Escolar Documentos
Profissional Documentos
Cultura Documentos
Day 1: Starter
Count in steps of
100.
Day 1: 1. Say w
number.
2. Use equipmen
Day 2: Starter
Multiply and divide
by 10.
Day 2: 1. Place
2. Compare pairs
between.
Day 3: Starter
Months of the year.
Day 3:
Guess my number
Day 4: Starter
Measure a line in
centimetres.
Day 5: Starter
Count in steps of 20.
Place Value an
Starter
1. Roun
Day 4: 1. Know
and 10 stands f
2. Make ordered
Day 5: 1. Use p
10ps and 1ps, e.
HAT outcomes
(PV in p)
Addition and
Day 1: Starter
Know total of any
pair of single-digit
numbers.
Day 2: Starter
Round 3-digit
numbers to nearest
10 and 100.
Day 3: Starter Add
three single-digit
numbers.
Day 4: Starter
Adding to next 10.
Day 5: Starter
Match digital and
analogue times.
Day 1: Starter Add
1-digit numbers to 2-
Day 1: 1. Use c
numbers.
Day 2: 1. Use c
numbers.
2. Round to the n
Day 3: 1. Use c
numbers.
2. Look for patte
Day 4: 1. Use F
numbers, e.g. 13
Day 5: 1. Use F
same century, e.
2. Look for patte
HAT outcomes
Multiplication
Day 1:
1. Doub
digit numbers.
Day 2:
Day 2: Starter
and by 10 and 100.
Day 3: 1. Know
4x, 5x, 8x, 10x).
Day 3: Starter 3
and 4 times table.
Day 4: 1. Begin
numbers (teens)
Day 4: Begin to use the grid method to multiply 2digit numbers (teens) by 1-digit numbers.
Day 4: Starter
Single digit numbers
x 20.
Day 5: 1. Begin
numbers (numbe
2. Find and test r
Day 5: Starter 30
times table.
HAT outcomes
problems)
Day 5: Begin to use the grid method to multiply 2digit numbers (numbers < 30) by 1-digit numbers;
Find and test rules.
1. Halve
Measures and
Day 1: Starter
Units of time.
Day 1: 1. Meas
2. Convert betwe
Day 2: Starter
Convert litres to
millilitres and vice
versa.
Day 2: 1. Meas
2. Draw a bar ch
Litre challenge
Day 3: Starter
Convert centimetres
to metres and vice
versa.
Day 3: 1. Meas
centimetre.
Day 4: 1. Unde
2. Tell the time to
Day 5:
Day 4: Starter
Match digital and
analogue times.
1. Comp
HAT outcomes
30, 31, 33, 35
Day 5: Starter
Months of the year.
Addition and
Day 1: Starter Add
4 single-digit
numbers.
Day 1: 1. Add t
expanded or com
Day 2: 1. Add t
addition.
2. Use rounding t
Day 3: Starter
Subtract single-digit
numbers.
Day 3: 1. Add t
addition.
2. Find and test
Day 4: Starter
Pairs with total of 10.
Day 4: 1. Use F
from 5, 10 and
Day 5: Starter
Pairs with a total of
100.
Day 5: 1. Use F
between amount
Day 1: Starter
Count in 100s.
Day 1: 1. Coun
to 1000.
Day 2: 1. Coun
2. Identify patter
Day 3: Starter
Count back in 3s.
Day 3: 1. Find a
down in a consis
Day 4: Starter
Add and subtract
multiples of 10/100.
Day 4:
Step change
NRICH link: Three neighbours
6
Place Value
Day 1: Count in 50s and 100s.
HAT outcomes
(subtract, find
Place value
Dog chews
NRICH link: Mobile numbers
We
ek
7
Starter
Day 1: Starter
Double numbers to
50
Day 5: Starter
Add and subtract
multiples of 10p.
