add 2, 3-digit numbers without regrouping
To add a 3-digit and 1-digit number with regrouping
To add with regrouping tens
To add 2, 3-digit numbers, regrouping ones
To add 2, 3-digit numbers, regrouping tens
To add with regrouping tens and ones
To subtract a 1-digit number from a 2-digit number without regrouping
To subtract a 1-digit number from a 3-digit number without regrouping
To subtract multiples of 10 from a 3-digit number
To subtract hundreds from a 3-digit number
To subtract a 3-digit number from a 3-digit number
To subtract with regrouping tens and ones
To subtract with regrouping hundreds
To subtract with regrouping tens and hundreds
To subtract a 3-digit number with zeros
To solve addition and subtraction problems
To solve problems using the bar model
To use a comparative bar model
To solve complicated addition and subtraction problems
2x consolidation lessons

7. Autumn Term Block 3 – Calculation Multiplication and Division
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
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
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
To multiply by 3
Use It
Missing numbers: 24 = ___ x ___ Which pairs of numbers could be written in the boxes?
Making links: Cards come in packs of 4. How many packs do I need to buy to get 32 cards?
Explain It
4 × 6 = 24 How does this fact help you to solve these calculations? 40 x 6 =___; 20 x 6 = ___; 24 x 6 = ___.
Evaluate It
True or false? All the numbers in the two times table are even.
True or false? There are no numbers in the three times table that are also in the two times table.
Prove It
By multiplying or dividing with the digits 2, 3 and 4, how close can you get to 50? What is the largest product? What is the smallest product?
To multiply by 4
To multiply by 4 and 8
To multiply by 8 using commutativity
To multiply by 8
To divide by 3
To divide by 4
To find the relationship between multiplication and division
To divide by 4 and 8
To solve word problems with multiplication
To solve word problems involving division
To solve word problems involving multiplication and division
To solve problems using a variety of strategies
1x consolidation lesson

8. Autumn Term Block 4 – Calculation Further Multiplication and Division
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
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
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
To multiply multiples of 10 by a 1-digit number
Use It
Use a fact: 20 x 3 = 60. Use this fact to work out: 21 x 3 = ___; 22 x 3 = ___; 23 x 3 = ___; 24 x 3 = ___.
Explain It
4 × 6 = 24 How does this fact help you to solve these calculations? 40 x 6 =___; 20 x 6 = ___; 24 x 6 = ___.
Evaluate It
Check the following calculations are correct: 23 x 4 = 82; 117 ÷ 9 = 14
Will the answer to the following calculations be greater or less than 80? 23 x 3=__; 32 x 3 =__; 42 x 3 =__; 36 x 2=__.
Prove It
What goes in the missing box? Using written methods
By multiplying or dividing with the digits 2, 3 and 4, how close can you get to 100? What is the largest product? What is the smallest product?
To multiply a 2-digit number by a 1-digit number
To multiply with regrouping
To divide a 2-digit number
To divide with regrouping
To use long division to divide
To solve word problems involving multiplication
To solve word problems involving division
To solve word problems
1x consolidation lesson

9. Spring Term Overviews

10. Spring Term Block 1 - Measurement Length
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
To write lengths in metres and centimetres
Use It!
Position the symbols. Place the correct symbol between the measurements > or <. 306cm__Half a metre. 930 ml__1 litre. Explain your thinking
Undoing a process.
Write more statements
Working backwards.
Explain It!
Top Tips. Put these measurements in order starting with the largest. Half a litre; Quarter of a litre; 300 ml. Explain your thinking
Evaluate It!
Is ____ right?
What do you notice?
Prove It!
Practical. If there are 630ml of water in a jug. How much water do you need to add to end up with a litre of water? What if there was 450 ml to start with?
How many ways?
The answer is …. What is the question?
Always, sometimes, never.
True or False?
To convert metres to centimetres
To convert kilometres to metres
To convert lengths from km to km and m
To compare two lengths
To solve measure word problems
To solve measure word problems involving multiplication
To solve measure word problems involving division
To solve challenging word problems

