Math Games

3.NS.1.1

Use number facts and relationships • Learners are able to: - read and write numbers to 1 000 - compare and estimate with numbers up to 100 - explain the value of a digit in numbers up to 1 000 - use mental strategies to recall number facts within 20 - recall 2, 3, 4, 5 and 10 multiplication tables and use to solve multiplication and division problems - multiply numbers by 10 - identify multiples of 2, 3, 4, 5 and 10; use the term multiple - identify odd and even numbers up to 1 000

3.NS.1.2

Fractions, decimals, percentages and ratio • Learners are able to: - use halves and quarters - halve 2-digit numbers in the context of number, money and measures - find fractional quantities linked to known multiplication facts, e.g. 1/3 of 18, 1/5 of 15 - recognise a quarter as a half of a half

3.NS.1.4

Estimate and check • Learners are able to: - check subtraction using addition - check halving using doubling - check multiplication using repeated addition

3.NS.1.4

Calculate using mental and written methods • Learners are able to: - find differences within 100 - use mental strategies to add and subtract 2-digit numbers - use partitioning to double and halve 2-digit numbers - define a negative number as being less than 0

3.NS.1.5

Manage money • Learners are able to: - use different combinations of money to pay for items up to £2 and calculate the change - order and compare items up to £10 - record money spent and saved

3.DNR.1.1

Identify processes and connections • Learners are able to: - transfer mathematical skills to a variety of contexts and everyday situations - identify the appropriate steps and information needed to complete the task or reach a solution - select appropriate mathematics and techniques to use - select and use suitable instruments and units of measurement - choose an appropriate mental or written strategy and know when it is appropriate to use a calculator - estimate and visualise size when measuring and use the correct units

3.DNR.1.2

Represent and communicate • Learners are able to: - explain results and procedures clearly using mathematical language - refine informal methods of recording written calculations, moving to formal methods of calculation when developmentally ready - use appropriate notation, symbols and units of measurement - select and construct appropriate charts, diagrams and graphs with suitable scales - recognise, and generalise in words, patterns that arise in numerical, spatial or practical situations - visualise and describe shapes, movements and transformations

3.DNR.1.3

Review • Learners are able to: - select from an increasing range of checking strategies to decide if answers are reasonable - interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible - draw conclusions from data and recognise that some conclusions may be misleading or uncertain

3.M.1.1

Length, weight/mass, capacity • Learners are able to: - recognise that perimeter is the distance around a shape - use standard units to estimate and measure: • length: measure on a ruler to the nearest ½ cm • weight/mass: use 5g, 10g and 100g weights - choose between metric units to measure a length

3.M.1.2

Time • Learners are able to: - tell the time to the nearest 5 minutes on an analogue clock and calculate how long it is to the next hour - read hours and minutes on a 12-hour digital clock using am/pm conventions - calculate start times, finish times and durations using hours, 30-minute intervals and 15-minute intervals

3.M.1.3

Temperature • Learners are able to: - take temperature readings using thermometers and interpret readings above and below 0°C

3.M.1.4

Area and volume Angle and position • Learners are able to: - find areas by counting squares - identify right angles - recognise that two right angles make a half turn, and that four right angles make a full turn - describe an angle as more or less than a right angle - use the four compass points to describe directions

3.GS.1.1

Shape • Learners are able to: - recognise and classify triangles, squares, rectangles, pentagons and hexagons, including irregular cases - identify congruent shapes - recognise 3D shapes, including prisms

3.GS.1.2

Construction • Learners are able to: - draw lines to the nearest half centimetre

3.GS.1.3

Movement • Learners are able to: - identify lines of symmetry in 2D shapes - draw horizontal and vertical lines of symmetry

3.AS.1.1

Number sequences • Learners are able to: - explore sequences of whole numbers involving addition and subtraction, e.g. counting in 2s, 3s and 4s from different starting points - write the next two (or more) terms in sequences that involve addition or subtraction

3.AS.1.2

Functions and graphs • Learners are able to: - use one and two step function machines to generate input and output involving addition and subtraction within 100; express, in words, the operations of function machines

3.AS.1.3

Equations and inequalities • Learners are able to: - find an ‘unknownÂ’ in one step equations and use this to derive other facts, e.g. 37 +?= 100 therefore 100 - 37 =? - list numbers that are ‘greater thanÂ’ or ‘less thanÂ’ another number - read statements about numbers expressed using an inequality sign, e.g. 6 > 4

3.DS.1.1

Collect and record data Present and analyse data Interpret results • Learners are able to: - 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 - extract and interpret information from charts, timetables, diagrams and graphs.