Inspire Maths 3 Medium-term Plan Unit 1: Numbers To 10 000
Inspire Maths 3 Medium-term PlanUnit 1: Numbers to 10 000Week1Learning Objectives(1) CountingPupils will be able to: count in ones, tens, hundreds and thousands, and read and write theircorresponding numbers and number words recognise concrete representations of numbers to 10 000 recognise that 10 hundreds 1 thousand translate numbers from(i) models to words and figures(ii) figures to words(iii) words to figures recognise and interpret sentences associated with tens and ones1(2) Place valuePupils will be able to: represent numbers as thousands, hundreds, tens and ones in a placevalue chart use a place value chart to show concrete representations of thousands,hundreds, tens and ones given a number to 10 000 read and write numerals in a place value chart given a set of concreterepresentations and vice versa state the place and value of each digit in a number write a 4-digit number in terms of thousands, hundreds, tens and ones write a 4-digit number as the sum of the values of each digit in the number1–2(3) Comparing, order and patternPupils will be able to: use the ‘comparing thousands, hundreds, tens and ones’ strategy tocompare numbers to 10 000 compare numbers to find ‘greater/smaller than’ and the ‘greatest/smallest’ identify the number which is 1/10/100/1000 more/less than a number compare numbers and arrange them in ascending or descending order compare numbers by place value to look for a pattern to complete thenumber series Marshall Cavendish Education Pte Ltd 2015Thinking SkillsResources ComparingClassifyingSequencingIdentifying relationships Pupil Textbook 3A, pp 6 to 10 Practice Book 3A, pp 5 to 8 Teacher’s Guide 3A, pp 6 to 10 ComparingClassifyingSequencingIdentifying relationships Pupil Textbook 3A, pp 11 to 15 Practice Book 3A, pp 9 to 12 Teacher’s Guide 3A, pp 11 to 15 Comparing Identifying relationships Pupil Textbook 3A, pp 16 to 23 Practice Book 3A, pp 13 to 18 Teacher’s Guide 3A, pp 16 to 23Inspire Maths 3 Medium-term Plan
1–2Let’s Explore!This task enables pupils to make use of place and value to make different 4digit numbers and to identify the smallest and greatest number in each set ofnumbers they have made.Maths JournalPupils will be able to: express their understanding of the process of comparing and orderingnumbers express their understanding of place and value by listing the similaritiesand differences between pairs of numbers2Put On Your Thinking Caps!Pupils will be able to apply number and place value concepts to find themissing digits in a number. Marshall Cavendish Education Pte Ltd 2015 Comparing Logical reasoning Pupil Textbook 3A, p 24 Practice Book 3A, pp 19 to 22 Teacher’s Guide 3A, p 24Inspire Maths 3 Medium-term Plan
Unit 2: Addition of Numbers within 10 000Week2Learning Objectives(1) The meaning of sumThinking Skills Identifying relationships Pupil Textbook 3A, p 25 Practice Book 3A, pp 23 to 24 Teacher’s Guide 3A, p 37 Identifying relationships Pupil Textbook 3A, pp 26 to 27 Practice Book 3A, pp 25 to 28 Teacher’s Guide 3A, pp 38 to 39 Applying place value relationships Identifying relationships Pupil Textbook 3A, pp 28 to 31 Practice Book 3A, pp 29 to 30 Teacher’s Guide 3A, pp 40 to 43Pupils will be able to: relate the word ‘sum’ to the addition operation add within 1000 with or without regrouping2(2) Simple addition within 10 000Pupils will be able to: add within 10 000 without regrouping add using concrete representations and place value charts begin column addition by adding the ones, tens, hundreds and thousandsin order add without using concrete representations and without place value charts3(3) Addition with regrouping in hundredsPupils will be able to: add two 4-digit numbers with regrouping in hundreds using concreterepresentations show regrouping of hundreds to thousands and hundreds carry out column addition by adding the hundreds first, then thethousands with regrouping in the hundreds place add without place value chartsResourcesLet’s Explore!This task enables pupils to find out when regrouping in the hundreds placewill occur. Marshall Cavendish Education Pte Ltd 2015Inspire Maths 3 Medium-term Plan
