Year 3 Full Summer Term

Summer Scheme of Learning
Year 3
#MathsEveryoneCan
2020-21
©White Rose Maths
Notes and Guidance
New for 2020/21 Lesson-by-lesson overviews

Welcome
2020 will go down in history. The world has changed for We’ve always been reluctant to produce lesson-by-
all of us. lesson overviews as every class is individual and
has different needs. However, many of you have
We want to do as much as we can to support children,
said that if blended learning becomes a key feature
teachers, parents and carers in these very uncertain times.
of school life next year, a weekly plan with linked
We have amended our schemes for 2020/21 to: content and videos could be really useful.
highlight key teaching points
As always, we’ve listened! We’ve now produced a
recap essential content that children may have
complete lesson-by-lesson overview for Y1 to Y9
forgotten
that schools can use or adapt as they choose. Each
flag any content that you might not have covered lesson will be linked to a free-to-use home learning
during the school closures period. video, and for premium subscribers, a worksheet.
We hope these changes will add further value to the This means that you can easily assign work to your
schemes and save you time. class, whether they are working at home or in
school.
Inevitably, this lesson-by-lesson structure won’t suit

everyone, but if it works for you, then please do
make use of this resource as much as you wish.
2 ©White Rose Maths
Notes and Guidance
Teaching for Mastery Concrete - Pictorial - Abstract

Welcome
These overviews are designed to support a mastery We believe that all children, when introduced to a
approach to teaching and learning and have been new concept, should have the opportunity to build
designed to support the aims and objectives of the new competency by taking this approach.
National Curriculum.
Concrete – children should have the opportunity to
The overviews:
use concrete objects and manipulatives to help
• have number at their heart. A large proportion of them understand what they are doing.
time is spent reinforcing number to build
competency
Pictorial – alongside this children should use
• ensure teachers stay in the required key stage and
pictorial representations. These representations
support the ideal of depth before breadth.
can then be used to help reason and solve
• ensure students have the opportunity to stay problems.
together as they work through the schemes as a
whole group
Abstract – both concrete and pictorial
• provide plenty of opportunities to build reasoning representations should support children’s
and problem solving elements into the curriculum.
understanding of abstract methods.
For more guidance on teaching for mastery, visit the
NCETM website: Need some CPD to develop this approach? Visit
https://www.ncetm.org.uk/resources/47230 www.whiterosemaths.com for find a course right for
you.
Notes and Guidance
Supporting resources
Welcome
NEW for 2019-20!
We have produced supporting resources for every small
step from Year 1 to Year 11.
The worksheets are provided in three different formats:
• Write on worksheet – ideal for children to use the
ready made models, images and stem sentences.
• Display version – great for schools who want to cut
down on photocopying.
• PowerPoint version – one question per slide. Perfect
for whole class teaching or mixing questions to make
your own bespoke lesson.
For more information visit our online training and

resources centre resources.whiterosemaths.com or email
us directly at [email protected]

Notes and Guidance
Meet the Characters
Welcome
Children love to learn with characters and our team within the scheme will be sure to get them talking and
reasoning about mathematical concepts and ideas. Who’s your favourite?
Teddy Rosie Mo Eva Alex
Jack Whitney Amir Dora Tommy
Dexter Ron Annie

WRM – Year 3 – Scheme of Learning 2.0s
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12
Autumn
Number: Multiplication and

Number: Place Value Number: Addition and Subtraction
Division
Measurement:
Consolidation Consolidation
Measurement:
Spring
Money
Number: Multiplication
Statistics Length and Number: Fractions
and Division
Perimeter
Summer
Geometry:
Measurement: Mass and
Number: Fractions Measurement: Time Properties of
Capacity
Shape

Summer - Block 1
Fractions
©White Rose Maths

Year 3 | Summer Term | Week 1 to 3 – Number: Fractions
Overview
Small Steps Notes for 2020/21
Making the whole

Tenths The time that was allocated for
fractions in the Spring term was
Count in tenths dedicated to recapping the
Tenths as decimals fractions content from year 2.
Fractions on a number line
Children should now have a
Fractions of a set of objects (1) secure understanding of what a
Fractions of a set of objects (2) fraction is that can be built upon
Fractions of a set of objects (3)
throughout this block of learning.
Equivalent fractions (1) You might notice the small step

Equivalent fractions (2) on unit and non-unit fractions
does not appear, this is because
Equivalent fractions (3)
the two concepts were covered
Compare fractions explicitly at the end of the Spring
Order fractions term. Ensure the terminology is
used appropriately throughout to
Add fractions
reinforce the concept.
Subtract fractions

Making the Whole

Notes and Guidance Varied Fluency
Children look at whole shapes and quantities and see that Complete the missing information.
when a fraction is equivalent to a whole, the numerator and
denominator are the same.
Building on using part-whole model with whole numbers, 1 whole is the same as
children use the models to partition the whole into fractional
parts.
Complete the sentences to describe the apples.
Mathematical Talk of the apples are red. of the apples are green.
Is a fraction always less than one?

and make one whole
When the fraction is equivalent to one, what do you notice
about the numerator and denominator?
Use 8 double sided counters.
In the counter activity, what’s the same about the part-whole
Drop the counters on to the table, what fraction of the counters are
models? What’s different? red? What fraction of the counters are yellow? What fraction
represents the whole group of counters?
Complete part-whole models to show your findings.
9
Making the Whole

Reasoning and Problem Solving
Teddy says, 6
No because is Rosie is drawing bar models to represent
6 a whole.
I have one pizza cut into 6 equal to one She has drawn a fraction of each of her
equal pieces. I have eaten whole, so Ted has
6
bars.
of the pizza. eaten all of his
6
pizza.
Does Teddy have any pizza left?
Explain your answer.
Complete the sentence. The same/equal
When a fraction is equal to a whole, the Children may

numerator and the denominator are draw a range of
______________________ pictures to prove Can you complete Rosie’s bar models?
this statement.
Use pictures to prove your answer.
10
Tenths
Children explore what a tenth is. They recognise that tenths If the frame represents 1 whole, what does each box represent?
arise from dividing one whole into 10 equal parts. Use counters to represent:
• One tenth
Children represent tenths in different ways and use words and • Two tenths
1
fractions to describe them. For example, one tenth and • Three tenths
10
• One tenth less than eight tenths
Identify what fraction of each shape is shaded.
Give your answer in words and as a fraction.
e.g.
Mathematical Talk
3
How many tenths make the whole? Three tenths
10
How many tenths are shaded? Annie has 2 cakes. She wants to share them equally between 10
people. What fraction of the cakes will each person get?
How many more tenths do I need to make a whole? There are ____ cakes.
They are shared equally between ___ people.
When I am writing tenths, the _____________ is always 10 Each person has of the cake.
___ ÷ ____ = _____
How are fractions linked to division? What fraction would they get if Annie had 4 cakes?
11
Tenths
Fill in the missing values. Odd One Out The marbles are
Explain how you got your answers. the odd one out
because they
represent 8 or
eighths. All of the
other images have
a whole which has
Children could use Which is the odd one out? been split into ten
practical Explain your answer. equal parts.
equipment to
explain why and
how, and relate
back to the
counting stick.
12
Count in Tenths
Children count up and down in tenths using different The counting stick is worth 1 whole. Label each part of the counting
representations. stick. Can you count forwards and backwards along the counting
10
stick?
Children also explore what happens when counting past
10
They are not required to write mixed numbers, however
11 1
children may see the as 1 due to their understanding of 1
10 10
Continue the pattern in the table.
whole. 4 6
• What comes between and ?
10 10
10
• What is one more than ?
Mathematical Talk 8
10
4
• If I start at and count back ,
10 10
Let’s count in tenths. What comes next? Explain how you know. where will I stop?
If I start at ___ tenths, what will be next? Complete the sequences.

