The post Year 3 Reasoning appeared first on URBrainy.

]]>The Reasoning categories are some of my favourite resources as they are all about putting mathematical knowledge and understanding to good use. Our latest resources for Year 3 Reasoning and Problem Solving include place value, number facts and money but there is a wealth of other material there and well worth a look.

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]]>The post Year 3 Intelligent Practice appeared first on URBrainy.

]]>An important aspect of the teaching for mastery approach is to design ‘intelligent practice’ questions so that children are taken along a route where the thinking process is also practised. For example, a set of 5 or 6 questions will enable a child to go through the addition process but also consider the key relationships between addition, multiplication and division. Why not take a look at our most recent ‘intelligent practice’ pages?

Go to Year 3 Four Rules: Intelligent Practice

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]]>The post Written methods of calculating in Year 3 appeared first on URBrainy.

]]>As we like to concentrate on just one aspect of maths for each set of worksheets most of our calculation pages are found in the separate categories of addition, subtraction, multiplication and division. However, it is important that children can switch quickly from one to the other and this is where our ‘Four Rules’ category comes in. A complete mixture of all four, using written methods, can now be found for Year 3.

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]]>The post Help your child to understand fractions in Year 3 appeared first on URBrainy.

]]>Practical work is the key to success! Children coming into Year 3 should have a sound understanding of simple fractions, especially halves, quarters and thirds. They should have had plenty of practical experience dividing shapes and sets of objects into quarters and thirds.

There are several new concepts on fractions to be understood in Year 3 but it is still important to use practical work, using shapes and objects, to help with understanding.

One of the quirks of fractions, which some children find hard to understand, is that as the denominator gets larger the size of the fraction gets smaller (e.g. one tenth is smaller than one fifth; one twentieth is smaller than one tenth and so on). We have some excellent ordering fractions pages for Year 3 to help consolidate this concept. As well as these, some of our most popular worksheets are the sets of finding fractions of numbers. Again, the link between fractions and division needs to be constantly reinforced.

As the year progresses children will be introduced to adding and subtracting fractions, but only with the same denominator and with totals up to one whole one. Simplifying fractions is important at this stage and children should be encouraged to write fractions in their simplest form. (e.g. two sixths can be simplified to one third).

Our latest set of worksheets covers word problems involving fractions and are well worth a look.

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]]>The post Times Tables appeared first on URBrainy.

]]>Why learning times tables is important.

Knowing times tables is very important for children for many reasons. Perhaps the most obvious is that it saves time when calculating.

If a child has to count up in fives and count on fingers to know how many lots have been counted (i.e. 5, 10, 15, 20, 25, 30) it is going to take them a whole lot longer than knowing the answer ‘off by heart’. Knowing times tables up to at least 10 times 10 is an incredibly powerful tool and really does make maths easier.

Just as important is that the knowledge of times tables is needed to work out any written multiplication or division, whether the long or short method is used. Divide 39 by 7 for example. If we know that 5 times 7 is 35 then it is easy to see that 39 divided by 7 is 5 remainder 4. If we don’t know that 5 x 7 is 35 then the problem gets a whole lot harder. Not knowing these facts is a major reason why many children and indeed adults think that they are no good at maths and why division is one of the main problem areas in teaching maths.

The introduction to algebra also needs a good knowledge of times tables.

C = 6. What is 7C + 3? Easy if you know that 6 x 7 is 42. Just add another 3 to make 45.

What can I do to help?

Times tables will be taught at school, but every child works at a different rate. Some find learning facts by rote very easy, others really struggle. But there is a very limited time in school and much of the real work in learning tables will probably be done at home. Good old Mum and Dad!

How can they be learned? There are many different ways. Some believe that singing them really helps, others recite them, almost like a poem, whilst many children like to time themselves to see how quickly a table can be completed. Another option is a quick fire computer game and there is no reason why our maths games cannot be used. (You do need the Flash Player although we are hoping to bring out some new games in the near future which will not use the Flash Player.) All seem to have one thing in common – repetition. Even now in some classrooms the whole class recite a table; that was the way I first learnt them many, many years ago!

So what is the best thing to do in the short time available? Well, a great start will be to browse through the extensive collection of highly targeted worksheets that we have on the times tables. You will find each table written out in words, plenty of practice on individual tables as well as further work on mixed tables and even plenty of fun activities, all designed to help your child learn the times tables. All these pages can be found in the multiplication category of the year groups that the National Curriculum state that they should be learnt in:

Year 2: 2x, 5x and 10x tables

Year 3: 3x, 4x and 8x tables

Year 4: 6x, 7x, 9x, 11x and 12x tables.

But they can also be found as a complete collection in our category:

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]]>Mental arithmetic should still be a vital part of lessons for children in Year 3 and we have just published three new sets of worksheets on specific skills of subtraction. The first set takes a look at subtracting 9 from 3-digit numbers. Children should already be familiar with the idea of taking 10 and adding 1 as a quick and efficient way of doing this, but will have worked with 2-digit numbers in year 2.