11. Spring Term Block 2 – Measurement Mass
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
To use weighing scales
Use It!
Position the symbols. Place the correct symbol between the measurements > or <. 306cm__Half a metre. 930 ml__1 litre. Explain your thinking
Undoing a process.
Write more statements
Working backwards.
Explain It!
Top Tips. Put these measurements in order starting with the largest. Half a litre; Quarter of a litre; 300 ml. Explain your thinking
Evaluate It!
Is ____ right?
What do you notice?
Prove It!
Practical. If there are 630ml of water in a jug. How much water do you need to add to end up with a litre of water? What if there was 450 ml to start with?
How many ways?
The answer is …. What is the question?
Always, sometimes, never.
True or False?
To use weighing scales to measure mass
To read values on a scale greater than 1kg
To weigh heavier items
To solve mass word problems using addition and subtraction
To solve mass word problems using multiplication
To solve mass word problems involving division
3x consolidation lessons

12. Spring Term Block 3 – Measurement Volume
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
To measure volume in millilitres
Use It!
Position the symbols. Place the correct symbol between the measurements > or <. 306cm__Half a metre. 930 ml__1 litre. Explain your thinking
Undoing a process.
Write more statements
Working backwards.
Explain It!
Top Tips. Put these measurements in order starting with the largest. Half a litre; Quarter of a litre; 300 ml. Explain your thinking
Evaluate It!
Is ____ right?
What do you notice?
Prove It!
Practical. If there are 630ml of water in a jug. How much water do you need to add to end up with a litre of water? What if there was 450 ml to start with?
How many ways?
The answer is …. What is the question?
Always, sometimes, never.
True or False?
To measure capacity in millilitres
To measure volume using litres and millilitres
To measure volume using litres and millilitres in comparison to 1 litre
To measure larger capacity
To solve word problems related to volume
To solve word problem related to volume
To solve word problems related to volume using division
To solve two-step word problems

13. Spring Term Block 4 – Measurement Money
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
add and subtract amounts of money to give change, using both £ and p in practical contexts
To name amounts of money
Use It!
Mixed measure comparisons using <, > or =
Undoing a process.
Working backwards.
Explain It!
Top Tips.
Evaluate It!
Is he right?
What do you notice?
Prove It!
How many ways?
Possibilities. I bought a book which cost between £9 and £10 and I paid with a ten pound note. My change was between 50p and £1 and was all in silver coins. What price could I have paid?
The answer is … What is the question?
Always, sometimes, never.
True or False?
To name amounts of money including regrouping as pounds.
To add money by adding pounds and pence separately
To add amounts of money
To add by making a pound
To consolidate addition my making pounds
To consolidate adding money
To subtract amounts of money
To use visual representations to subtract money
To use number bonds to subtract money
To split pounds to subtract
To calculate change
To solve word problems
Consolidation lessons

14. Spring Term Block 5 – Measurement Time
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight
know the number of seconds in a minute and the number of days in each month, year and leap year
compare durations of events [for example, to calculate the time taken by particular events or tasks]
To use am and pm correctly
Use It!
Mixed unit comparison using <, > or =
Undoing. A programme lasting 45 minutes finishes at At what time did it start? Draw the clock at the start and finish time.
Write more statements using a timetable
Working backwards. Tom’s bus journey takes half an hour. He arrives at his destination at 9:25. At what time did his bus leave? 9: : :45
Explain It!
Top Tips
Evaluate It!
Salha says that 100 minutes is the same as 1 hour. Is Salha right? Explain why.
What do you notice? 1 minute = 60 seconds, 2 minutes = 120 seconds. Continue the pattern
Prove It!
How many ways?
The answer is …. 25 minutes. What is the question?
True or False?
Always, sometimes, never.
To tell time to the minute
To use time vocabulary
To compare analogue to digital time
To tell time using the hour and minute hands
To tell time using 24-hour notation
To tell the time on an analogue clock using roman numerals
To measure time in seconds and milliseconds
To measure times using a stopwatch
To consolidate measuring time
To measure time in hours using an analogue clock
To consolidate measurement of time in hours
To measure time in hours using timelines
To measure time in minutes using an analogue clock and timeline
To measure time in minutes where it crosses the hour
To measure time in minutes counting backwards
To identify seconds in a minute
To convert seconds into minutes
To calculate the number of days in a month
To find the duration of days for activities.