1. Coun
Day 5: 1. Begin
between 1000 an
HAT outcomes
50s, 100s) an
Outcomes of e
Multiplication
Day 2: Starter
Halve even numbers
to 100
Day 1:
by 10
1. Scale
Day 2:
10
1. Scale
Day 3: 1 Divide
tables (no remain
Day 3: Starter
Division facts for the
3 and 4 times tables
Day 4: 1. Divid
remainders)
Day 4: Starter 8
times table
Day 5: 1. Divid
times tables (wit
Day 5: Starter
Find a time later
HAT outcomes
Day 1: 1. Reco
three make three
Shape, measu
complete turn
Day 2: Identify whether angles are greater than or
less than a right angle
Day 3: Identify horizontal, vertical, perpendicular
and parallel lines
Day 4: Count faces, vertices and edges of 3D shapes
Day 5: Revise units of time
We
ek
9
Day 3: Starter
Match digital and
analogue times,
revise am and pm
Day 4:
shapes
Starter 3D
Day 5: Starter
Months of the year
Starter
Day 1: Starter
Multiply and divide
by 10
Greedy guzzler
NRICH link: Dividing a cake
10
Day 2: Starter
Multiply and divide
by 10 on a PV grid
Addition or subtraction
Day 2: 1. Ident
than a right angl
Day 3: 1. Sort
parallel lines, per
2. Recognise ho
Day 4: 1. Coun
Look for patterns
Day 5:
them
1. Know
HAT outcomes
39
Outcomes of e
Fractions
Day 2: Starter
Halve even numbers
to 100
Day 3: Starter
Division facts for 3
times table
Day 4: Starter
Place fractions on a
line
Day 5: Starter
Fractions with a total
of 1
Day 1: 1. Unde
2. Find one tenth
Day 2: 1. Unde
operators
2. Find unit fracti
Day 3:
1. Find n
Day 4:
1. Find f
Day 5: 1. Add a
denominator, an
HAT outcomes
and - fraction
Addition or su
Day 2: Starter
Round 3-digit
numbers to nearest
100
Day 2: 1. Use c
numbers
2. Use rounding t
Day 3: Starter
Round amounts of
Day 3:
money
Day 1: 1. Add t
addition
2. Use rounding t
1. Use c
Mobile towers
We
ek
11
Yuk or yum!
Link to pdf of challenges: Treasure Hunt,
Activity 36
2. Use rounding t
Day 4: 1. Use c
10 and 20
Day 5:
1. Use c
Day 5: Starter
Subtraction facts
HAT outcomes
Starter
Outcomes of e
Day 1: Starter
Adding multiples of
10 and 100 to 3-digit
numbers
Day 2: Starter
Place value
subtractions
Day 3: Starter 30
times table
Day 4: Starter
Division facts for the
4 times table
Day 5: Starter 8
times table
Addition and
division
Day 1: 1. Add t
2. Add near mult
Day 2: 1. Subtr
2. Subtract near
Day 3: 1. Use t
between 20 and
Day 4: 1. Divid
tables (with rema
Day 5:
1. Solve
HAT outcomes
Hamilton users wish to purchase a set of these textbooks. These are new books,
written specifically to match the new National Curriculum. Any schools wishing to
follow this up should go to this webpage:
http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/A
bacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.as
px
OUTCOMES FOR Y3 (Hamilton Assessment Tracker)
Key Outcomes in bold
Read, write and locate any 3-digit number on a
landmarked line from 0-1000 and use this to order and
compare numbers. N
Estimate quantities and represent numbers in different ways.
N
Understand place value in 3-digit numbers; add and
subtract 1, 10 or 100 without difficulty. N
Count from 0 in 2s, 4s, 8s, 10s, 100s, and 50s. N
Solve number problems and practical problems involving place
value.
N
Round to the nearest ten and hundred, e.g. 34 to the nearest ten
is 30, 276 to the nearest hundred is 300. N
Know securely number pairs for all the numbers up to and
including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10,
4+11, 3+12, 2+13, 1+14, 0+15). AS
Mentally add or subtract any pair of 2 digit numbers, e.g.
75 + 58 or 75 58. AS
Mentally add and subtract multiples of 1s, 10s and 100s to/from
3-digit numbers. AS
Recognise that there are two ways of completing
subtractions, either by counting up or by counting back.
AS
Add numbers with 3-digits using column addition, first expanded
then compact method. AS
Subtract larger numbers with confidence, using 'Frog' for
counting up, e.g. 302 288.
AS
Estimate answers and use addition to check subtraction,
understanding that addition and subtraction are inverse
operations.
AS
Solve problems, including missing number problems.
AS
Understand that multiplication is commutative, and write
mathematical statements for multiplication and division.
MD
Understand that division is the inverse of multiplication,
e.g. that ? x 3 = 21 21 3 = ? MD
Know the 2x, 3x, 4x, 5x, 8x and 10x times tables,
including division facts. MD