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Framework for teaching mathematics

Year 3 

Numbers and the number system

Yearly teaching programmes, shown below, are taken from the relevant section of the Framework for teaching mathematics: Reception to Year 6. The numbers, in brackets, are page references to the relevant supplement of examples in the Framework which you can download by clicking on an icon in the 'Downloads' box on the left of this page.

Counting, properties of numbers and number sequences (p.2-7)

• Count larger collections by grouping them: for example, in tens, then other numbers. (p.3)
• Describe and extend number sequences:
  count on or back in tens or hundreds, starting from any two- or three-digit number;
  count on or back in twos starting from any two-digit number, and recognise odd and even numbers to at least 100;
  count on in steps of 3, 4 or 5 from any small number to at least 50, then back again. (p.3,5,7)
• Recognise two-digit and three-digit multiples of 2, 5 or 10, and three-digit multiples of 50 and 100. (p.7)

Place value and ordering (p.8-15)

• Read and write whole numbers to at least 1000 in figures and words. (p.9)
• Know what each digit represents, and partition three-digit numbers into a multiple of 100, a multiple of ten and ones (HTU). (p.9)
• Read and begin to write the vocabulary of comparing and ordering numbers, including ordinal numbers to at least 100.
  Compare two given three-digit numbers, say which is more or less, and give a number which lies between them. (p.11)
• Say the number that is 1, 10 or 100 more or less than any given two- or three-digit number. (p.13)
• Order whole numbers to at least 1000, and position them on a number line. (p.15)

Estimating and rounding (p.16-19)

• Read and begin to write the vocabulary of estimation
  and approximation.
  Give a sensible estimate of up to about 100 objects. (p.17)
• Round any two-digit number to the nearest 10 and any three-digit number to the nearest 100. (p.19)

Fractions (p.20-23)

• Recognise unit fractions such as ¹/₂, ¹/₃, ¹/₄, ¹/₅, ¹/₁₀ and use them to find fractions of shapes and numbers.
  Begin to recognise simple fractions that are several parts of a whole, such as ³/₄, ²/₃ or ³/₁₀.
  Begin to recognise simple equivalent fractions: for example, five tenths and one half, five fifths and one whole.
  Compare familiar fractions: for example, know that on the number line one half lies between one quarter and three quarters.
  Estimate a simple fraction. (p.21,23)

NOTE
Key objectives are highlighted in bold type.