Key Stage 2 Mathematics Programme of Study

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Curriculum for Wales Key Stage 2Mathematics Programme of Study Year 3

2

© Oxford University Press 2015 Curriculum for Wales Key Stage 2 Mathematics Programme of Study – Year 3

Curriculum for Wales Key Stage 2 Mathematics Programme of Study – Year 3

Numicon is a proven approach to teaching and learning designed to give children the understanding of mathematical ideas and relationships that is essential for successful reasoning and problem-solving. The use of apparatus builds children’s mental image of abstract concepts, and helps to develop their understanding of the connections between different areas of mathematics. The resources cover the key mathematical ideas for number, measuring, geometry and statistics that are essential foundations for further mathematical thinking.

We have correlated focus activities from Number, Pattern and Calculating 3 and Geometry, Measurement and Statistics 3 to Year 3 of the Curriculum for Wales Key Stage 2 Mathematics Programme of Study to support teachers in their planning. These correlations will be useful whether schools choose to follow the focus activities in the order outlined in the Teaching Resource Handbook, or prefer to dip in and out of the teaching materials for different topics.

Key: In this correlation chart, the non-bold objectives are taken from the Welsh Literacy and Numeracy framework.

1.5 in the Pattern and Algebra column represents the Pattern and Algebra strand within Numicon, and refers to Activity Group 1, focus activity 5. Unless otherwise specified, the Year 3 references correspond to Numicon 3.

GMS2: 7.1 in the Measurement column represents the Measurement strand within Geometry, Measurement and Statistics 2 and refers to Activity Group 7, focus activity 1.

Note that early statistics work is covered in appropriate contexts within the Geometry and Measurement strands.

Teaching Materials Featured in this Correlation:Number, Pattern and Calculating 2 Teaching PackISBN 978-0-19-838954-5

Geometry, Measurement and Statistics 2 Teaching PackISBN 978-0-19-838955-2

Number, Pattern and Calculating 3 Teaching PackISBN 978-0-19-838968-2


Number, Pattern and Calculating 4 Teaching PackISBN 978-0-19-838984-2


Curriculum for Wales Key Stage 2 Mathematics Programme of Study – Year 3 © Oxford University Press 2015

Children should be given the

opportunities to:

Numicon focus activity reference

Number, Pattern and Calculating 3 Teaching Resource Handbook

Geometry, Measurement and Statistics 3 Teaching Resource

Handbook

Pattern and Algebra

Numbers and the Number System Calculating Geometry Measurement

DEVELOPING NUMERICAL REASONING

Identify processes and connections

Transfer mathematical skills to a variety of contexts and everyday situations

Covered throughout Number, Pattern and Calculating 3 activities 1.2 • 1.3 • 2.1 • 3.1 • 4.1 • 4.3–4.5

1.1–1.5 • 2.3–2.5 • 3.1–3.6 • 4.2–4.5 • 5.3–5.6 • 6.1 • 6.2

Identify the appropriate steps and information needed to complete the task or reach a solution

Covered throughout Number, Pattern and Calculating 3 activities 3.3 • 3.4 2.4 • 4.3 • 4.4

Select appropriate mathematics and techniques to use

Covered throughout Number, Pattern and Calculating 3 activities 1.5 • 2.3 • 3.2 • 3.5 • 4.3 • 4.5 • 5.3–5.5 • 6.2 • 6.3

Select and use suitable instruments and units of measurement

2.2 • 3.3 • 3.4 • 5.1 • 5.5 • 6.4

Choose an appropriate mental or written strategy and know when it is appropriate to use a calculator

Covered throughout Number, Pattern and Calculating 3 activities 4.1 • 4.2 • 4.4 • 5.6

Estimate and visualize size when measuring and use the correct units

3.1–3.3 • 5.1 • 6.1 • 6.2 • 6.4

Represent and communicate

Explain results and procedures clearly using mathematical language

Covered throughout Number, Pattern and Calculating 3 activities 1.4 • 2.3 • 2.4 • 3.3–3.5 • 4.1 • 4.4 • 4.5

3.3 • 3.6 • 4.1 • 4.2 • 5.6 • 5.7

Refine informal methods of recording written calculations, moving to formal methods of calculation when developmentally ready

Covered throughout Number, Pattern and Calculating 3 activities 4.3

Use appropriate notation, symbols and units of measurement

Covered throughout Number, Pattern and Calculating 3 activities 2.2 • 2.3 1.1 • 3.1–3.4 • 4.6 • 5.6 • 6.4

Select and construct appropriate charts, diagrams and graphs with suitable scales

3.1–3.5 3.6 • 5.7



opportunities to:




Handbook

Pattern and Algebra


DEVELOPING NUMERICAL REASONING continued

Represent and communicate continued

Recognize, and generalize in words, patterns that arise in numerical, spatial or practical situations