10
When we get to what else can we say? What happens next?
10
13
Count in Tenths
Teddy is counting in tenths. Teddy thinks that True or False? This is correct.
after ten tenths Children could
Seven tenths, eight you start counting Five tenths is
2
smaller than 7 tenths. show it using
10
tenths, nine tenths, ten in elevenths. He pictures, ten
tenths, one eleventh, two does not realise Five tenths is
2
larger than three tenths. frames, number
elevenths, three that ten tenths is 10
lines etc.
elevenths… the whole, and so Do you agree? For example:
the next number in
the sequence after Explain why.
Can you spot his mistake? ten tenths is
eleven tenths or
one and one tenth.
14
Tenths as Decimals
Children are introduced to tenths as decimals for the first time. Complete the table.
They compare fractions and decimals written as words, in Image Words Fraction Decimal
fraction form and as decimals and link them to pictorial
representations. One tenth
1
0.1
10
Children learn that the number system extends to the right of
the decimal point into the tenths column.
Mathematical Talk Nine tenths
Write the fractions and decimals shown.

What is a tenth?
How many different ways can we write a tenth?
What does equivalent mean? Here is a decimal written in a place value grid.
What is the same and what is different about decimals and Ones Tenths
fractions? 0 8
Can you represent this decimal pictorially?

Can you write the decimal as a fraction?
15
Tenths as Decimals
True or False? They are both Place the decimals and fractions on the
correct. number line.
1
10 cm is one tenth of 1 10 cm = m= 3 1 10
10
metre 0.7 0.9
0.1 m 10 10 10
Dora
10 cm is 0.1 metres.
Amir 0 1
16
Fractions on a Number Line

1
Children use a number line to represent fractions beyond one Show on the number line. Use the bar model to help you.
5
whole. They count forwards and backwards in fractions.
1 1 1 1 1
Children need to know how to divide a number line into 5 5 5 5 5
specific fractions i.e. when dividing into quarters, we need to
ensure our number line is divided into four equal parts.
0 1
The number line has been divided into equal parts.
Label each part correctly.
Mathematical Talk
0 1
How many equal parts has the number line been divided into?
What does each interval represent? Divide the number line into eighths.
Can you continue the number line up to 2?
How are the bar model and the number line the same? How
are they different?
1
How do we know where to place on the number line?
5 0 1
How do we label fractions larger than one.
17
Fractions on a Number Line

Eva has drawn a number line. Tommy is correct Alex and Jack are counting up and down They will reach 4
1
because Eva has in thirds. 3
missed 1 whole 1
out. Alex starts at 5 and counts backwards.
3
1
Jack starts at 3 and counts forwards.
3
1 2 3 1 2 3
0 4 4 4
14 14 14 2 What fraction will they get to at the same
time?
Tommy says it is incorrect.
Do you agree with Tommy?
Explain why.
Can you draw the next three fractions?
18
Fraction of an Amount (1)

Children find a unit fraction of an amount by dividing an 1
Find of Eva’s marbles.
5
amount into equal groups.
They build on their understanding of division by using place I have divided the marbles into equal groups.
value counters to find fractions of larger quantities including There are marbles in each group.
where they need to exchange tens for ones.
1
of Eva’s marbles is marbles.
5
1
Dexter has used a bar model and counters to find of 12
Mathematical Talk
4
Which operation do we use to find a fraction of an amount? Use Dexter’s method to calculate:
1 1 1 1
How many equal groups do we need? of 12 of 12 of 18 of 18
6 3 3 9
Which part of the fraction tells us this? Amir uses a bar model and place value counters to find one quarter
How does the bar model help us? of 84
Use Amir’s method to find:

1 1 1
of 36 of 45 of 65
3 3 5
19

Whitney has 12 chocolates. Whitney has two Fill in the Blanks
chocolates left.
1
On Friday, she ate of her chocolates
4
and gave one to her mum.
1 1
1
of 60 = of 80
On Saturday, she ate of her remaining 3 4
2
chocolates, and gave one to her brother.
1
On Sunday, she ate of her remaining 1 1
3 of 50 = of 25 10
chocolates. 5
How many chocolates does Whitney

have left?
20

Children need to understand that the denominator of the 2
Find of Eva’s marbles.
fraction tells us how many equal parts the whole will be 5
1
divided into. E.g. means dividing the whole into 3 equal parts. I have divided the marbles into equal groups.
3
They need to understand that the numerator tells them how There are marbles in each group.
2
many parts of the whole there are. E.g. means dividing the 2
3 of Eva’s marbles is marbles.
whole into 3 equal parts, then counting the amount in 2 of 5
these parts. 3
Dexter has used a bar model and counters to find of 12
Mathematical Talk
4
What does the denominator tell us? Use Dexter’s method to calculate:
5 2 2 7
What does the numerator tell us? of 12 of 12 of 18 of 18
6 3 3 9
What is the same and what is different about two thirds and Amir uses a bar model and place value counters to find three
two fifths? quarters of 84
How many parts is the whole divided into and why?
Use Amir’s method to find:
2 2 3
of 36 of 45 of 65
3 3 5
21

3 16 Ron has £28 Ron has £4 left.
This is of a set of beanbags.
4 1
1 This is of his
On Friday, he spent of his money. 7
4 original amount.
2
On Saturday, he spent of his remaining
3
money and gave £2 to his sister.
1
On Sunday, he spent of his remaining
5
money.
How many were in the whole set?
How much money does Ron have left?
What fraction of his original amount is

this?
22

Children will apply their knowledge and understanding of Ron has £3 and 50p
fractions to solve problems in various contexts. He wants to give half of his money to his brother.
How much would his brother receive?
They recap and build their understanding of different
measures.
A bag of sweets weighs 240 g

There are 4 children going to the cinema,
Mathematical Talk
1
each receives of the bag.
4
What weight of sweets will each child receive?
Do we need to make an exchange? 2
Find of 1 hour.
3
Can we represent the problem in a bar model? Use the clock face to help you.
5
When finding , what will we need to do and why? 1 hour = minutes
6
What is the whole? How can we represent this problem? 1

of minutes =
3
2
of minutes =
3
23

Mo makes 3 rugby shirts. 150 cm Alex and Eva share a bottle of juice. Alex drank
600 ml of the
3
1 Alex drinks of the juice. juice.
This is of his 5
4
original roll of Eva drinks 200 ml of the juice. Eva drank one fifth
Each rugby shirt uses 150 cm of material. material.
of the juice.
One fifth of the juice is left in the bottle.
He has a 600 cm roll of material.
How much did Alex drink? The fraction of
How much material is left after making 1
juice left is of the
the 3 shirts? What fraction of the bottle did Eva drink? 5
bottle.
What fraction of the original roll is left What fraction of the drink is left?
over?
24
Equivalent Fractions (1)

Children begin by using Cuisenaire or number rods to The pink Cuisenaire rod is worth 1 whole.
investigate and record equivalent fractions. Children then
move on to exploring equivalent fractions through bar models.
1
Which rod would be worth ?
Children explore equivalent fractions in pairs and can start to 4
2
spot patterns. Which rods would be worth ?
4
1
Which rod would be worth ?
2
Use Cuisenaire to find rods to investigate other equivalent
fractions.
Mathematical Talk Use two strips of equal sized paper. Fold one strip into quarters
and the other into eighths. Place the quarters on top of the
1
If the ___ rod is worth 1, can you show me ? How about ?
1 eighths and lift up one quarter, how many eighths can you see?
2 4 How many eighths are equivalent to one quarter? Which other
Can you find other rods that are the same? What fraction
equivalent fractions can you find?
would they represent?
Using squared paper, investigate equivalent fractions using
How can you fold a strip of paper into equal parts? equal parts. e.g. =
4 8
What do you notice about the numerators and denominators? 1
Do you see any patterns? Start by drawing a bar 8 squares along. Label each square
8
Underneath compare the same length bar split into four equal
Can a fraction have more than one equivalent fraction? parts. What fraction is each part now?
25

Explain how the diagram shows both
2 The diagram is Teddy makes this fraction: Mo is correct. He
4
3 divided in to six could make three
and equal parts and ninths which is
6
four out of the six equivalent to one
are yellow. You Mo says he can make an third.
can also see three equivalent fraction with a
columns and two denominator of 9
columns are
yellow. Dora is incorrect.
Dora disagrees. She says it She has a
can’t have a denominator of 9 misconception
Which is the odd one out? Explain why because the denominator would need to that you can only
be double 3 double to find
equivalent
This is the odd one Who is correct? Who is incorrect? fractions.
out because the Explain why.
other fractions are
1
all equivalent to
2
26