3(4) Addition with regrouping in ones, tens and hundredsPupils will be able to: add two 4-digit numbers with regrouping in ones, tens and hundreds usingconcrete representations show regrouping of ones to tens and ones; tens to hundreds and tens;hundreds to thousands and hundreds carry out column addition with regrouping in the ones, tens and hundredsplaces solve addition word problems with regrouping by using concreterepresentations Applying place value relationships Translating words to symbols Analysing Pupil Textbook 3A, pp 32 to 35 Practice Book 3A, pp 31 to 34 Teacher’s Guide 3A, pp 44 to 47 Comparing Analysing parts and whole Pupil Textbook 3A, p 36 Practice Book 3A, pp 35 to 38 Teacher’s Guide 3A, p 48Maths JournalPupils will be able to: identify two common mistakes made in the addition of two numbers and toexplain the mistakes express their understanding of regrouping by writing down the steps in theprocedure for adding two numbers4Put On Your Thinking Caps!These questions reinforce and consolidate the process of regroupinghundreds.Review 1 Practice Book 3A, pp 39 to 42Summative assessment opportunityAssessment Book 3, Test 1, pp 1 to 6 Marshall Cavendish Education Pte Ltd 2015Inspire Maths 3 Medium-term Plan
Unit 3: Subtraction of Numbers within 10 000Week4Learning Objectives(1) The meaning of differencePupils will be able to: interpret the difference between two numbers when subtracting thesmaller number from the greater number subtract two numbers within 10 000 with regrouping in the ones column translate verbal statements and models to subtraction number sentences4(2) Simple subtraction within 10 000Pupils will be able to: subtract two 4-digit numbers without regrouping use concrete representations to subtract without regrouping use column subtraction by subtracting the digits in the ones place first,followed by the tens, then the hundreds and finally the thousands4(3) Subtraction with regrouping in hundreds and thousandsPupils will be able to: subtract two 4-digit numbers with regrouping in hundreds and thousands use concrete representations to subtract numbers with regrouping show regrouping of thousands to thousands and hundreds carry out column subtraction by first subtracting the ones, followed by thetens; then regroup the thousands and hundreds to subtract the hundredsand finally the thousands5(4) Subtraction with regrouping in ones, tens, hundreds and thousandsPupils will be able to: subtract two 4-digit numbers with regrouping in ones, tens, hundreds andthousands use concrete representations to subtract numbers with regrouping show regrouping of tens to tens and ones; hundreds to hundreds andtens; thousands to thousands and hundreds carry out column subtraction by first subtracting the ones, followed by thetens, then the hundreds and finally the thousands Marshall Cavendish Education Pte Ltd 2015Thinking SkillsResources Identifying relationships Translating words and models tosymbols Pupil Textbook 3A, pp 37 to 39 Practice Book 3A, pp 43 to 46 Teacher’s Guide 3A, pp 63 to 65 Comparing Identifying relationships Pupil Textbook 3A, pp 40 to 41 Practice Book 3A, pp 47 to 48 Teacher’s Guide 3A, pp 66 to 67 Comparing Identifying place value relationships Pupil Textbook 3A, pp 42 to 44 Practice Book 3A, pp 49 to 50 Teacher’s Guide 3A, pp 68 to 70 Comparing Identifying place value relationships Pupil Textbook 3A, pp 45 to 49 Practice Book 3A, pp 51 to 56 Teacher’s Guide 3A, pp 71 to 75Inspire Maths 3 Medium-term Plan
