Please find, on this page, the core areas of Numeracy which are covered each week in P3. Each section below will contain an activity to be completed weekly. The activities can either be accessed here or will be found in booklets which have been sent home.
These resources follow the schemes of work covered in P3. If you wish to extend your child's learning please do so based on the content covered on this site.
You will find support materials, including a range of interactive games, to guide your instruction in the Helpful Resources section of the P3 site.
S. Black and L. Neill
Week beginning 20th April 2020
Daily Mental Maths Booklets are a great resource to help revise and reinforce taught mental maths skills.
Children should complete 1 column per day (Mon - Fri) in their Mental Maths Activity Booklet.
Children are, as normal, being asked to learn 1 Number Story per week.
Each story is laid out in your child's Number Stories Booklet which they have received home with them.
Please learn only 1 story per week;
E.G. Week 1 - 14 addition
Week 2 - 14 subtraction
This week your child should learn the number story:
Group 1 - story of 15 subtraction
Group 2 - story of 13 addition
In this section we will set out the number work activities as we would teach the children each week.
1. Children will have a mental maths objective to cover each week. This will help to improve quick number recall.
2. Children will have a written numeracy activity to complete each day. This will either be in the form of an uploaded worksheet or will be pages from the New Heinemann Maths booklets which have been sent home.
Mentally add 2 numbers to make a given number.
What two numbers when added together make 14?
Answers could include 7 and 7 or 10 and 4
In their number stories activity book children should complete one activity related to the number story they are learning.
Group 1 - complete an activity related to the story of 15.
Group 2 - complete an activity related to the story of 13.
Number Work Activity 2: Making totals
NHM Addition and Subtraction to 20 Booklet page 15
There are four numbers at the top of the page – 9, 3, 6 and 8. The children should try adding pairs of these numbers to make either of the totals on the wheels. They record the numbers and colour the appropriate wheel.
On the second part of this page the children colour the even numbers red and the odd numbers yellow. Then find two red vans with numbers that make 12, then 2 yellow vans that make 12 and finally 2 yellow vans and 1 red van to make 14.
Ask the children to write down different ways to make 10 using 2 numbers and 3 numbers. Ask the children to start with a number close to 10 and then how many more do they need to add to get to 10.
7 + 3 = 10
7 + 2 + 1 =10
Now show the children that they can use these calculations to help them with making totals using multiples of 10.
7 + 3 = 10 so 70 and 30 =100
7 + 2 +1 = 10 and 70 + 20 + 10 = 100
Now complete NHM Addition and Subtraction to 100 page 12
In the first question, although most children should identify 70 + 30 as one way to ‘make 100’, it may be necessary to suggest that they try adding three numbers to find other ways.
In the second question, children are to find pairs of numbers to make a total. Remind them to start with the biggest number closest to the total and count on in either ones or tens.
To make 23 the biggest number on the grid closest to 23 is 15, the children then need to count on in ones from 15 to 23 to find the number, which is 8. The children would colour yellow the numbers 15 and 8.
In the last question, the final additions should make 100. Remember to add the ones first then the tens.
12 + 12 =
2 + 2 = 4
10 + 10 = 20
20 + 4 = 24
Topic Maths includes Shape and Space, Measures and Data Handling.
We complete 1 piece of Topic Maths per week.
NHM Shape, Measure and Data Handling Booklet pages 30 and 31
A Venn diagram shows the relationship between a group of different things (a set) in a visual way. Using Venn diagrams allows children to sort data into two or three circles which overlap in the middle. Each circle follows a certain rule, so any numbers or objects placed in the overlapping part (the intersection) follow both rules.
For example, the children may be given 2D shapes to sort and are asked to put them into either one of two circles. One circle will say ‘Shapes with straight sides’ and the other will say ‘Shapes with curved sides’. A square would go into the circle with the label ‘Shapes with straight sides’ and a circle will go into the circle with the label ‘Shapes with curved sides’, but a semi-circle would go into the overlap of the two circles (the intersection) because it has both a straight side and a curved side.
Page 30 Venn Diagrams
The first question, children are to sort the numbers into odd or even and record them in the correct circle.
The second question, children are to sort the numbers based on the number of tens in that number and record them in the correct circle. Then they have to think of two different numbers for each circle and record them.
Page 31 Venn Diagrams
The first question, children are to sort the numbers based on whether they are even or are they a 2-digit number or both (the intersection). They then record their answers in the correct circle or the intersection.
The second question, children are to sort the numbers based on whether they are a multiple of 2 or a multiple of 5 or both and then record them. They are also to think of other numbers that could be added to this diagram and record them.
Before completing the second question I would ask the children to write out the multiples of 2 and 5 and this will show them the numbers that overlap.
Multiples of 2 – 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
Multiples of 5 – 5, 10, 15, 20, 25, 30, 35, 40