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Maths 3 • Syllabus
M a t h s 3 • S y lla bus

Maths 3
Learning Objectives
Numbers

• Count forwards from 100 to at least 200. facts up to 90.
• Read and write numbers up to 1000 in numerals or number words. • Fill in the multiplication table of 10 and complete the
• Count forwards and backwards in ones, tens and hundreds starting corresponding facts up to 100.
from any two- or three-digit number. • Recognise that all multiples of 2 inish in 0, 2, 4, 6 or 8.
• Count forwards and backwards in twos, threes, fours and ives up • Recognise that all multiples of 5 inish in 0 or 5.
to 100. • Recognise that all multiples of 10 inish in 0.
• Represent numbers up to 1000 with pictorial representations and • Mentally calculate doubles of numbers up to 20 and the
state what each digit represents (units, tens, hundreds). corresponding halves.
• Use an abacus as a tool for displaying place value. • Find the doubles of multiples of 5 up to 100 and write the
• Identify the number that is 1, 10, 100 more/less than any given corresponding halves.
number up to 1000. • Find the doubles of multiples of 50 up to 500 and write the
• Mentally multiply any two-digit number by 10. corresponding halves.
• Round any two- or three-digit number to the nearest ten based on • Add a multiple of 10 to any two- or three-digit number (e.g.
the units digit of the number. 126 + 30).
• Round any three-digit number to the nearest hundred based on • Subtract a multiple of 10 from any larger two- or three-digit
the tens digit of the number. number (e.g. 126 – 30).
• Place any three-digit number on a number line marked in • Add a multiple of 100 to any two- or three-digit number (e.g.
hundreds. 210 + 400).
• Place any three-digit number on a number line marked in tens. • Subtract a multiple of 100 from any larger three-digit number to
• Compare numbers up to 999 based on digit to digit (place value) ind the di ference (e.g. 375 – 200 = 175).
comparison. • Identify and write equivalent number sentences using the = sign.
• Find a number between two three-digit numbers. • Calculate the sum of more than two single-digit numbers.
• Order numbers up to 999 from the greatest to the smallest and • Add two two-digit numbers.
vice versa. • Subtract a two-digit number from another two-digit number to ind
• Estimate a large number of objects giving a range (e.g. 50 to 70) by the di ference.
grouping in tens. • Use notes to add a two-digit number to a three-digit number.
• Calculate the halves of even numbers up to 40. • Change the order of numbers in an addition to calculate a sum
• Calculate the halves of odd numbers up to 40, using mixed easily (e.g. 4 + 7 + 6 = 4 + 6 + 7 = 17).
numbers in the answers. • Add a single-digit number to a two-digit number.
• Recognise and use fraction notation to represent parts of one • Add a single-digit number to a three-digit number.
whole. • Subtract a single-digit number from a two-digit number to ind the
5
1 2 4
• Verify the equivalence of the fractions , , and . di ference.
10
2 4 8
• Recognise and show mixed numbers in shapes. • Subtract a single-digit number from a three-digit number to ind
• Place fractions or mixed numbers on a number line to put them in the di ference.
order. • Subtract a two-digit number from a three-digit number to ind the
1
• Identify that is situated halfway between 0 and 1 or more di ference.
2
1
1
3
precisely halfway between and and 1 is situated halfway • Make jumps of multiples of 10 or 100 forwards and backwards
4
2
4
between 1 and 2. given a three-digit number.
• Relate fractions to division. • Perceive that doubling a number requires multiplying by 2 and
• Draw a half, third, quarter or tenth of a shape (divided into two, conversely halving a number requires dividing by 2.
three, four or ten equal parts) and write the corresponding • Perceive that halving and doubling are inverse operations.
fraction. • Show halving and doubling with pictorial representations.
• Calculate quarters, thirds and tenths of numbers (whole number • Recognise the underlying rule when multiplying a two-digit
outcomes only). number by 10.
• Memorise all number pairs to 20 and write the corresponding • Multiply single-digit numbers by 2 or 4.
facts. • Divide two-digit numbers by 2 or 4.
• Complete number pairs for 1000 and the corresponding addition • Multiply single-digit numbers by 3, 6 or 9.
and subtraction facts, using multiples of 100. • Divide two-digit numbers by 3, 6 or 9.
• Complete number pairs for 100 and the corresponding addition • Multiply single-digit numbers by 5 or 10.
and subtraction facts, using multiples of 5.
• Fill in the multiplication table of 2 and complete the corresponding • Divide two-digit numbers by 5 or 10.
facts up to 20. • Multiply teen numbers by 2, 3, 4, 5, 6 or 9 using partitioning.
• Fill in the multiplication table of 3 and complete the corresponding • Divide two-digit numbers by 2, 3, 4, 5, 6 or 9 beyond the 10th
multiple.
facts up to 30.
• Fill in the multiplication table of 4 and complete the corresponding • Realise that some divisions have a remainder.
facts up to 40. • Relate remainder to left over.
• Fill in the multiplication table of 5 and complete the corresponding • Recognise and apply the commutative property of multiplication.
facts up to 50. • Depict a multiplication as an array of objects.
• Fill in the multiplication table of 6 and complete the corresponding • Use pictorial representations to show the relationship between
facts up to 60. multiplying and dividing and write the corresponding number
• Fill in the multiplication table of 9 and complete the corresponding sentences.
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