5(5) Subtraction with numbers that have zeros Comparing Identifying place value relationships Translating words and models tosymbols Pupil Textbook 3A, pp 50 to 54 Practice Book 3A, pp 57 to 58 Teacher’s Guide 3A, pp 76 to 80Put On Your Thinking Caps!ComparingThese questions will reinforce and consolidate pupils’ understanding ofregrouping in the procedure for subtraction.Heuristic for problem solving: Guess and check Pupil Textbook 3A, p 55 Practice Book 3A, pp 59 to 62 Teacher’s Guide 3A, p 81Pupils will be able to: subtract a 4-digit number from another 4-digit number that has zeros inthe hundreds, tens and ones translate verbal statements and models to subtraction number sentences use concrete representations to show regrouping from thousands tohundreds, tens and ones carry out column subtraction starting with the ones, tens, hundreds andthousands by regrouping solve subtraction word problems involving numbers with zeros by drawingmodels5 Marshall Cavendish Education Pte Ltd 2015Inspire Maths 3 Medium-term Plan
Unit 4: Solving Word Problems 1: Addition and SubtractionWeek6Learning ObjectivesThinking SkillsWord problemsResources Analysing and interpreting Applying addition and subtractionconcepts Pupil Textbook 3A, pp 56 to 60 Practice Book 3A, pp 63 to 74 Teacher’s Guide 3A, pp 94 to 98Put On Your Thinking Caps! Making inferencesPupils will be able to draw diagrams or use ‘guess and check’ to solve achallenging problem.Heuristic for problem solving: Draw a diagram Pupil Textbook 3A, p 61 Practice Book 3A, pp 75 to 78 Teacher’s Guide 3A, p 99Pupils will be able to: apply addition concepts (‘part-whole’, ‘adding on’ and ‘comparing’) andsubtraction concepts (‘part-whole’, ‘taking away’ and ‘comparing’) to solvetwo-step word problems solve two-step word problems by using models that represent the problemsituation make up two-step word problems using given words and numbers inaddition and subtractionLet’s Explore!Pupils will be able to use addition and subtraction concepts (sum anddifference) to investigate and discover a pattern from a series ofcalculations.6Review 2Revision 1 Practice Book 3A, pp 79 to 88Summative assessment opportunitiesAssessment Book 3, Test 2, pp 7 to 12For extension, Assessment Book 3, Challenging Problems 1, pp 13 to 14Assessment Book 3, Check-up 1, pp 15 to 24 Marshall Cavendish Education Pte Ltd 2015Inspire Maths 3 Medium-term Plan
Unit 5: Multiplying by 6, 7, 8 and 9Week1Learning Objectives(1) Multiplying by 6: skip-countingPupils will be able to: recall multiplication concepts in groups of 6 and multiplying by 6 use the ‘skip-count in sixes’ strategy to find the six times table facts write multiplication sentences involving 6, given different problemsituations commit the six times table facts to memory1(2) Multiplying by 7: skip-countingPupils will be able to: recall multiplication concepts in groups of 7 and multiplying by 7 use the ‘skip-count in sevens’ strategy to find the seven times table facts write multiplication sentences involving 7, given different problemsituations commit the seven times table facts to memory1(3) Multiplying by 8: skip-countingPupils will be able to: recall multiplication concepts in groups of 8 and multiplying by 8 use the ‘skip-count in eights’ strategy to find the eight times table facts write multiplication sentences involving 8, given different problemsituations commit the eight times table facts to memory1(4) Multiplying by 9Pupils will be able to: recall multiplication concepts in groups of 9 and multiplying by 9 use the ‘finger counting’ method to find the nine times table facts write multiplication sentences involving 9, given different problemsituations commit the nine times table facts to memory Marshall Cavendish Education Pte Ltd 2015Thinking Skills AssociatingRelatingIdentifying relationshipsRecallingApplying multiplication factsResources Pupil Textbook 3A, pp 62 to 64 Practice Book 3B, pp 5 to 6 Teacher’s Guide 3A, pp 118 to 120 Associating Relating Identifying relationships Pupil Textbook 3A, pp 65 to 66 Practice Book 3B, pp 7 to 8 Teacher’s Guide 3A, pp 121 to 122 Associating Relating Identifying relationships Pupil Textbook 3A, pp 67 to 68 Practice Book 3B, pp 9 to 10 Teacher’s Guide 3A, pp 123 to 124 Associating Relating Identifying relationships Pupil Textbook 3A, pp 69 to 71 Practice Book 3B, pp 11 to 12 Teacher’s Guide 3A, pp 125 to 127Inspire Maths 3 Medium-term Plan