Children use Cuisenaire rods and paper strips alongside Use the models on the number line to identify the missing
number lines to deepen their understanding of equivalent fractions. Which fractions are equivalent?
fractions.
Encourage children to focus on how the number line can be
divided into different amounts of equal parts and how this
helps to find equivalent fractions e.g. a number line divided into
twelfths can also represent halves, thirds, quarters and sixths. Complete the missing equivalent fractions.
Mathematical Talk
The number line represents 1 whole, where can we see the
fraction ? Can we see any equivalent fractions?
Place these equivalent fractions on the number line.
1 3 1 1 2
Look at the number line divided into twelfths. Which unit 4 4 6 3 3
fractions can you place on the number line as equivalent
1 1 1 1
fractions? e.g. , , , etc. Which unit fractions are not
2 3 4 5
equivalent to twelfths? Are there any other equivalent fractions you can identify on the
number line?
27

Alex and Tommy are using number lines Alex is correct. • Circle
to explore equivalent fractions. Tommy’s top • Triangle
number line isn’t • Square
2 1 split into equal 0 1 • Pentagon
=
6 3 parts which means Use the clues to work out which fraction
Alex he cannot find the is being described for each shape. 1 2
correct equivalent • My denominator is 6 and my = or
3 6
fraction. numerator is half of my 1 3
Tommy = or
denominator. 2 6
4 2 4
• I am equivalent to = or
12 3 6
3 1
= • I am equivalent to one whole 6 3
6 3
2 = or
• I am equivalent to 6 3
3
Who do you agree with? Explain why. Can you write what fraction each shape Accept other
is worth? Can you record an equivalent correct
fraction for each one? equivalences
= =
= =
28

Children use proportional reasoning to link pictorial images Complete the table. Can you spot any patterns?
with abstract methods to find equivalent fractions. They look at
the links between equivalent fractions to find missing
numerators and denominators.
Children look for patterns between the numerators and
denominators to support their understanding of why fractions
are equivalent e.g. fractions equivalent to a half have a
numerator that is half the denominator.
Mathematical Talk
Why do our times tables help us find equivalent fractions?
Can we see a pattern between the fractions? Use the fraction wall to complete the equivalent fractions.
Look at the relationship between the numerator and 1 6
denominator, what do you notice? Does an equivalent fraction = = =
2 4 8
have the same relationship?
1 2 3
= =
4
If we add the same number to the numerator and
denominator, do we find an equivalent fraction? Why? 29

Always, children
Always, sometimes, never. could also think of
Dora has shaded a fraction. This is impossible.
Dora may have
the numerator as mistaken the
being half of the numerator for the
If a fraction is equivalent to one denominator. She says, denominator and
6
half, the denominator is double be thinking of
9
the numerator. which is equivalent
I am thinking of an 2
equivalent fraction to the to
3
shaded fraction where the
Prove it. numerator is 9
Can you find any relationships between Is this possible?

the numerator and denominator for other Explain why.
equivalent fractions?
30
Compare Fractions
Children compare unit fractions or fractions with the same Use >, < or = to compare the fractions.
denominator.
For unit fractions, children’s natural tendency might be to say
1 1
that is smaller than , as 2 is smaller than 4. Discuss how
2 4
dividing something into more equal parts makes each part
smaller.
1 1 1 1 1 1
10 4 3 6 5 4
Mathematical Talk When the numerators are the same, the _______ the
denominator, the ________ the fraction.
What fraction of the strip is shaded? What fraction of the strip
is not shaded? Use paper strips to compare the fractions using >, < or =
Why is it important that the strips are the same length and are 3 1 1 5 3 5
4 4 6 6 8 8
lined up underneath each other?
Can you think of a unit fraction that is smaller than

1
? Can When the denominators are the same, the _______ the
1
10 numerator, the ________ the fraction.
you think of a unit fraction that is larger than ?
3
31
Compare Fractions
1 3
is smaller Here are three fractions. is the largest-
3 5
1
I know that is larger because it is split when the
1
3 into 3 equal parts, numerators are
than because 3 is
2 rather than 2 3 3 1 the same, the
larger than 2 equal parts. 8 5 8 smaller the
Children could denominator the
draw a bar model larger the fraction.
to show this. Which fraction is the largest? How do Children could
Do you agree with Dora? you know? 3
Explain how you know. also explain that
5
Which fraction is the smallest? How do is the only fraction
you know? larger than a half.
1
is the smallest-
8
Complete the missing denominator. Examples could when the
How many different options can you 1 1
include , etc. denominators are
3 4
find? the same, the
smaller the
1 1 1 numerator, the
> > smaller the
2 10
fraction.
32
Order Fractions
Children order unit fractions and fractions with the same Divide strips of paper into halves, thirds, quarters, fifths and
denominator. They use bar models and number lines to order sixths and colour in one part of each strip.
the fractions and write them in ascending and descending Now order the strips from the smallest to the largest fraction.
order.
Continue to encourage children to use stem sentences to

explain why they can compare fractions when the numerators
or the denominators are the same. When the numerators are the same, the _______ the
denominator, the _____ the fraction.
Mathematical Talk Place the fractions on the number line.
How many equal parts has the whole been divided in to? 2 3 1
4 4 4
How many equal parts need shading?
Which is the largest fraction? Which is the smallest fraction? Order the fractions in descending order.
Which fractions are the hardest to make as paper strips? Why 3 5 1 8 7

do you think they are harder to make? 8 8 8 8 8
33
Order Fractions
Jack is incorrect. Shade the blank diagrams so the Either 7 or 8 parts
When the fractions are ordered correctly. shaded.
denominators are
When the denominators
the same, the Fractions in ascending order
are the same, the larger
larger the
the numerator, the smaller
numerator the
the fraction.
larger the fraction.
Children could
Is Jack correct? prove this using Fractions in descending order
Prove it. bar models or
strips of paper etc. Either 2 and 1
parts shaded or 1
and 0 parts
shaded.
34
Add Fractions
Children use practical equipment and pictorial representations Take a paper circle. Fold your circle to split it into 4 equal parts.
to add two or more fractions with the same denominator Colour one part red and two parts blue. Use your model to
where the total is less than 1 complete the sentences.
______ quarter is red.
They understand that we only add the numerators and the ______ quarters are blue.
denominators stay the same. ______ quarters are coloured in.
Show this as a number sentence. + =
4 4 4
Mathematical Talk
3 1 4
We can use this model to calculate + =
8 8 8
Using your paper circles, show me what + is equal to. Draw your own models to calculate
4 4
How many quarters in total do I have?
1 2 2 3 1 7 9
+ = + + = + =
5 5 5 7 7 7 10 10
How many parts is the whole divided into?
How many parts am I adding? 5 1
Eva eats of a pizza and Annie eats of a pizza.
What do you notice about the numerators? 12 12
What do you notice about the denominators? What fraction of the pizza do they eat altogether?
35
Add Fractions
Rosie and Whitney are solving: Rosie is correct. Mo and Teddy share these chocolates. Possible answers:
Whitney has made
4 2 the mistake of also 1
+
11
+
7 7 adding the 12 12
denominators. 3 9
Rosie says, Children could +
12 12
prove why
The answer is
6 Whitney is wrong 5
+
7
12 12
7 using a bar model They both eat an odd number of
or strip diagram. chocolates. (In either order)
Complete this number sentence to show
Whitney says, what fraction of the chocolates they
6 each could have eaten.
The answer is
14
12
+ =
12
Who do you agree with?
Explain why.
36
Subtract Fractions
Children use practical equipment and pictorial representations Eva is eating a chocolate
to subtract fractions with the same denominator within one bar. Fill in the missing
whole. information.
They understand that we only subtract the numerators and the Can you write a number story using ‘first’, ‘then’ and ‘now’ to
denominators stay the same. describe your calculation?
Use the models to help you subtract the fractions.