The second set looks at subtracting multiples of 10 from 3-digit numbers. These are not quite as easy as they might sound, as almost all of them cross a hundreds boundary e.g. 409 – 20 being 389.

The third set is another example of the popular bar modelling technique, this time for writing four number facts taken from a bar model. Key to this is understanding that subtraction is the inverse of addition. It can be found in the Year 3 Reasoning/Problem Solving category.

There are plenty of skills children need to be taught in year 3 to do with mental subtraction, including re-inforcing skills learned in Year 2. A complete list should include:

• subtracting by adjusting (e.g. taking 19 from a number by subtracting 20 and adding 1)

• subtracting multiples of 10 from 3-digit numbers (e.g. 345 – 50 = )

• subtracting single digits from 3-digit numbers (e.g. 345 – 8 = )

• mentally subtracting any 2-digit numbers (e.g. 34 – 27)

• subtracting multiples of 100 (e.g. 2300 – 400 =)

• subtracting by counting on (e.g. work out 301 – 297 by counting on from 297)

• understand subtraction as the inverse of addition and answers from a subtraction can be checked by adding.

With these skills it is surprising how little written subtraction needs to be used in the real world, as most calculations can be done mentally.

Don’t forget that as well as our Subtraction category there are also plenty of subtracting activities in our Reasoning/Problem Solving category, including some new ‘bar modelling’ pages.

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]]>Our latest sets of worksheets for Year 3 on money problem solving are now available. The pages are really bright and colourful but the maths is tricky. For most of the questions two separate calculations need to be carried out to reach the answer.

The questions are pictorial, with little or no text, which makes it easier to concentrate on the mathematical thinking needed. The approach to these questions is not immediately obvious and one thing to look for is how the child goes about finding the answers. A good way to do this is to ask them to describe what they are doing and say why. As an extension why not get children to make up their own questions: catalogues with items which can be cut out provide a great starting point and it is just as hard, if not harder, to make up questions of this sort as to answer them!

Go to Year 3 Reasoning and Problem Solving

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]]>The post Year 3 learning times table resources appeared first on URBrainy.

]]>Learning times tables can be a struggle for many children but others get to grips with them really quickly. We can help with both those who find learning tables tricky and those who master them quickly by providing lots of fun materials and we have just added even more to our Year 3 resources.

By the end of year 3 children are expected to recall and use the 3x, 4x and 8x tables We have plenty of resources on these times tables, but we have now also included the 6x table for those who are leaping ahead and enjoy learning these tables.

Take a look at times tables in Year 3.

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]]>The post Reasoning about place value in Year 3 appeared first on URBrainy.

]]>Place value is one of the fundamental concepts of the primary maths curriculum. Place value is all about the value of a number, depending on the position or place it is in.

For example the value of 3 in 234 is different from the value of the 3 in 243.

It might seem logical and easy for adults but children need many experiences to develop their understanding of place value. Without it, knowing how to write numbers, adding, subtracting, multiplying and dividing all become very difficult.

The good news is that we have a great selection of worksheets in Year 2 which concentrate on place value and have just added a further set which asks children to explain the value of digits; a sure sign as to whether they understand the concepts.

Go to Year 3 Number and Place Value

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]]>The post Year 3 money appeared first on URBrainy.

]]>Learning to calculate with money really takes off in Year 3 and there are many activities which will help with this, both practical using coins and on paper with worksheets, including:

Exchanging pence for £1,10p and 1p coins.

For example: give 456 pence in £1, 10p and 1p coins (four £1 coins, five 10p coins and six 1p coins).

2p, 5p,10p, 20p and 50p coins are excellent for counting in 2s, 5s, 10s, 20s and 50s

Change can be given by counting on.

Working with pounds and pence together is an important part of this. To begin with amounts can be written as pounds and pence e.g. two pounds and 60 pence but the decimal point can be introduced to separate the whole pounds from the less than one pound.

There are several rules to remember about writing pounds and pence including:

1. always use two digits after the decimal point e.g. £5.6 is not correct; it must be £5.60

2. it is incorrect to put a p when writing an amount e.g. £2.60p is incorrect as the amount should be written as £2.60.

Writing money in this way is great for showing place value, with tenths (10p coins) and hundredths (1p coins).

We have just published three new sets of money worksheets for Year 3.

The first takes children through the mental subtraction process step by step. For example:

Sam wants to buy a football.

The football costs £14 and 20p.

Sam gets 50p off the price. How much did Sam pay?

There are three steps to find the answer:

50p = 20p and 30p

Take 20p from £14 and 20p leaves £14

Take 30p from £14 leaves £13 and 70p Sam paid £13 and 70p

The second and third look at mental calculations, writing the answers as pounds and pence separately.

Go to Year 3 Money

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