Autumn 2

We have been learning about inverse operations, this means that if we would want to check a calculation we are able to use the opposite to help us, for instance:

45 + 15 = 60 or 15 + 45 = 60 (it does not matter which way around the addition is)

To check this we could do a subtraction "-"

60 - 45 = 15

This is the inverse (or opposite)

We could also do 60 - 15 = 45

We have been learning about multiplying numbers by 1 and 0. Also we have seen how multiplication questions can be represented in a number of different ways.

They have also been identifying factors of a number and illustrating them like this:





Autumn 1

In Maths we have been looking at representing numbers in different ways and partitioning numbers so that we understand our Hundreds, Tens and Ones. We have been counting forward and backwards in 1's, 10's and 100's. We have also been adding and subtracting 10 and 100 and multiplying by 10 and 100. We have used place value to help us:

We have also been practicing our column addition and subtraction using 3 digit numbers.




Spring 1


Year 3s have been looking at containers of different sizes and how much liquid each can contain. 

Try this question below...

Image result for capacity for year 3

Autumn 2


This term we have been focusing on Multiplications, mostly 3s and 4s times tables. We have now moved on to multiplying by 10s and 100. We have also been multiplying 1 digit numbers by 2 digit numbers. Below are the methods we have been using in class. 


Remember to keep practising your Times tables. Below you will find the Bronze, Silver, Gold and Amethyst practise papers! Have a go!


Autumn 1


Place Value   

Image result for place value

In Maths we are looking at recognising the place value of each digit in a number. Recognising the 1s, 10s, and 100s

Have a go at the question below...

What is the value of 5 in the number below?


When looking at addition and subtraction we have also been attempting different methods to answer the question such as written, mental and jotting. 





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