5
Mathematical Talk 7
−
7
=
7
4
− =
8 8 8
What fraction is shown first? Then what happens? Now what is
left? Can we represent this in a number story? − =
4
9 9 9
Which models show take away? Which models show finding Complete the part whole models. Use equipment if needed.
the difference? What’s the same? What’s different? Can you write fact families for each model?
Can we represent these models in a number story?
9
Can you partition in a different way?
11
37
Subtract Fractions
Find the missing fractions: 7 3
− = +
2 2
How many fraction addition and There are lots of
7 7 7 7
subtractions can you make from this calculations
7 3
− = +
2 7 5 4 2 model? children could
− = −
7 7 7 7 9 9 9 9 record. Children
5 4 2
may even record
− = − calculations where
9 9 9 9
there are more
than 2 fractions
3 1 3 7
e.g. + + =
9 9 9 9
Jack and Annie are solving −
4 2
Jack has taken Children may
5 5
two fifths away. possibly see the
Jack’s method: Annie has found red representing
the difference one fraction and
Annie’s method: between four fifths the white another
and two fifths. also.
They both say the answer is two fifths.
Can you explain how they have found
their answers?
38
Summer - Block 2
Time
©White Rose Maths

Year 3 | Summer Term | Week 4 to 6 – Measurement: Time
Overview
O’clock and half past

Quarter past and quarter to Children should be able to tell the
Months and years time to the hour, half hour and
quarter of an hour before moving
Hours in a day
on to tell the time to the nearest 5
Telling the time to 5 minutes minutes and then the nearest
Telling the time to the minute minute.
Using a.m. and p.m. You may choose to cover these

24-hour clock steps daily across the year to
Finding the duration
save time for some of the earlier
concepts such as place value,
Comparing durations addition and subtraction and
Start and end times multiplication and division.
Measuring time in seconds

O'clock and Half Past

Children recap the Year one objective of telling the time to the Match the events to 9 o’clock Lunchtime
hour and half past the hour. the approximate times
they happen. Half past 10 Go to school
Children should be given the opportunity to create times using Can you show the time
individual clocks with moveable hands. on your clock? 12 o’clock Home time
Children read and write times from clocks. Half past 3 Playtime
What time is it?
Mathematical Talk
It is past
What do the numbers represent on the clock face?
Which is the hour hand? Which is the minute hand?
Complete the tables.
Half past 4
Where will the hour hand be at ____ ?
Where will the minute hand be at ____?
What do you notice about the minute hand at half past? 5 o’clock 1 o’clock
Can you show me _______?
41
©White Rose Maths
O'clock and Half Past

Alex is correct. Alex is incorrect. If
Who is telling the Dora has confused It is half past 11 so the the time is half
time correctly? the minute hand hour hand should be on past 11 the hour
with the hour the 11 hand should be
hand. half way between
Is Alex correct?
The time is half past 6 Amir has not the 11 and 12
Explain your reasoning.
noticed that the
Dora hour hand has not
The time is half past 3 gone past 3 yet.
Amir
The time is half past 2
Alex
Can you spot the mistakes they’ve Oh no! The minute hand has fallen off Unfortunately, the
made? the classroom clock! children have
missed their lunch.
Lunchtime is at 12:00 The hour hand is
Have the children missed their halfway between
lunchtime? 12 and 1 so the
time is 12:30
42
©White Rose Maths
Quarter Past & Quarter To

Children read and draw the times ‘quarter to’ and ‘quarter past’. Look at the clocks.
They use their knowledge of fractions and turns to identify
quarter past and quarter to.
Children should recognise that the hour hand moves along Discuss how the minute hand has travelled. Identify when the
with the minute hand. Therefore when the time is quarter past time is quarter past the hour and quarter to the hour. Give the
the hour, the hour hand will be just past the hour and when the children individual clocks with moveable hands and ask them
time is quarter to, the hour hand will be just before the hour. to make quarter to/past times.
Match the clocks to the correct time.
Mathematical Talk Quarter to four

Quarter past four
Quarter to three
Where are the hands pointing to? Quarter past three
Can we divide the clock face into four equal parts? Can we link
this to fractions?
If the minute hand is pointing at 3, how many minutes have Complete the table.
passed the hour?
If the minute hand is pointing at 9, how many minutes until the
next hour?
Show me quarter past/to….
43
©White Rose Maths
Quarter Past & Quarter To

It depends on the The train to Blackpool leaves at quarter Oliver could catch
hour of the times past and quarter to every hour. the following
Quarter past is always given. For trains:
later than quarter to. example: quarter Quarter past 2
to 12 is later than Make a list of the times of the trains Quarter to 3
Do you agree with Teddy? quarter past 11 Oliver can catch if he gets to the train Quarter past 3
Explain why. If the hour remains station between 2 o’clock and half past 4 Quarter to 4
the same than Quarter past 4
Teddy is correct.
How many quarters of an hour are There are 8

between 7 o’clock and 9 o’clock. quarters of an
hour between 7
Explain how you found the answer. o’clock and 9
o’clock.
44
©White Rose Maths
Months and Years

Children look at the concept of years and months. They are Children should spend time exploring a real calendar. They sort
introduced to leap years and how they are different from a the months into groups, by the number of days in each month,
non-leap year. for both a year and a leap year. Children can use the groups to
compare - what is the same and what is different?
Children should explore years using calendars to investigate
the number of days in each month. Rhymes and songs are Use the numbers to fill in the gaps in the sentences.
helpful for children to remember the number of days in each
month. There are _______ days in a year. 7 365
There are _______ months in a year.
Mathematical Talk There are _______ days in a leap year.
There are _______ days in a week.
4
Leap years happen every _____ years. 366 12

When is your birthday? What other significant dates are there
during the year? Are they the same every year? Put these dates in order from earliest to latest in a year.
Which month comes before _______? 3rd March 2nd March January 31st 1st December
Which month comes after ______?
Which month changes when there is a leap year? Are there

any other months that change length? Is this year a leap year? Earliest Latest
When will the next one be? When was the last one?
45
Months and Years

4 children describe their birthdays. Dora – 30th Jan Whitney asks Rosie and Jack a question. They are correct
Mo - 1st Feb for different
My birthday is the first Teddy - 15th June Some months have 31 reasons. Rosie is
day of the second Eva - 31st Dec days, some months correct because
month. have 30 days. How only February has
Mo many months have exactly 28 days,
28 days? but Jack is correct
I was born on the 15th because every
of June. month has at least
Teddy Only February has 28 28 days.
days.
I was born on the last
day of the year! Rosie
Eva
Every month has 28
I was born two days days.
before Mo. Jack
Dora
Can you work out their birthdays and Who do you agree with? Explain your
order them from earliest to latest in the thinking.
year?
46
Hours in a Day
Children recap the number of hours in a day and are Fill in the gaps in the sentence stems.
introduced to language such as ‘noon’, ‘midday’, ‘midnight’. There are _____ days in a whole week.
They do not need to know the difference between a.m. or p.m. There are _____ days in a school week.
at this point. There are _____ hours in a day.
There are _____ hours in a school day.
Other facts such as days in a week/month are also reviewed.
Attention should be drawn to the difference between a school Put the times/events into the correct place on the diagram.
week and a calendar week and between day-time and a day. Morning Afternoon Evening Night
Mathematical Talk Go to
Breakfast Midnight Midday
school
What time does the day start? How many hours are there in a
Brushing
day? Supper Bedtime Assembly
teeth
How many hours do you spend at school in a day? When does Complete the statements.
school start and finish? 1 day = 24 hours ____ days = 120 hours
Why does a clock show 11 o’clock twice in a day? 2 days = ____ hours ____ days = 60 hours
Does the weekend and the school week split a whole week in ____ days = 240 hours 20 days = ____ hours
half?
47
Hours in a Day
Children should Teddy is not
I get up at 7 o’clock in state that they do Su Mo Tu We Th Fr Sa correct, as the
the morning and go to not agree with Mo children only have
bed at 7 o’clock at 1 2 3 4 5 6
because there are to come to school
night. This means I 24 hours in a full 7 8 9 10 11 12 13 for 23 days if
Mo have been awake for a day. there are no
full day. Mo has only been 14 15 16 17 18 19 20 holidays. Children
up for 12 hours should discuss the
21 22 23 24 25 26 27
Do you agree with Mo? which is half a day. fact they do not
Explain your answer. A full day would 28 29 30 31 come to school on
be 7am to 7am. a Saturday or
In this month, there are no school Sunday.
holidays. It is most likely to
be March if there
In this month we have to
are no holidays at
come to school for 31
all. It is a good
days. Teddy opportunity to look
at your school
Do you agree with Teddy? calendar with the
Explain your thinking. children.
Which month could it be?
48
Telling the Time (1)

