Cohort 2030 Year 3 Maths by All Saints primary school

01.09.25 Review Y1 Place value

office2239 — 2025-09-03 16:43:11 UTC

Year 2 did a super job of representing numbers to 100 using their tens and ones. We also linked in some subitising.

01.09.25 Mastering Number

office2239 — 2025-09-03 16:43:53 UTC

Today the children used the part 5 to make different totals. They used the sentence stem, '5 and ___ are parts of ___. They used the rekenreks to support them.

4.9.25 represent 10s with numerals

office2239 — 2025-09-04 13:04:51 UTC

4.9.25 know that 10 ones equals 1 ten

office2239 — 2025-09-04 13:07:46 UTC

The children used a variety of ones to count to ten with and group

5.9.25 represent multiples of 10 using numerals and names

office2239 — 2025-09-05 11:31:22 UTC

The children ordered multiples of 10 then matched their name and representation

5.9.25 represent multiples of ten with numerals

office2239 — 2025-09-05 11:34:17 UTC

8.9.25 Counting in 10s

office2239 — 2025-09-08 12:01:15 UTC

The children worked on busy tasks after maths to support their learning of counting in tens

15.09.25

office2239 — 2025-09-15 15:21:25 UTC

Add and subtract 10s

Today we used part part whole models and tens to support our maths

18.9.25 Mastering number: doubles

office2239 — 2025-09-18 12:38:39 UTC

Today we practised using sentence stems to recite different doubles facts

18.9.25 counting to the next multiple of 10

office2239 — 2025-09-18 16:08:45 UTC

Year 2 practised counting from a 2 digit number to the next multiple of 10.

22.9.25

office2239 — 2025-09-23 15:27:48 UTC

Year 2 used their problem solving skills and found different ways of making 50. They used their tens counters to support their addition skills. They practised recording their ideas.

26.09.25 Mastering number- parts of 6

office2239 — 2025-09-26 14:41:27 UTC

29.09.25 partition 2 digit numbers, 2 and 3 ways

office2239 — 2025-09-29 14:29:51 UTC

2.10.25 Represent word problems using bar models and calculations

office2239 — 2025-10-03 14:35:56 UTC

7.10.25 Identify one more and one less than a given number to 10

office2239 — 2025-10-07 12:37:26 UTC

7.11.25 Maths: solve problems involving statistics

office2239 — 2025-11-07 12:01:07 UTC

Year 2 generated ideas for their own pictograms. They then chose the options to choose from and voted for their favourite cake. We then answered questions about what our data showed. We focused on vocabulary such as greater than, less than, fewer, more, most popular, least popular. We spent time reviewing the idea of ‘finding the difference’ between two options and turning this in a subtraction.

25/11/25 Mastering number- composition of 9

office2239 — 2025-11-25 14:40:35 UTC

Today we consolidated and finished off what we know about 9. We consolidated our number bonds to 9 and showed all the ways to make 9, using two addends, on our rekenreks

26/11/25 Addition and subtraction using a number line, bridge through a ten

office2239 — 2025-11-28 10:03:07 UTC

This week we have focused on consolidating our number line skills. We have learnt to partition the number we’re adding or subtracting and jump to the nearest ten. We have found this new skill very tricky and need a lot more practise.

1/12/25 Using a gattegno chart to support us finding 10 more and 10 less than a 2 digit number

office2239 — 2025-12-01 17:31:06 UTC

Initially we practised reviewing how a gattegno chart can support us recognising how a 2 digit number can be partitioned, e.g. 20 and 2 = 22. The children practised showing me 2 digit numbers. We then practised counting forwards and backwards in tens using our chart. Finally we got to choose our own 2 digit numbers and practised creating our own tens sequence using the gattegno chart.

3/12/25 Mastering number: part part wholes, teen numbers

office2239 — 2025-12-03 16:17:46 UTC

Today we reviewed the use of part, part whole models and looked at the parts that make up a teen number. We used the sentence stems to support our knowledge. We also looked at ways of making 14. This was used as a pre teach to support our learning when we reviewed partitioning in more than one way, next week.