15. Summer Term Overviews

16. Summer Term Block 1 – Statistics Picture and Bar Graphs
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
interpret and present data using bar charts, pictograms and tables
solve one-step and two-step questions [for example ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables
To construct picture graphs from a set of data
Use It!
Explain It!
Evaluate It!
Make up your own ‘true/false’ statement about the bar chart.
What’s the same, what’s different? Pupils identify similarities and differences between different representations and explain them to each other
Prove It!
True or false? (Looking at a bar chart) “Twice as many people like strawberry than lime”.
To construct bar graphs from a set of data
To read and interpret bar graphs
To read bar graphs
To read bar graphs with larger scale increments

17. Spring Term Block 2a – Fractions, Decimals and Percentages Fractions
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
recognise and show, using diagrams, equivalent fractions with small denominators
add and subtract fractions with the same denominator within one whole [for example, 5/7+1/7=6/7]
compare and order unit fractions, and fractions with the same denominators
solve problems that involve all of the above
To count in tenths
Use It!
What comes next? 6/10, 7/10, 8/10, ….., …. 12/10, 11/10, ….., ….., …..
Explain It!
Give an example of a fraction that is less than a half. Now another example that no one else will think of. Explain how you know the fraction is less than a half. (draw an image)
Top Tips/ Put these fractions in the correct order, starting with the smallest. 4/8, ¾, ¼. Explain how you did it?
Evaluate It!
Spot the mistake. six tenths, seven tenths, eight tenths, nine tenths, eleven tenths … and correct it.
What do you notice? 1/10 of 10 = 1 2/10 of 10 = 2 3/10 of 10 = 3 Continue the pattern. What do you notice? What about 1/10 of 20? Use this to work out 2/10 of 20, etc.
Ben put these fractions in order starting with the smallest. Are they in the correct order? One fifth, one seventh, one sixth
Odd one out. Which is the odd one out in each of these trios. ½, 3/6, 5/8; 3/9, 2/6, 4/9 Why?
What do you notice? Find 2/5 of 10 Find 4/10 of 10. What do you notice? Can you write any other similar statements?
What do you notice? 1/10 + 9/10 = 1, 2/10 + 8/10 = 1, 3/10 + 7/10 = 1 Continue the pattern. Can you make up a similar pattern for eighths?
Prove It!
True or false? 2/10 of 20cm = 2cm 4/10 of 40cm = 4cm 3/5 of 20cm = 12cm
The answer is 5/10, what is the question? (involving fractions / operations)
To make number pairs to create a whole
To add fractions with the same denominator
To consolidate adding fractions
To subtract fractions with the same denominator
To find equivalent fractions through paper folding and shading
To find equivalent fractions using paper folding and shading
To place fractions on a number line
To find fractions equivalent to ½.
To find equivalent fractions using concrete objects
To find equivalent fractions using pictorial representation and multiplication
To find the simplest fractions using concrete materials
To find the simplest fraction using pictorial representation and division
To find equivalent fractions using multiplication and division
To compare ½ and ¼ using visual representations