Children tell the time to the nearest 5 minutes on an analogue Give each child a clock with moveable hands.
clock. They focus on the language of “past” and “to”, and will Children represent different times to the nearest 5 minutes on
recognise and use Roman numerals on a clock face. their own clock.
Discuss whether the minute hand is past or to the hour in
Attention should be drawn to the differences between the different times.
minute hand and the hour hand. This is especially important
for times that are close to the next hour, for example, 5
minutes to 12
Mathematical Talk
What time is shown on each clock?
Which of the hands is the minute hand and which is the hour
hand? _____ minutes past _____ _____ minutes to _____
Is the minute hand past or to the hour?
How many minutes past/to the hour is the minute hand? Draw the hands on the clock
If the minute hand is pointing at the 6, how many minutes to show the time:
have passed in this hour?
What do you notice about the clocks? 25 minutes to 6
Which Roman numeral represents the number ____?
Do we ever say “45 minutes to” the hour?
49

Dora is correct The time is around
because it is not 3 half past six.
o’clock yet, the Children may
hour hand will not suggest it could be
be exactly on the 3 between twenty
five to and quarter
to seven.
The clock shows ten This clock has lost its minute hand.
minutes to 3
What time could it be?
Dora
Justify your answer.
The hour hand is not

quite pointing to the 3,
so it must be ten to 2
Amir

Explain your thinking.
50

Children tell time to the nearest minute using an analogue Show children various times to the nearest minute for them to
clock. They use the terms ‘past’ and ‘to’. read.
Give each child a clock with moveable hands.
When telling time ‘to’ the next hour, children may need to Children represent different times to the nearest minute on their
count on to find how many minutes are left in the hour. own clock.
Discuss whether the minute hand is past or to the hour in different
times.
Draw the hands on the clock from the following times.
Mathematical Talk
Which hand is the minute hand? Which hand is the hour hand?
How many minutes is it past the hour? Four minutes to 4 24 minutes to 8 24 minutes past 8
How many minutes is it to the next hour?
Dora is telling the time from an analogue clock.
When are the minutes to an hour and the minutes past an hour
the same? The hour hand is pointing to XI
the minute hand is pointing to XII
If the hour hand is between ____ and ____, which hour is the
What time is it?
time referring to?
51

This clock has lost its hour hand. The minute hand This clock has lost its minute hand. The hour hand is
What time could it be? is at about 12 What time could it be? past the 3 and has
minutes to the not yet reached
hour. The time the 4
could be 12 The hand is closer
minutes to any to the three and
hour. therefore the
children should
recognise that the
time has not
passed half past 3
You could accept
any answers
between quarter
past to half past 3
52
Using a.m. and p.m.

Children use ‘morning’, ‘afternoon’, ‘a.m.’ and ‘p.m.’ to describe Using a visual timetable, sort the events into morning and
the time of day. afternoon.
Create sentences to describe when events take place.
Children continue using analogue clocks and will be introduced For example: Maths is in the morning. Guided Reading is in the
to digital time for the first time. afternoon.
Sort the times from latest to earliest.
5:30 p.m. 9:45 a.m. 9:45 p.m. 10:23 a.m.
7:31 a.m. 10:13 p.m. 8:30 a.m. 6:32 a.m.
Mathematical Talk 12:24 a.m. 8:55 p.m. 2:11 a.m. 7:40 a.m.
What time of the day does ____ happen? Show the times on both analogue and digital clocks.
Is _____ earlier or later than _______?
How do you know whether a time is in the morning or • Guided reading at 10:00 a.m.
afternoon?
What times could be a.m.? • Home time at 3:30 p.m.
What times could be p.m.?
What is the difference between analogue and digital? • Lunchtime at 12:00 p.m.
What would the time look like on an analogue clock? :
How can we change analogue to digital?
53
Using a.m. and p.m.

The board shows the times of trains Ron could be Dora is more likely
arriving and leaving the train station. catching the train I slept from 8 p.m. to 8 a.m. to be correct,
to Edinburgh or because if she
Arrives Leaves Leeds. sleeps 8 p.m. to 8
London 5:50 a.m. 6:00 a.m. Children should a.m., she would be
explain that Dora sleeping through
Edinburgh 8:00 a.m. 8:20 a.m.
analogue clocks I slept from 8 a.m. to 8 p.m. the night, and
Manchester 2:33 p.m. 2:45 p.m. give no indication wake up in the
Leeds 7:31 p.m. 7:35 p.m. to a.m. or p.m. and morning.
since it is 20 past Teddy is likely to
Ron’s watch shows the time he arrives at 7, Ron could be Teddy be incorrect,
the station. catching the because he would
8:20 a.m. train or Who is more likely to be correct? be sleeping all day
the 7:35 p.m. train. Explain how you know. and waking up at
8 p.m. (in the
evening)
Which train could he be catching?

Explain how you know.
54
24-hour Clock
Children are introduced to telling the time on a 24-hour digital Create a diary using pictures to show your day from waking up to
clock for the first time. going to bed. Label these events using both 12-hour clock and
24-hour clock times.
Children spend time looking at analogue and digital clocks at
various times throughout the day, in order to compare what is Match the times to the clocks showing the same time.
the same and what is different.
Mathematical Talk
Using the 12-hour clock, is the time an a.m. or a p.m. time?
What will the number representing the hour be in 24-hour Complete the times.
clock time? How do you know if it will be less than 12 or more
than 12?
What will the minutes be in 24-hour time? Where can you

count from? When does the number of minutes become 0
again on a 24-hour clock display?
55
24-hour Clock
Eva says the clocks are showing the Eva could be Is Teddy correct? Teddy is not
same time of day. correct. The clocks Prove it. correct.
are both showing Children should
Is she correct? twenty past 8. give examples to
Explain how you know. However, children If the time has an 8 in it, show this is
should recognise it has to be 8 o’clock. incorrect. For
that the analogue example: 18:00,
8:20 clock does not
show whether the
8:30, 10:38 etc.
time is a.m. or
p.m., so this could Teddy
be showing 8.20
a.m. or 8.20 p.m.
56
Finding the Duration

Children find the durations of events using both analogue and Calculate the duration of the TV programmes.
digital clocks. They should be given opportunities to practically
work out durations of time using clocks with moveable hands.
Number lines are also a useful model.
Children explore the most efficient ways of breaking the time

down in order to work out the duration. For example: half
hours, quarter of an hour and five minutes.
Mathematical Talk Use an individual clock to work out the time spent running then
complete the sentences.
Rosie started running at 7:20 a.m. and stopped at 8:45 a.m.
When did ____ start, and when did it finish? Rosie ran for _____ minutes.
Tommy started running at 09:10 and stopped at 09:55
How many hours/minutes is a full turn of the minute hand Tommy ran for ______ minutes.
around the clock?
Amir gets on a bus at 15:23
Do we need to count each individual minute? It arrives at 16:22
How long was the bus journey?
How else could you break down the duration to make it easier How many ways can you find to work out the answer?
to count?
57
Finding the Duration

Eva starts playing her piano Eva finishes at Lunchtime begins at: Both children’s
at 11:30 13:00 or 1 o’clock methods are
correct.
She plays for 45 minutes before having a
half an hour break. Teddy has found
Lunchtime ends at: the duration by
She then plays for another 15 minutes. 15 + 15 + 15 + 10
What time did she finish?