1.1–1.5 • 2.1 • 2.6 • 3.1–3.7 • 4.1–4.7

3.1–3.4 • 5.1–5.11

1.1 • 1.2 • 2.1 • 2.2 • 5.1– 5.4 • 6.1–6.5 • 7.1 • 9.1–9.12 • 10.1–10.6 • 11.1–11.4

5.6

Visualize and describe shapes, movements and transformations

2.1–2.4 • 3.1–3.5 • 4.1–4.5

Review

Select from an increasing range of checking strategies to decide if answers are reasonable

Covered throughout Number, Pattern and Calculating 3 activities 4.5

Interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible

Covered throughout Number, Pattern and Calculating 3 activities

Draw conclusions from data and recognize that some conclusions may be misleading or uncertain

1.4 5.7

USING NUMBER SKILLS

Use number facts and relationships

Read and write numbers to 1000

3.7 1.2–1.4 • 2.2–2.5 • 3.1 • 3.3–3.5 • 4.1 • 4.4 • 5.1 • 5.2 • 5.6–5.11 • 6.4

2.5 • 3.1 • 3.4 • 4.5 • 5.3 • 5.5 • 6.4

Compare and estimate with numbers up to 100

2.1 • 2.2 1.1 • 1.3 • 5.5

2.4 • 4.5

Explain the value of a digit in numbers up to 1000

2.1–2.6 • 3.2–3.7

1.3 • 1.4 • 2.1–2.5 • 3.1–3.5 • 5.1–5.11 • 6.3 • 6.4

8.1–8.8 • 9.1–9.12

Use mental strategies to recall number facts within 20

1.1–1.5 • 5.6

1.1–1.6 • 2.1–2.3 • 2.5–2.10 • 3.1 • 3.2

4.3

Recall 2, 3, 4, 5 and 10 multiplication tables and use to solve multiplication and division problems

2.3–2.6 • 3.2 • 3.5 • 3.6

1.1 • 1.3 • 2.1 • 2.3

5.2–5.4 • 6.1–6.5 • 7.1–7.6 • 10.1–10.6 • 11.1–11.4 • 15.1–15.8

4.5



opportunities to:




Handbook

Pattern and Algebra


USING NUMBER SKILLS continued

Use number facts and relationships continued

Multiply numbers by 10 10.2 • 10.6 • 15.5 • 15.6

6.1

Identify multiples of 2, 3, 4, 5 and 10; use the term multiple

2.1–2.6 • 3.2–3.7 • 4.2

NPC 2: 5.1–5.12

3.1–3.5 • 6.4

4.2 • 5.1–5.4 • 6.1–6.5 • 7.1–7.6 • 8.1 • 8.8 • 10.1–10.6 • 11.1–11.4

4.1–4.5

Identify odd and even numbers up to 1000

4.1 • 5.6

Fractions, decimals, percentages and ratio

Use halves and quarters

7.1 • 8.6

NPC 4: 5.1

Halve 2-digit numbers in the context of number, money and measures

8.6 • 8.7 3.4

Find fractional quantities linked to known multiplication facts, e.g. 1

3 of 18, 15 of 15

8.7 • 8.8

Recognize a quarter as a half of a half

NPC2: 6.1 • 6.2 • 7.1–7.5 • 8.1 • 8.2

NPC2: 16.1–16.3 • 16.6 • 16.7

Calculate using mental and written methods

Find differences within 100

4.4–4.7 2.6 • 2.9 • 4.1–4.5 • 8.2–8.6 • 8.8 • 9.1 • 9.2 • 9.6–9.8 • 9.10 • 9.11 • 12.1 • 12.3 • 12.7 • 14.1–14.6

3.5 • 4.3

Use mental strategies to add and subtract 2-digit numbers

2.1–2.10 • 3.1–3.3 • 4.1–4.5 • 8.1–8.6 • 9.1–9.12 • 12.1–12.7

4.2–4.5

Use partitioning to double and halve 2-digit numbers

12.4 5.3

Define a negative number as beingless than 0

NPC4: 4.1–4.4 • 4.6

Estimate and check

Check subtraction using addition

1.3 • 1.4 • 1.5 2.4 4.4



opportunities to:




Handbook

Pattern and Algebra


USING NUMBER SKILLS continued

Estimate and check continued

Check halving using doubling

9.4 • 9.5

Check multiplication using repeated addition

5.1–5.3

Manage money

Use different combinations of money to pay for items up to £2 and calculate the change

