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National Curriculum: Number and Place Value - Year 3 - Exemplification


Created on 11 October 2013 by ncetm_administrator
Updated on 21 May 2014 by ncetm_administrator
 

Exemplification

Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number

a) Count on from zero in steps of 2, 3, 4, 5, 8, 50, 100; b) Give me the number 100 less than 756

recognise the place value of each digit in a three-digit number (hundreds, tens, ones)

For each of these numbers: 428, 205, 130, 25, 7, 909.

Tell me:

How many hundreds? How many tens it has? How many ones?

 
compare and order numbers up to 1000

Sort these numbers into ascending order: 95, 163, 8, 740, 25, 0, 400, 303

 
identify, represent and estimate numbers using different representations

a) Show me 642 on a number line, with Dienes apparatus, with place value cards, on a Gattegno grid; b) What number is halfway between 65 and 95? How do you know?

 
read and write numbers up to 1000 in numerals and words

Read these numbers 428, 205, 130, 25, 7, 909

 
solve number problems and practical problems involving these ideas

a) Jack walks 645 metres to school. Suzy walks 100 metres less. How far does Suzy walk?; b) What is 1 more than 485? Than 569? Than 299?; c) What number needs to go into each triangle? Explain why?

642 = 600 + Δ + 2 967 = Δ + 60 + 7

 
 

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Comments

 


21 May 2014 16:03
One of the the examples above is for 'compare and order numbers to 100 - shouldn't this be for 1000?
By abarry5454
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