Year 3 Term 6
Key Concepts – Number – Calculation
- Children understand the importance of place value and therefore add the ones together and tens together.
- Children understand that addition is commutative but subtraction is not.
- Children understand that multiplication is commutative but division is not
- The inverse of addition is subtraction and we can use this to check our answers
- Multiplication is the same as repeated addition
- Division is the same as repeated subtraction.
- That when you add one digit numbers together and they total greater than 10, you must exchange this into a ten and put it into the tens column. The same should happen if you have more than 10 tens or more than 10 hundreds.
- Children should be able to look at the calculation and make a decision as to how to calculate the answer. Estimation can help with this.
- Children understand the relationship between multiplication and division and use known fact to calculate the answer.
- Children understand that the 2 times tables are in the 4 times tables, and the 4 times tables are in the 8 times tables.
Key Concepts –Topic- Measure- Time
- Children understand the difference between the hour hand and minute hand.
- Children understand that Roman numerals are a representation of numbers but you still read the time the same way.
- Children understand that there are 60 seconds in a minute, 60 minutes in an hour and 24 hours in a day.
Common Misconceptions – Number- Calculation
- Children may not understand the value of each digit and therefore add ones with hundreds etc
- Children believe that both subtraction and division are commutative
- Children believe that estimation is the correct answer, not just a ‘early correct; answer.
Common Misconception – Topic- Measure- Time
- Children will interchange the 60 and 24 and will think there are 24 minutes in an hour or 60 hours in a day
- Children confuse the minutes and second hands when reading the time
- When children are counting durations which go through an hour, they do not change the hour time.