2(5) Short cut method for multiplying by 6, 7, 8 and 9Pupils will be able to: use the ‘connecting fact’ strategy starting from 5 6 to find more difficultfacts of 6 use the ‘connecting fact’ strategy starting from 5 7 to find more difficultfacts of 7 use the ‘connecting fact’ strategy starting from 5 8 to find more difficultfacts of 8 use the ‘connecting fact’ strategy starting from 5 9 to find more difficultfacts of 9 Associating Relating Identifying relationships Pupil Textbook 3A, pp 72 to 73 Practice Book 3B, pp 13 to 16 Teacher’s Guide 3A, pp 128 to 129 Associating Relating Identifying relationships Pupil Textbook 3A, pp 74 to 75 Practice Book 3B, pp 17 to 18 Teacher’s Guide 3A, pp 130 to 131 Associating Relating Identifying relationships Pupil Textbook 3A, pp 76 to 77 Practice Book 3B, pp 19 to 20 Teacher’s Guide 3A, pp 132 to 133 Associating Relating Identifying relationships Pupil Textbook 3A, p 78 Practice Book 3B, pp 21 to 22 Teacher’s Guide 3A, p 134Let’s Explore!Pupils will be able to: discover the pattern of multiples of 5:(a) whenever an even number is multiplied by 5, it has 0 as its ones digit(b) whenever an odd number is multiplied by 5, it has 5 as its ones digit2(6) Division: finding the number of items in each groupPupils will be able to: recall division concepts in finding the number of items in each group find division facts by recalling multiplication facts relate division and multiplication facts write division facts from given multiplication facts write multiplication facts from given division facts write division sentences involving 6, 7, 8 or 9, given different problemsituations2(7) Division: making equal groupsPupils will be able to: recall division concepts in finding the number of groups find division facts by recalling multiplication facts relate division and multiplication facts write division facts from given multiplication facts write multiplication facts from given division facts write division sentences involving 6, 7, 8 or 9, given different problemsituations2Put On Your Thinking Caps!Pupils will be able to apply multiplication and division facts to find thenumbers. Marshall Cavendish Education Pte Ltd 2015Inspire Maths 3 Medium-term Plan
Unit 6: MultiplicationWeek3Learning Objectives(1) Multiplication without regroupingPupils will be able to: use concrete representations in a place value chart to show multiplicationof a 2-digit or 3-digit number by 2, 3, 4 or 5 without regrouping multiply a 2-digit or 3-digit number by 2, 3, 4 or 5 without regrouping inhorizontal or vertical format know that the ‘product’ is the result of multiplying two numbers carry out the multiplication procedure by multiplying numbers from right toleft3(2) Multiplication with regrouping in ones, tens and hundredsPupils will be able to: use concrete representations in a place value chart to show multiplicationof a 2-digit or 3-digit number by 2, 3, 4 or 5 with regrouping in ones, tensand hundreds multiply a 2-digit or 3-digit number by a 1-digit number with regrouping inones, tens and hundreds in horizontal or vertical format carry out the multiplication procedure by multiplying numbers from right toleft with regrouping in ones, tens and hundreds3(3) Multiplication with regrouping in ones, tens, hundreds andthousandsPupils will be able to: use concrete representations in a place value chart to show multiplicationof a 2-digit or 3-digit number by 2, 3, 4 or 5 with regrouping in ones, tens,hundreds and thousands multiply a 2-digit or 3-digit number by a 1-digit number with regrouping inones, tens, hundreds and thousands in horizontal or vertical format carry out the multiplication procedure by multiplying numbers from right toleft with regrouping in ones, tens, hundreds and