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 Vocabulary
Add
Total
Sum
Subtract
Minus
Difference
Divide
Division
Divisible
Left over
Remainder
Multiply
Product
Row
Column

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.

Key Vocabulary
O’clock
Am /Pm
Afternoon
Noon
Midnight
Second
Minute
Hour
Day
Week
Month
Year
Leap year

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.