1:10 = 55 minutes.
Teddy and Rosie are working out how Rosie has found
long lunchtime lasts for. the duration by
noticing that one
I did three quarters hour after the start
of an hour then of lunch it will be
added 10 1:15, so she needs
Teddy
to take 5 minutes
from 1 hour to also
I did 1 hour take give 55 minutes.
away 5 minutes
Rosie
Whose method is correct?
58
Comparing the Duration

Children compare durations of time using analogue and digital Use your class daily timetable to answer these questions.
clocks. They could use empty number lines to model the Which is the longest lesson?
situations as these will assist with bridging over hours. Which is the shortest lesson?
How much longer is ______ than ______?
They use their knowledge of addition and subtraction, and that
there are 60 minutes in an hour, to compare the length of time Use the symbols < , > and = to compare the following durations.
taken by particular events or tasks.
2:00 p.m. – 6:00 p.m. 08:00 a.m. – 12:00 p.m.
07:30 a.m. – 09:30 a.m. 11:40 a.m. – 02:40 p.m.

Mathematical Talk
03:30 a.m. – 05:00 p.m. 03:30 p.m. – 05:00 a.m.
Which is the longest amount of time? Complete the sentence about the duration of the train journeys.
Which is the shortest amount of time?
Is _______ longer or shorter than _____?

The journey to London is _____________ than the journey to
How much longer was ______? Manchester.
How much shorter was ______? Which journey takes the least amount of time?
59
Comparing the Duration

Eva and Mo are having a race. Eva is incorrect. Jack’s school starts at ten to 9 and Jack has worked
It takes Eva 3 and a half minutes to Eva took longer to finishes at quarter past 3 out the time from
complete the race. finish the race 3:15 p.m. until ten
It takes Mo 3 minutes and 15 seconds. therefore she He uses the number line to to 9 in the evening.
finished after Mo. calculate how long the school He should start at
The winner of a day is. 8:50 a.m. and
I won because I got a
race is the person work through noon
higher time.
who finishes in the 45 mins 4 hours 50 mins to 3:15 p.m.
shortest amount
of time.
Is Eva correct?
Explain how you know. 3:15 4:00 8:00 8:50
Jack works out the school day is 5 hours

and 35 minutes long.
Jack is incorrect.
Explain his mistake.
60
Start and End Times

Children find start and end times to the nearest minute using Practice finding start/end times by moving hands on a clock. For
both analogue and digital times. example, If playtime starts at five past ten and lasts for 20
minutes, what time will playtime end?
They could use real clocks with moveable hands whilst A fifty minute maths lesson finishes at 10.15. What time does the
learning how to add and subtract times, and then move to lesson start?
number lines to help calculate start and end times. A 40 minute TV programme starts at the
time shown. What time does it finish?
Part-whole models could also be used to split longer intervals.
Mathematical Talk We can use a number line

to work out the end time.
Use this method to work out:
Which hand do you need to move? • The end time of a 25 minute lesson starting at 2.15 p.m.
Do you need to move the hand clockwise or anti-clockwise? • The start time if a 1 hour 10 minute journey ended at 4
o’clock.
What time should the number line start at?
Which activity ends the latest?
Will you jump forwards or backwards?
How many intervals will you break the duration into? Gymnastics starts at 15:30 and lasts 1 hour 15 minutes.
Would a part-whole model help? Football starts at 16:05 and lasts 45 minutes.
61
Start and End Times

I agree with Amir, Tommy is halfway through watching his Possible answers
School ends in 45 minutes. because Whitney favourite TV programme. He looks at his include:
What time will it be? has not watch and it shows this time.
remembered that Start at 15.20 and
there are 60 end at 16.10
Amir says,
It’s 20 minutes to 3
minutes in an hour
and has added 45
15:45 Start at 15.25 and
end at 16.05
o’clock, so school minutes to 2:40 Start at 15.30 and
finishes at 3:25 p.m. Children may use The show is less than 1 hour long. end at 16.00
a number line to Start at 15.35 and
Whitney says, prove Amir is What could the start and end time be? end at 15.55
correct. Start at 15.40 and
School ends at 2:85
How many different start and end times end at 15.50
can you find?

Explain why.
62
Measuring Time in Seconds

Children measure and compare durations of time in seconds. Children use a stopwatch to find the length of time it takes, in
It is important for children to have a realistic sense of what seconds, to complete different tasks. For example, run across the
time in seconds feels like, as they often count in seconds too hall/playground, do 10 star jumps, write their name. How long did
quickly. They could use a stopwatch to compare, for example, each task take?
counting to 10 seconds in their heads with the actual timed Order the tasks based on the time they took to complete.
duration. They recognise that there are 60 seconds in one
minute and use this to write durations of time in different ways Match the times in words to the times shown on the stopwatches.
e.g. 80 seconds is the same as 1 minute and 20 seconds.
Two minutes five seconds
Mathematical Talk 10 seconds less than 2 minutes

Two minutes 50 seconds
What can we use to measure time in seconds accurately?
150 seconds
Can you suggest a task that lasts _____ seconds?
Which task took the longest/shortest time to complete? Complete the table.
How many seconds are there in 1 minute?
If a task takes longer than 60 seconds, how else could we
record the duration of time?
How could we work out how many seconds there are in _____
minutes?
63
Measuring Time in Seconds

Jack is quickest. Dora works out how many seconds there Dora thinks there
Alex takes 153 seconds to If we convert 2 are in 4 minutes 15 seconds. are 100 seconds
skip around the playground. minutes 23 in 1 minute, but
seconds into She says, there are 60.
seconds it is That’s easy, it is 415 Dexter is correct
Jack takes 2 minutes 120 + 23 = 143 60 × 4 = 240
seconds.
23 seconds. seconds. 240 + 15 = 255
So Jack was 10 seconds.
seconds quicker
Who is the quickest? than Alex. Dexter uses a bar model to help him.
True or False? • TRUE

• FALSE
• 3 minutes 5 seconds < 190 seconds 4 minutes is equal Each minute has 60
to 240 seconds seconds. So it’s 4 lots of 60
• 4 minutes = 204 seconds • FALSE plus 15.
170 seconds is
• 170 seconds > 2 minutes 50 equal to 2 minutes
seconds 50 seconds Who is correct?
64
Summer - Block 3
Properties of Shape
©White Rose Maths

Year 3 | Summer Term | Week 7 to 8 – Geometry: Properties of Shape
Overview
Turns and angles

Right angles in shapes
Compare angles
Draw accurately This content is brand new for all
Horizontal and vertical children and so no recap steps
are required.
Parallel and perpendicular
Recognise and describe 2-D shapes
Recognise and describe 3-D shapes
Make 3-D shapes

Turns and Angles

Children recognise angles as a measure of a turn. They Take children outside or into the hall where they can practice
1 1 3
practice making , , and whole turns from different starting moving in turns themselves. Label 4 walls/points (for example:
2 4 4
points in both clockwise and anti-clockwise directions in North, South, East, West).
1 1 3
practical contexts. They should listen to/follow instructions and Give children instructions to encourage them to make , ,
2 4 4
also give instructions using the correct mathematical language and whole turns from different starting points. Allow children
in different contexts. Children understand that an angle is the opportunity to give instructions too.
created when 2 straight lines meet at a point.
Look at the hands of the clock.
Turn the minute hand one quarter of a turn
Mathematical Talk clockwise.
Where is the large hand pointing?
If we start by facing ________ and make a _______ turn, what What is the new time?
direction will we be facing?
If we face ________ and turn to face _______, what turn have we What turn has the minute hand made?
made?
If we face north and make a quarter turn clockwise, which
Tick the images where you can see an angle.
direction will we be facing? What if we turn anti-clockwise?
Explain your choices.
What would the time be if the minute hand started at 1, then
made a quarter of a turn?
Can you see any angles around the classroom?
67
Turns and Angles

The arrow on a spinner started in this Both children are The letter ‘X’ has four angles. Answers will vary
position. correct. depending on the
X
children’s names.
After making a turn it ended in this

position.
Write your name in capital letters.
How many angles can you see in each
letter?
How many angles are there in your full
Jack says, name?
The arrow has moved
a quarter turn
anti-clockwise.
Alex says,
The arrow has moved
a three-quarter turn
clockwise.
68
Right Angles in Shapes

Children recognise that a right angle is a quarter turn, 2 right Give children a clock each so they can practice making turns.
angles make a half-turn, 3 right angles make three-quarters of Start with the hands showing 12 o’clock, move the minute hand
a turn and 4 right angles make a complete turn. one quarter of a turn.
Children need to see examples in different orientations so that The angle between the hands is
they understand that a right angle does not have to be made called a _________ angle.
up of a horizontal and vertical line. One quarter turn is equal to a
_________ angle.
Mathematical Talk Children can create a ‘Right Angle Tester’ E.g.
They can then go on a right angle hunt around school.

