Year 3 Autumn Ready to Progress Maths Mats
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Year 3NCETM Ready to Progress
Recall multiplication facts, and corresponding division facts, in the 10, 5, 2, 4 and 8 multiplication tables (5)
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The objective it teaches
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While pupils are learning the individual multiplication tables, they should learn that: the factors can be written in either order and the product remains the same the products within each multiplication table are multiples of the corresponding number, and be able to recognise multiples adjacent multiples in, for example, the 8 multiplication table, have a difference of 8. Language focus “six fours are twenty-four”. Pupils should learn to make the connection between multiplication and division facts as they learn each multiplication table, rather than afterwards. Language focus “4 times 5 is 20, so 20 divided by 5 is 4.”Read more
While pupils are learning the individual multiplication tables, they should learn that: the factors can be written in either order and the product remains the same the products within each multiplication table are multiples of the corresponding number, and be able to recognise multiples adjacent multiples in, for example, the 8 multiplication table, have a difference of 8. Language focus “six fours are twenty-four”. Pupils should learn to make the connection between multiplication and division facts as they learn each multiplication table, rather than afterwards. Language focus “4 times 5 is 20, so 20 divided by 5 is 4.”
What you get, one file
- PDFActivity
This pack is print and go. Our catalogue does not list an editable copy of it, so none is offered here rather than promising a file nobody has opened. Page counts are not printed either, because we do not publish them and a guessed number is worse than none.
More ncetm ready to progress for Year 3
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Add and subtract fractions with the same denominator, within 1 (2)
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Add and subtract fractions with the same denominator, within 1 (3)
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Add and subtract fractions with the same denominator, within 1 (4)
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Add and subtract fractions with the same denominator, within 1 (5)
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Reason about the location of any fraction within 1 in the linear number system (1)
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Reason about the location of any fraction within 1 in the linear number system (2)
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