Cosmic Maths Year 3 BOOK

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ContentsIntroduction6National curriculum onsStatisticsLesson Plan 1CountingFlying banners8Lesson Plan 2Place valueCode breaker12Lesson Plan 3OrderingOrder please16Lesson Plan 4Metric unitsGood measure20Lesson Plan 5Writing numbersCheque book24Lesson Plan 1Written methodsCapital letter28Lesson Plan 2EstimatingBig blots32Lesson Plan 3Problem solvingOn the farm36Lesson Plan 1Table factsUp the wall40Lesson Plan 2Written methodsCross numbers44Lesson Plan 3Problem solvingApple crunch48Lesson Plan 1TenthsOn the line52Lesson Plan 2Fractional amountsStepping stones56Lesson Plan 3EquivalenceJust the same60Lesson Plan 4Add/subtractAll flowery64Lesson Plan 5Compare/orderControl panels68Lesson Plan 1Interpret/presentMusic time72Lesson Plan 2Problem solvingDay nursery76Answers80Assessment Test and Answers82Glossary92

IntroductionAbout the seriesCosmic Maths is a series written by teachers to developcore mathematical knowledge and skills using a guidedthree-step process to help children understand, apply andfurther practise mathematical concepts.The series covers the Key Objectives set out in the newNational Curriculum for each year group and focuses onNumber, Fractions and Statistics and the use and practicalapplication of the four operations: adding, subtracting,multiplying and dividing.Intended for Key Stage 2 children, with many activitiesalso suitable for lower Key Stage 3, the series comprisesfour books and CDs:Cosmic Maths – Year 3 (Ages 7-8)It is important to note that a wide range of practicalproblem solving activities is covered, many of which arecross-curricular, in order to give learners a wider view ofhow maths, especially number, can be used and applied inthe ‘real’ world.*Answers to all activities are given in full towards the backof each book.The CDEach book includes a CD that contains differentiatedlessons and activities for higher and lower abilities as wellas an assessment test (also in the book) and a skillsreport.Cosmic Maths helps make the teaching and learning ofMathematics both meaningful and fun, allowing each andevery learner rocket towards success!Cosmic Maths – Year 4 (Ages 8-9)Cosmic Maths – Year 5 (Ages 9-10)Cosmic Maths – Year 6 (Ages 10-11)About the booksEach book contains up to 18 lesson plans with teachers’notes and definition of key vocabulary and mathematicalterms. Each lesson plan uses a guided three-step processas follows:Prepare to launchA short mental activity is given to help prepare yourlearners launch into the guided activity.Lift offThe guided activity then supports and encourages thechildren as they explore numbers through a range ofexciting and fun activities.*Into orbit and safe landingThis is then followed up with an independent and anassessment activity that allow children to practise whatthey have learnt, as well as providing evidence of thelevel of each pupil’s understanding. They also offer anopportunity for teacher-pupil assessment to take place.A further extension activity for use in class or ashomework is also included, in order to give essentialpractice when embedding core mathematical skills andknowledge associated with each lesson. This provides avaluable stimulus for further discussion and class work inthe future.6 Cosmic Maths – Year 3

National Curriculum Objectives: Year ThreeCount from 0 in multiples of 4, 8, 50, 100; find 10 or 100 more or less thana given number.Recognise the place value in a 3-digit number.NumberCompare and order numbers up to 1000.Identify, represent and estimate numbers using different representations.Read and write numbers up to 1000 in numbers/words.Add/subtract numbers mentally including 3-digits and 1s (or units),3-digits and 10s, 3-digits and 100s. Add/subtract numbers with up to 3digits using formal written methods of columnar addition and subtraction.Addition andsubtractionEstimate the answer to a calculation and use inverse operations to checkanswers.Solve problems including missing number problems using number factsand place value. More complex addition/subtraction.Recall and use multiplication and division facts for the 3, 4 and 8x tables.Multiplicationand divisionWrite and calculate maths statements for multiplication and division usingthe times tables known including TU x U from mental through to formalwritten methods.Solve problems including missing number problems involvingmultiplication and division including integer scaling problems andcorrespondence problems in which n objects are connected to m objects.Count up and down in tenths; recognise tenths arise from dividing anobject into 10 equal parts and in dividing 1-digit numbers or quantities by10.FractionsRecognise, find and write fractions of a discrete set of objects; unitfractions and non-unit fractions with small denominators; recognise anduse fractions as numbers; unit fractions and non-unit fractions with smalldenominators.Recognise and show, using diagrams, equivalent fractions with smalldenominators.Add/subtract fractions with the same denominators within one whole.Compare and order unit fractions and fractions with the samedenominators.Interpret and present data using bar charts, pictograms and tables.StatisticsSolve one-step and two-step questions (How many more? How manyfewer?) using information from scaled bar charts, pictograms and tables.Cosmic Maths – Year 3 Sample Pages 7