How many right angles make a half turn/three-quarter turn/ Find and draw at least 3 right angles you have seen around your
full turn? school.
Where can you see a right angle in the classroom/ around
school/ outside? Sort the shapes based on the number of right angles they have.
Which shapes contain right angles? Record your answer in a table.
Can you think of a shape which doesn’t have any right angles?
How many right angles does a __________ have?
Can you draw a shape with _____ right angles?
What headings would we place in our table?
69
Right Angles in Shapes

Draw a line along the dots to make a For example (see How many right angles can you see in There are 34 right
right-angle with each of these lines: red lines): this image? angles.
True or False? False.

Can you create your own image with the
This shape has two right-angles.
Children could same number of right angles?
show this by using
the corner of a
page to show
there aren’t any
right angles.
70
Compare Angles
Children identify whether an angle is greater than or less than
a right angle in shapes and turns, by measuring, comparing The angle between the hands is
and reasoning in practical contexts. _________ than a right angle.
This is called an __________ angle.
Children are introduced to the words ‘acute’ and ‘obtuse’ as a
way of describing angles.
The angle between the hands is
_________ than a right angle.
This is called an __________ angle.
Mathematical Talk Explore other times where the hands make an acute/obtuse
angle.
What is an acute? (Give 3 examples of acute angles and ask
them to identify what’s the same about them. Draw out that Find 3 acute angles and 3 obtuse
they are all smaller than a right-angle). angles in your classroom.
What’s an obtuse angle? (Repeat activity by giving 3 examples Use your ‘Right Angle Tester’ to check.
of obtuse angles).
Can you give me a time where the hands on the clock make an Label any acute or obtuse angles in these images.
acute/obtuse angle?
Can you see an acute/obtuse angle around the classroom?
Can you draw me a shape that contains acute/obtuse angles?
71
Compare Angles
Label the acute angles (A) and obtuse Teddy describes a shape. Possible answer:
angles (O) on the diagram below
A O
OA O My shape has 3 right
A A angles and 2 obtuse
OA O
AO O angles.
A A
O A O
A O What could Jack’s shape look like?
Describe a shape in terms of it’s angles

for a friend to draw.
72
Draw Accurately
Children measure and draw straight lines accurately in Measure these lines. Record your measurements in cm and
centimetres and millimetres. They also practice rounding mm.
measurements to the nearest centimetre. _____ cm and _____ mm
Make sure the children correctly position the ruler when
measuring/drawing the line, by lining up the 0 with the start of _____ cm and _____ mm
the line.
_____ cm and _____ mm

Draw straight lines that measure exactly:
Mathematical Talk 12 cm 8 cm and 5 mm
9 cm and 8 mm 14 cm and 2 mm
Where should we position the ruler when measuring each line?
Why? This line measures
9 cm and 9 mm
How long is each line in millimetres?
It measures ____ cm to the nearest centimetre.
Why does 9 cm and 9 mm round to 10 cm and not 9 cm? Draw a line for each of the measurements.
Look at the ruler/number line to explain your answer. 5 cm and 2 mm 13 cm and 8 mm
0 cm and 9 mm 10 cm and 3 mm
Do we round 10 cm and 5 mm to 10 cm or 11 cm? Why? What would each line measure to the nearest centimetre?
73
Draw Accurately
Alex measures the line. Alex is not correct Possible answer:
because she has
started measuring
the line from the
end of the ruler
instead of from ‘0’
She says it is 10 cm 4 mm The length of the
route will depend
Is Alex correct? on the size of the
Explain why. maze used.
Use straight lines to show the route the
car could take to get out of the maze.
Work out the length of the route to the

nearest cm
Is this the shortest route?
74
Horizontal & Vertical

Children identify and find horizontal and vertical lines in a A line that runs from left to right
range of contexts. across the page is called a
___________________ line.
They identify horizontal and vertical lines of symmetry in
shapes and symbols. A line that runs straight up and
down the page is called a
___________________ line.
Find 3 horizontal and 3 vertical lines in the classroom.
Mathematical Talk Label the horizontal and vertical lines in each of these images.
What can you use to help you remember what a horizontal line
looks like? (The horizon)
Can you see horizontal and vertical lines around the
classroom? Sort the shapes/symbols/letters depending on whether they
What do we call a line that is not horizontal or vertical? have a horizontal line of symmetry, a vertical line of symmetry
Which shapes/symbols/letters have a horizontal/vertical line or both.
T M
of symmetry?
Which have both?
Can you draw your own shape that has a horizontal and
vertical line of symmetry? 75
Horizontal & Vertical

Horizontal Eva thinks the star There are 5
Horizontal Vertical line has both lines of horizontal lines
and vertical
line of of symmetry, but it and 8 vertical
lines of
symmetry symmetry only has a vertical lines.
symmetry
line of symmetry.
Eva completes the table by drawing How many horizontal and vertical lines
shapes. can you spot in this image by
Mondrian?
Can you spot and correct her mistake?
Create your own piece of art work using
only horizontal and vertical lines.
76
Parallel & Perpendicular

Children identify and find parallel and perpendicular lines in a
range of practical contexts.
They use the arrow notation to represent parallel lines and the
right angle notation for perpendicular lines.
Ensure that children are presented with lines that are not Lines that never meet are called ________________ lines.
horizontal and vertical.
Children may need to use their right-angle tester to help them
check that lines are perpendicular.
Straight lines that meet at a right angle are called
Mathematical Talk _________________ lines.
Find 3 sets of parallel and perpendicular lines in the classroom.
Where might you see sets of parallel lines in the environment?
Draw a line that is parallel to this one.
Can you see sets of parallel and perpendicular lines around Draw a line that is perpendicular to this one.
the classroom?
Use arrows to show the parallel lines in these shapes.
Which shapes have only parallel lines? Use the right angle notation to show the perpendicular lines.
Which shapes have perpendicular lines?
Which shapes have both parallel and perpendicular lines?
77
Parallel & Perpendicular

True or False? True Mark 3 sets of parallel lines and 3 sets of For example.
False perpendicular lines in this flag.
False
A B
C D
Design your own flag containing parallel
Line AB is parallel to line CD.
and perpendicular lines.
Line AC is parallel to line BD.
Line AC is perpendicular to line CD.
Redraw the shape so that line BD is

perpendicular to line CD.
These lines are NOT parallel. Children can draw

and continue the
lines to show that
they will eventually
Convince me. meet so are not
parallel.
78
2-D Shapes
Children recognise, describe and draw 2-D shapes accurately. Describe this quadrilateral.
They use properties including types of angles, lines, symmetry It has _____ angles.
and lengths of sides to describe the shape. It has _____ right angles.
They could be given opportunities to identify/draw a hidden It has _____ obtuse angle.
shape from a description given and also describe a shape for a It has _____ acute angle.
friend to identify/draw. It has _____ lines of symmetry.
Choose one of these 2-D shapes and describe it to a friend