18. Spring Term Block 2b – Fractions, Decimals and Percentages Fractions
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
add and subtract fractions with the same denominator within one whole [for example, 5/7+1/7=6/7]
compare and order unit fractions, and fractions with the same denominators
solve problems that involve all of the above
To compare fractions using pictorial representation
Use It!
What comes next? 6/10, 7/10, 8/10, ….., …. 12/10, 11/10, ….., ….., …..
Explain It!
Give an example of a fraction that is less than a half. Now another example that no one else will think of. Explain how you know the fraction is less than a half. (draw an image)
Top Tips/ Put these fractions in the correct order, starting with the smallest. 4/8, ¾, ¼. Explain how you did it?
Evaluate It!
Spot the mistake. six tenths, seven tenths, eight tenths, nine tenths, eleven tenths … and correct it.
What do you notice? 1/10 of 10 = 1 2/10 of 10 = 2 3/10 of 10 = 3 Continue the pattern. What do you notice? What about 1/10 of 20? Use this to work out 2/10 of 20, etc.
Ben put these fractions in order starting with the smallest. Are they in the correct order? One fifth, one seventh, one sixth
Odd one out. Which is the odd one out in each of these trios. ½, 3/6, 5/8; 3/9, 2/6, 4/9 Why?
What do you notice? Find 2/5 of 10 Find 4/10 of 10. What do you notice? Can you write any other similar statements?
What do you notice? 1/10 + 9/10 = 1, 2/10 + 8/10 = 1, 3/10 + 7/10 = 1 Continue the pattern. Can you make up a similar pattern for eighths?
Prove It!
True or false? 2/10 of 20cm = 2cm 4/10 of 40cm = 4cm 3/5 of 20cm = 12cm
The answer is 5/10, what is the question? (involving fractions / operations)
To compare fractions with different denominators
To add fractions using pictures
To subtract fractions using pictures
To subtract fractions from a whole
To determine a fraction of a whole using pictures
To find a fraction of a whole
To consolidate finding fractions of a whole
To divide 1
To share more than 1 using pictures and division
To share more than 1
To show more than 1 whole after sharing
To represent fractions in word problems
To solve word problems using ½
To solve word problems using 1/3 and 1/5.

19. Spring Term Block 3 – Geometry Angles, Lines and Shapes
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
recognise angles as a property of shape or a description of a turn
identify right angles, recognise that 2 right angles make a half-turn, 3 make three-quarters of a turn and 4 a complete turn; identify whether angles are greater than or less than a right angle
identify horizontal and vertical lines and pairs of perpendicular and parallel lines
To identify angles in an object
Use It!
Working backwards. If I make the two opposite sides of a square 5 cm longer the new lengths of those sides are 27cm. What was the size of my original square? What is the name and size of my new shape?
Can you find shapes that can go with the set with this label? “Have straight sides that are different lengths.”
Explain It!
Visualising. I am thinking of a 3-dimensional shape which has faces that are triangles and squares. What could my shape be?
One face of a 3-D shape looks like this. What could it be? Are there any other possibilities?
Evaluate It!
What’s the same, what’s different? What is the same and different about these three 2-D shapes?
Prove It!
Always, sometimes, never. Is it always, sometimes or never that all sides of a hexagon are the same length.
Which capital letters have perpendicular and / or parallel lines? Convince me.
To see angles inside and outside an object
To find angles in shapes
To understand what makes a right angle
To compare angles using right angle or acute angle
To recognise obtuse angles
To make turns using vocabulary
To identify perpendicular lines
To identify parallel lines
To find vertical and horizontal lines
To describe 2-D shapes
To draw 2’D shapes
To make 3-D shapes out of nets
To construct 3-D shapes
To describe 3-D shapes

20. Spring Term Block 4 – Measurement Perimeter and Figures
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
measure the perimeter of simple 2-D shapes
To measure the length around a shape
Use It!
Which shape has the largest perimeter? Use the <, > to compare the perimeter of these shapes
The perimeter of a square is… What is the length of each side?
Write more statements about the shape. A rectangle has…
Explain It!
Top Tips. How can I calculate the perimeter of …?
Evaluate It!
Is ____ right?
What do you notice?
Prove It!
How many ways?
The answer is …. What is the question?
Always, sometimes, never.
True or False?
To measure the perimeter of a shape
To measure the perimeter of different shapes
To find the perimeter of shapes using different grids
To calculate the perimeter of shapes using rulers
To calculate the perimeter of a rectangle using multiplication and addition
To calculate the perimeter of different shapes using addition and multiplication
To consolidate learning about perimeters
To calculate the perimeter of squares and rectangles using properties of shape
To calculate the perimeter of shapes with missing information