11/12/25 Partition 2 digit numbers, three ways and show more than one way

office2239 — 2025-12-11 12:08:57 UTC

Today we used part whole models and our base 10 to support us partitioning 2 digit numbers, three ways. We wanted to use an effective strategy to ensure that we used all the ways possible. Today we focused on moving tens and discussed the pattern that occurred- 10 more vs 10 less. We practised writing our equations.

8.1.26 Solve multiplication problems

office2239 — 2026-01-09 16:46:43 UTC

Today we practised reading word problems. We spoke about understanding and trying to visualise what was being asked, children then had a go at representing this through pictures or ‘groups of’. A great first try!

Between 6.1.26

office2239 — 2026-01-12 22:18:16 UTC

Today we recapped our teen numbers making sure we are saying teen and not ty.We made different teen numbers using a ten then adding the correct ones cards .We then looked at between and were able to circle two numbers and give the correct numbers between the two given numbers using full sentences and using the word between.

8-1-26

office2239 — 2026-01-12 22:18:31 UTC

Today we were able to distinguish between “Ty” and “teen” numbers doing impressions of teenagers or drinking a cup of tea to distinguish between the two .We then sorted some numbers into teens or Ty putting the Ty numbers into our tea cups .

13.01.26 Mastering number: Double —— is ——

office2239 — 2026-01-13 16:04:16 UTC

13.01.26

office2239 — 2026-01-13 16:06:37 UTC

Problem solving using the 2 x tables

21.01.26 COUNTING IN 10s

office2239 — 2026-01-23 09:17:19 UTC

Today we practised ordering the multiples of 10 on a numberline. We then practised our skip counting forwards and backwards.

29.01.26 Relationship between 5 and 10

office2239 — 2026-01-29 14:12:19 UTC

We needed some extra consolidation time to be able to see how one group of 10 equals the same as 2 groups of 5. We recapped on the vocabulary double and half of to try and see the patterns that evolved.

29.01.26

office2239 — 2026-01-29 16:26:08 UTC

Consolidating methods for multiplication using peer support

29.01.26 Relationship between 5 and 10

office2239 — 2026-01-30 16:04:10 UTC

Today we used numicon manipulatives to support our understanding of finding missing numbers in balancing equations. We counted out how many 5s we’d need then grouped them into 10s to find out the missing factor. We used our understanding of doubling and halving to check our answers were correct.

6.02.26 Maths day: 365 penguins

office2239 — 2026-02-06 15:54:35 UTC

Today we practised and reviewed different maths skills and linked it to the book of 365 penguins.

Activity 1: use tens and ones to partition 2 digit numbers

Activity 2: use the numicon to support doubling facts

Activity 3: collect data and create a bar chart

Activity 4: 1:1 counting correspondence

Activity 5: identify the 2 factors and calculate the product. Skip count in 2s, 5s and 10s

12.02.26 Halving two digit numbers

office2239 — 2026-02-12 16:10:37 UTC

Today we practised halving 2 digit numbers using our base 10. We partitioned the 10s and 1s. We practised exchanging a ten when we came across teen numbers and numbers in the 30 and 50s.

24.02.26 Mastering number

office2239 — 2026-02-24 15:11:26 UTC

Reviewed: number bonds to 10, doubling, one more, subitising to support addition

24.02.26 Making equal and unequal groups

office2239 — 2026-02-24 15:40:34 UTC

26.02.26 Solve division problems using the method of grouping

office2239 — 2026-02-26 15:33:23 UTC

office2239 — 2026-03-09 07:56:33 UTC

23.03.26 Investigate how polygons can be joined and folded.

office2239 — 2026-03-23 16:39:47 UTC

The children did an excellent job of exploring how 3d shapes can be made.

27.03.26 Sort 3D shapes based on a chosen rule

office2239 — 2026-03-27 12:18:47 UTC

Today the children came up with rules for sorting 3 D shapes. They used their known vocabulary to support. E.g. apex vs no apex, curved surface vs no curved surface.

13.04.26 Mastering number

office2239 — 2026-04-14 14:41:36 UTC

Using the rekenrek to calculate a missing addend