Lesson planFlying bannersNational curriculum objectiveInto orbit: (Independent activity)Count from 0 in multiples of 4, 8, 50, 100; find 10 or 100more or less than a given number.Set this number investigation for pupils to do.Teacher’s notesMake sure that when adding and subtracting either 10 or100, pupils are carrying out the calculation in the correctcolumn. Also guard against a tendency to add/subtract10/100 from several of the columns instead of only one.Key vocabularyMultiples are collections of equal groups. For example,4, 8, 12, 16, 20, 24 etc. are multiples of 4. Four will divideexactly into any of them. The multiples of 50 start 50, 100,150, 200, 250 and so on while the multiples of 100 go 100,200, 300, 400, 500, 600 etc.Prepare to launch: (Warm up activity)Tell pupils they are going to add three or four smallnumbers mentally. Tell them to make it easier they shouldfirst find a pair of the numbers to make 10. Stress the ideathat changing the order of numbers when adding mentallycan be very useful. Start with these groups of numbers:2 8 5; 4 9 1; 8 6 2; 5 3 7; 7 5 5; 9 4 6; 2 3 5 8; 3 7 8.Lift off: (Guided activity)Play the game called ‘Clap counter’. Start at zero andcount up in multiples of 50s. When you clap your handschildren count back from the number, reversing thedirection of the count on each clap.For example: 0, 50, 100, 150, 200, 250, 300, clap, 250,200, 150, 100, clap, 150, 200, 250, 300, 350, 400 etc.Make up some number sequence questions involvingcounting in 10s and counting in 100s that can be passedover to your friend to answer. Include questions like thefollowing:Fill in the gaps: 121,378,,,,, 348, 151;Put in the next three numbers: 413, 423, 433, 443979, 879, 779, 679,;Start at 115 and count up in 10s for 7 numbers. Start at841 and count down in hundreds for 6 numbers. Lead into and complete the independent activityInto orbit: Flying banners on page 9.Safe landing: (Assessment activity)Pupils should fill in the missing numbers in the numbergrid on page 8. Some have been completed already toget them started. What calculations do the words ‘more’and ‘less’ indicate? Which are the best strategies to usementally when adding and subtracting 10 or 100? Lead into and complete assessment activitySafe Landing: Flying banners on page 10.Extension opportunity/HomeworkAsk pupils to make up some number sequences usingnumbers other than 10 or 100. For example, ask themto write the first eight terms of each of these numbersequences. Start at 4, add 3; Start at 76, subtract 7;Start at 3, double; Start at 256, halve.Repeat the process with multiples of 100. For example:0, 100, 200, 300, 400, 500, clap, 400, 300, 200, 100, clap,200, 300, 400, 500, 600, 700 etc. Include some instancesof going over the 1000 marker.Then add and subtract 10 from certain start numbers. Forexample: What is 10 more than 86, 103, 244, 592? What is10 less than 32, 101, 205, 413?Carry out the same process with 100. What is 100 morethan 96, 124, 305, 611? What is 100 less than 107, 289,312, 670, 1003?8 Cosmic Maths – Year 3

INTO ORBITFlying bannersName:Date:Here are some number lines. Not all the numbers are shown. Fill in the boxes to show what numbersshould be on the number line where the arrows point.Be careful to count insteps, sometimes in 10s,sometimes in 100s.Complete these two number lines yourself.Draw boxes for some of the missing numbers.Cosmic Maths – Year 3 Sample Pages9

safe landingFlying bannersName:Date:Fill in the missing numbers in the grid.Number13010 more is100 more is10 less is140100 less is301571472493094095946027996128999521256307110 12462971Cosmic Maths – Year 3

SELF ASSESSMENTFlying bannersName:Date:Learning objectives:Count from 0 in multiples of 4, 8, 50, 100; find 10 or 100 more or less than a given number.Self assessment I found this hard and would like help. (red) I could do some of this but would like more practice. (yellow) I found this easy and am ready to go to the next step. (green)Colour my home planetred, yellow or greendepending on how well youthink you did this task.Teacher’s notes:Cosmic Maths – Year 3 Sample Pages11

Cosmic Maths – Year 3 (Ages 7-8) Cosmic Maths – Year 4 (Ages 8-9) Cosmic Maths – Year 5 (Ages 9-10) Cosmic Maths – Year 6 (Ages 10-11) About the books Each book contains up to 18 lesson plans with teachers’ notes and definition of key vocabulary and mathematical terms. Each

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