1.5 • 5.3

4.3–4.5 2.10 • 7.3 • 7.5 • 8.1 • 8.3 • 8.5–8.7 • 12.1 • 12.6 • 13.5 • 14.1

4.2–4.4 • 5.6

Order and compare items up to £10

4.5

Record money spent and saved

4.3–4.5 2.10 • 8.5 • 8.6 • 12.6 • 13.5

4.4 • 4.5

USING MEASURING SKILLS

Length, weight/mass, capacity

Recognize that perimeter is the distance around a shape

3.2

Use standard units tomeasure– length: measure on a ruler to the nearest 12 cm

– weight/mass: use 5 g, 10 gand 100 g weights

– capacity: use litres and half litres, measure to the nearest 100 ml

3.1

3.1

3.1

5.3 • 5.4 • 6.4–6.6 • 6.8 • 7.5

14.2

3.3–3.5

5.1 • 5.2 • 5.5

6.1–6.3

Choose between metric units to measure a length

5.4 3.1–3.5

Time

Tell the time to the nearest 5 minutes on an analogue clock and calculate how long it is to the next hour

3.2 1.2 • 1.5

Read hours and minutes on a 12-hour digital clock using am/pm conventions

2.1



opportunities to:




Handbook

Pattern and Algebra


USING MEASURING SKILLS continued

Time continued

Calculate start times, finish times and durations using hours, 30-minute intervals and 15-minute intervals

1.1–1.5 • 2.1–2.3

GMS2: 7.1–7.5

Temperature

Take temperature readings using thermometers and interpret readings above and below 0°C

NPC4: 4.2 • 4.4

Area and volumeAngle and position

Find areas by counting squares

GMS4: 6.4–6.6

Identify right angles 1.1 • 2.2 • 2.3

Recognize that two right angles make a half turn, and that four right angles make a full turn

2.1–2.4

Describe an angle as more or less than a right angle

2.2–2.4

Use the four compass points to describe directions

4.2 • 4.3

USING GEOMETRY SKILLS

Shape

Recognize and classify triangles, squares, rectangles, pentagons and hexagons, including irregular cases

1.2 • 1.4 • 2.3 • 2.4 • 3.1–3.5

Identify congruent shapes

1.2

Recognize 3D shapes, including prisms

1.3 • 3.1–3.5

Construction

Draw lines to the nearest half centimetre

3.1–3.5

Movement

Identify lines of symmetry in 2D shapes

3.5

Draw horizontal and vertical lines of symmetry

3.5

GMS4 2.1–2.6 • 4.4



opportunities to:




Handbook

Pattern and Algebra


USING ALGEBRA SKILLS

Number sequences

Explore sequences of whole numbers involving addition and subtraction, e.g. counting in 2s, 3s and 4s from different starting points

1.1–1.5 • 2.1–2.6 • 3.2–3.7 • 4.1–4.7

2.2 • 3.1–3.5 • 5.1–5.11

1.1–1.6 • 2.1 –2.10 • 5.1–5.4 • 9.1–9.12

4.1–4.5 • 5.6

Write the next two (or more) terms in sequences that involve addition or subtraction

NPC4: 2.1 • 5.1 • 5.4 • 5.6

Functions and graphs

Use one and two step function machines to generate input and output involving addition and subtraction within 100; express, in words, the operations from function machines

1.1–1.4 • 2.1–2.5 • 4.1 • 4.5

1.1–1.6 • 2.1–2.10 • 3.1–3.3 • 9.1–9.12 • 12.1–12.7

4.1–4.5

Equations and inequalities

Find an ‘unknown’ in one step equations and use this to derive other facts, e.g. 37 + £ = 100 therefore 100 – 37 = £

1.5 •

NPC4: 2.4 • 2.6 • 3.6

List numbers that are ‘greater than’ or ‘less than’ another number

5.5

Read statements about numbers expressed using an inequality sign, e.g. 6 > 4

5.3 • 5.7

NPC4: 2.4 • 7.6 • 8.7

Collect and record dataPresent and analyse dataInterpret results

Represent data using:– lists, tally charts, tables and diagrams

– bar charts and bar line graphs labelled in 2s, 5s and 10s

– pictograms where one symbol represents more than one unit using a key

– Venn and Carroll diagrams

5.3–5.5

3.3–3.7

3.2 • 3.3

3.2

1.1–1.4

1.4 • 3.4 • 3.5

3.1–3.5

2.4 • 3.6 • 5.6

5.7

3.6



opportunities to:




Handbook

Pattern and Algebra


USING ALGEBRA SKILLS continued

Collect and record dataPresent and analyse dataInterpret results continued

Extract and interpret information from charts, timetables, diagrams and graphs

7.2 1.4 3.6 7.2

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How to get in touch: web www.oxfordprimary.co.ukemail [email protected]. +44 (0) 1536 452610

Professional Development: email [email protected]. +44 (0) 1536 353735

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Key Stage 2 Mathematics Programme of Study