Learning  »  Class Pages  »  Year 3  »  Class Work

WC:8/3/21

Our learning objectives this week are focused on Perimeter. 
This week we are measuting perimeter and calculating perimeter.

An example of fluency for measuring perimeter is:

 An example of reasoning and problem-solving is:




WC: 6/1/21

Our learning objectives this week are focused on Multiplication.
This week we are recapping making equal groups and multiplying using the 'x' symbol and also using arrays.

An example of fluency is:

An example of problem-solving and reasoning is:
We are also 
WC: 6/12/20

Our learning objectives this week are still linked to addition and subtraction.
This week we are adding together 2-digit and 3-digit numbers.

An example of fluency is:
An example of problem-solving and reasoning is:


WC: 30/11/20

Our learning objectives this week are still linked to addition and subtraction:
We continue to look at 3-digit numbers with 2-digit numbers, both using addition and subtraction.

An example of fluency is:


An example of problem-solving and reasoning is:




WC: 23/11/20

Our learning objectives this week are still linked to addition and subtraction: 
We are still continuing to look at 3-digit numbers with 2-digit numbers, both using addition and subtraction.

An example of fluency is:


And example of problem-solving and reasoning is: 


WC: 16/11/20

Our learning objectives this week are linked to addition and subtraction:
We have been revising 2-digit numbers with subtraction, using column subtraction and are now continuing to look at 3-digit numbers with 2-digit numbers. (Addition and subtraction) in a variety of ways, such as visual representations (using base 10 and place value counters), column subtraction and comparing calculations using <> or =

Here's an example of column subtraction of 2-digits by 1 digit using an exchange.

Here's an example of using symbols for comparision

 
 

WC: 9/11/20

Our learning objectives this week are linked to addition and subtraction:
We are still continuing to add 3-digit numbers with addition, but are beginning to look at 3-digit numbers with subtraction

An example of fluency is:

An example of problem solving and reasoning is:


WC: 2/11/20

Our learning objectives this week are linked to addition and subtraction:

We are still continuing to add and subtract 3-digit numbers and 1-digit numbers with no exchange. (See below for examples)

We are also revising some Y2 work on place value in order to continue to  add and subtract 3-digit numbers  and 1-digit numbers with exchanges such as units, tens and hundreds. Before exchanging, we need to ensure children have a strong understanding of place value. The idea that tens ones are the same as one ten is essential. They need to be confident counting up to 20 and be able to partition two-digit numbers in order to add them. They also need to understand the difference between one-digit and two-digit numbers and be able to line them up in columns. In order to progress using the number line securely, they need to be secure in their number bonds.




To add 3-digit and 1-digit numbers with exchanges.

An example of fluency is:



An example of problem-solving and reasoning is:


WC: 19/10/20


Our learning objectives this week are linked to addtion and subtraction:

To add and subtract multiples of 100

An example of fluency is:



An example of reasoning and problem-solving is: 



To add and subtract 3-digit numbers including 1's

An example of fluency is:


An example of reasoning and problem-solving is:



WC:12/10/20

Our learning objectives this week are: 


To compare objects (continued)

To compare numbers

An example of fluency for comparing numbers is:



An example of reasoning and problem-solving is: 





WC: 5/10/20
Our learning objectives this week are: To find 10 or 100 more or less than a given number (continued)

To compare objects

An example of fluency to compare objects is:



An example of reasoning and problem-solving to compare objects is:





WC: 28/9/20
Our learning objectives this week are: To identify, represent and estimate numbers using different representations (To 1,000 with particular emphasis on number lines)
To find 10 or 100 more or less than a given number
To count from 0 in multiples of 4, 8, 50 or a 100

An example of fluency for numbers on a number line to 1,000 would be...



An example of reasoning and problem-solving for numbers on a number line to 1,000 would be...



An example of fluency for 10/100 more or less than a given number would be...


An example of reasoning and problem solving for 10/100 more or less than a given number would be...




WC: 21/9/20
Our learning objectives this week are: To count in 100's, 10's and 1's and also to use numbers to 1,000

Here is an example of fluency for counting in 100's, 10's and 1's:


Here is an example of resoning and problem-solving for counting in 100's, 10's and 1's

 Here is an example of fluency for using numbers to 1,000






WC: 14/9/20


Here is an example of problem-solving  and reasoning for using numbers to 1,000
We are continuing the learning objective: To represent numbers to 100
Here is an example of fluency:



Here is an example of problem-solving and reasoning:



WC: 7/9/20
This week, the children were introduced to their TT Rockstars avatars and log-ins and letters were sent home to show you how to log in. They also completed their baseline of x2, x5 and x10 tables. They have also completed a week of paper-based TT Rockstars against the clock.
Children who go on weekly, are issued with a green dojo in recognition. It is acknowledged as a Learning Pool Dojo.
We also began our first White Rose Maths.
The learning objective is: To represent numbers to 100.
An example of fluency is as follows:


An example of Reasoning and Problem-Solving is as follows:



 
Pool-in-Wharfedale CE Primary School Arthington Lane, Pool-in-Wharfedale, Otley, LS21 1LG