thousandsThinking SkillsResources Classifying Identifying relationships Relating Pupil Textbook 3A, pp 79 to 82 Practice Book 3B, pp 23 to 26 Teacher’s Guide 3A, pp 147 to 150 ClassifyingIdentifying relationshipsRelatingSequencing Pupil Textbook 3A, pp 83 to 87 Practice Book 3B, pp 27 to 30 Teacher’s Guide 3A, pp 151 to 155 ClassifyingIdentifying relationshipsRelatingSequencingDeduction Pupil Textbook 3A, pp 88 to 91 Practice Book 3B, pp 31 to 36 Teacher’s Guide 3A, pp 156 to 159Let’s Explore!Heuristic for problem solving:Pupils will be able to apply the ‘guess and check’ and deduction strategies to Guess and checkfind the greatest and the smallest product by multiplying a 1-digit numberand a 3-digit number with regrouping. Marshall Cavendish Education Pte Ltd 2015Inspire Maths 3 Medium-term Plan
4Put On Your Thinking Caps!Pupils will be able to apply the ‘using pattern’ strategy and the multiplicationconcept to find the sum of a set of consecutive numbers.Review 3 Marshall Cavendish Education Pte Ltd 2015 Applying the pattern strategy andseeing connections between numbers Pupil Textbook 3A, p 92 Practice Book 3B, pp 37 to 38 Teacher’s Guide 3A, p 160 Practice Book 3B, pp 39 to 42Inspire Maths 3 Medium-term Plan
Unit 7: DivisionWeek4Learning Objectives(1) Quotient and remainderPupils will be able to: divide a 1-digit or a 2-digit number by a 1-digit number without remainder divide a 1-digit or a 2-digit number by a 1-digit number with remainder apply the multiplication facts strategy to find the quotient in division withremainder use the long division format to divide and find the quotient and remainder associate ‘quotient’ and ‘remainder’ with division4(2) Odd and even numbersPupils will be able to: use pattern with concrete representations to identify and name ‘odd andeven’ numbers use division by 2 to determine whether a number is even or odd use the fact that all odd numbers end with 1, 3, 5, 7 or 9 while all evennumbers end with 2, 4, 6, 8 or 04(3) Division without remainder and regroupingPupils will be able to: show, with concrete representations in a place value chart, a numberdivided by another number with no regrouping or remainder divide a 2-digit number by a 1-digit number with no regrouping orremainder carry out the procedures in division starting with tens and followed byones4(4) Division with regrouping in tens and onesPupils will be able to: use concrete representations to show regrouping from tens to ones indivision show division of a 2-digit number by a 1-digit number with regrouping fromtens to ones, with or without remainder carry out the procedures in division starting from tens with regrouping,followed by ones solve simple division word problems involving division of a 2-digit numberby a 1-digit number with regrouping from tens to ones Marshall Cavendish Education Pte Ltd 2015Thinking SkillsResources Identifying relationships Recalling and relating multiplication anddivision facts Pupil Textbook 3A, pp 93 to 96 Practice Book 3B, pp 43 to 44 Teacher’s Guide 3A, pp 175 to 178 Classifying Identifying relationships Relating number facts Pupil Textbook 3A, pp 97 to 98 Practice Book 3B, pp 45 to 46 Teacher’s Guide 3A, pp 179 to 180 Classifying Identifying relationships Recalling and relating multiplication anddivision facts Pupil Textbook 3A, pp 99 to 100 Practice Book 3B, pp 47 to 48 Teacher’s Guide 3A, pp 181 to 182 Classifying Identifying relationships Recalling and relating multiplication anddivision facts Pupil Textbook 3A, pp 101 to 103 Practice Book 3B, pp 49 to 50 Teacher’s Guide 3A, pp 183 to 185Inspire Maths 3 Medium-term Plan
5(5) Division with regrouping in hundreds, tens and onesPupils will be able to: use concrete representations in a place value chart to show regroupingfrom hundreds to tens, then f
Marshall Cavendish Education Pte Ltd 2015 Inspire Maths3 Medium-term Plan 5 (5) Subtraction with numbers that have zero
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