thinking about the angles, types of lines it is made up of and
Mathematical Talk whether it has any lines of symmetry. Can your friend identify the
shape from your description?
How many angles does a _______ have?
What types of angles does a _________ have?
How many lines of symmetry does a _______ have?
What kind of lines of symmetry does a ______ have? Draw the following shapes.
(vertical/horizontal) • A square with sides measuring 2 cm
What types of lines can you spot in a ________? • A square that is larger the one you have just drawn
(perpendicular/parallel) • A rectangle with sides measuring 4 cm and 6 cm
Can you guess the shape from the description given? • A triangle with two sides of equal length
Can you draw a shape from the description given?
79
2-D Shapes
Rosie describes a 2-D shape. Children could What is the same and what is different Possible answers:
draw: about these shapes? All have at least 1
My shape has 2 pairs line of symmetry.
of parallel sides. The They have
lengths of the sides different number
are not all equal. of sides/angles.
Only the triangle
has a pair of
Draw the shape that Rosie is describing. perpendicular
sides.
Could this square be Rosie’s shape? Draw at least one shape in each section Many possible
No this can’t be of the diagram. answers.
Rosie’s shape, At least one
because the No right angles
right angle
lengths of the
sides are equal. 4 sided
Explain why.
Not 4
sided
80
3-D Shapes
Children recognise and describe 3-D shapes in different Describe this 3-D shape.
orientations. They use properties including the number of
faces, edges and vertices to describe the shape. Where a This shape is a ________.
shape has a curved surface, children should know that this is It has _____ faces.
not called a face. e.g. a cylinder has 2 circular faces and a It has _____ edges.
curved surface. Teachers should explore the difference It has _____ vertices.
between a prism, which has the same shape all the way
through, and a pyramid, which tapers to a point. Choose one of these 3-D shapes and describe it to a friend
thinking about the number and shape of faces it has and the
Mathematical Talk number of edges and vertices. Can your friend identify the shape
from your description?
How many faces/edges/vertices/curved surfaces does a
_______ have?
What shape are the faces of a _______?
What types of lines can you see on a _______? What is the same and what is different about these two shapes?
Can you spot objects around the classroom that are
cubes/cuboids etc.?
Can you guess the shape from the description given?
Choose two other shapes and say what is the same and what is
different about them.
81
3-D Shapes
Mo has a 3-D shape, he says, Possible answers: Sort a selection of 3-D shapes using the Various
Cube criteria in the table. possibilities
Cuboid depending on the
Square based shapes used.
One face of my 3-D At least one No triangular
pyramid triangular face faces
shape is a square.
Prism
What could Mo’s shape be?

Not a
prism
Alex says, I do not agree with
All 3-D shapes are Alex e.g. cones
prisms. pyramids, spheres
are not prisms. Change the headings of the table and re-
sort your shapes.
Do you agree with Alex?
Explain why.
82
Construct 3-D Shapes

Children make 3-D shapes (cubes, cuboids, prisms, cylinders, Children make a 3-D shape using Play-Doh/clay/plasticine/
pyramids, cones, spheres) using construction materials. polydron.
Ask them to make a different one to their partner.
They use correct mathematical language to describe the Write down the similarities and differences between them.
shapes they have made (edges, faces, vertices, curved Discuss what the properties of each shape are.
surfaces).
Use straws and Play-Doh to create a model of a cube.
Mathematical Talk
Can you describe your shape using edges, faces, vertices,
curved surfaces? What other 3-D shapes can you create?
What is the same and what is different about your shape
compared to your partner’s? Cut and fold these into 3-D shapes.
What do the straws represent?
What does the Play-Doh represent?
How many straws/balls of Play-Doh do you need to create a
__________?
Why can’t you create a sphere or cylinder using this technique? What shapes have you created?
83
Construct 3-D Shapes

I have 9 straws and 6 balls of Play-Doh. Rosie says, Rosie thinks that
because a pyramid
I can create a model has some
of a square-based triangular faces
pyramid using 3 she will only need
straws and 3 balls of 3 straws/balls of
Play-Doh. Play-Doh.
What 3-D shape can I create using all of Explain the mistake Rosie has made. You would need 8
the straws and Play-Doh? Have a go at straws and 5 balls
making it. How many straws and balls of Play-Doh of Play-Doh to
would you need to create a pyramid? make a square-
based pyramid,
True or false? and 6 straws and
True – for 4 balls of Play-
• You can cut out lots of equal squares
example a cube. Doh to make a
and make a 3-D shape from them.
triangle based
pyramid.
• You can cut out some circles and
rectangles and make a 3-D shape True – a cylinder.
from them.
84
Summer - Block 4
Mass & Capacity
©White Rose Maths

Year 3 | Summer Term | Week 9 to 11 – Measurement: Mass & Capacity
Overview
Compare mass
Measure mass (1) Recap steps are included to
Measure mass (2) provide the opportunity for
children to revisit what is meant
Compare mass by mass, capacity and volume
Add and subtract mass before building on this knowledge.
Compare volume
This is also a good place to revisit
Measure capacity (1) the concept of temperature so
Measure capacity (2) this has been added in to the
Compare capacity
steps.
Add and subtract capacity

Temperature

Year 2 | Summer Term | Week 9 to 11 – Measurement: Mass, Capacity & Temperature
Compare Mass
Children recap on Year 1 learning by comparing the mass of Using the words ‘more’ and ‘less’ and the > or < symbols,
different objects. They will initially use balance scales to describe the mass.
compare the mass of two or more objects.
Children compare mass using < and > and order objects
based on their masses.
The lettuce weighs ______ than the pineapple.
Choose three objects. Use the balance scales to order them

Mathematical Talk from heaviest to lightest?
The _______ is heavier than the _______ but
lighter than the _____.
Look at the scale, which side is lower? The _______ is lighter than the _______ but
What does this tell us about the objects? heavier than the _____.
Which object is heavier? Which object is lighter? Complete the sentences:
4 bananas weigh the same as ___ doughnuts.
Can you hold the objects and predict which is heavier? 2 bananas weigh the same as ___ doughnuts
Is a largest object always the heaviest?
Can you write sentences using ‘more’ or ‘less’
using the image?
87
©White Rose Maths
Compare Mass
3 bananas weigh 1 pineapple weighs
the same as two 20 cubes.
apples, so Tommy
is correct - an
apple must weigh
more than a
banana.
Apples weigh more 1 banana weighs One pear weighs 10 cubes.
than bananas. the same as 2 How many cubes will balance one
Tommy doughnuts so Eva pineapple?
is incorrect. Explain how you know.
Two doughnuts weigh
the same as two Sometimes.
Eva
bananas. Always, sometimes or never Children can
true? explore this using
Do you agree? different sized
Explain why. The larger the box, the heavier it is. boxes.
88
©White Rose Maths
Measure Mass (1)

Children learn how to read a range of scales to measure mass, Use balance scales to measure the mass of a range of objects.
including scales with missing intervals. In this step, children Decide whether to use gram or kilogram weights to balance the
read scales in either kilograms or grams. scales. Can you estimate the mass of each object before you weigh
them?
Use kilogram and gram weights to reinforce the difference in
the units. Represent the intervals on the scale on a straight Find the mass of each item.
number line to highlight the link back to place value.
Mathematical Talk
How can we measure the mass of an object?
Draw each scale as a straight number line.
When would we use kilograms or grams to measure the mass Can you identify the missing intervals?
of something?
What’s the same, what’s different about the scales?
How do we know what each interval is worth?
89
Measure Mass (1)

Who do you agree with? Amir is wrong – The chocolate bar weighs 100 g. Children could use
Explain why. he has counted on How much does one muffin weigh? a bar model to
3 from 10 kg when work this out. They
he should have would see the
counted back 3 kg. chocolate bar
must weigh the
Jack is wrong same as two
The potatoes weigh 13 kg because we can muffins so one
work out the scale muffin must weigh
Amir by using the 10 kg 50 g.
We don’t know how much and counting back. How much does each side weigh? Each side weighs
the potatoes weigh because They weigh 7 kg. 150 g.
the number is hidden.
Jack Rosie is correct Using only 3 objects and a weighing scale,
because half of 10 try to get as close to 2 kg as possible.
The potatoes weigh more is 5 and the arrow Explain why you chose those objects.
than half of 10 kg is past where 5 kg Work out how much more or how much
Rosie would be. less is needed to make it 2 kg.
Can you calculate the weight of the The weight of the

potatoes? Explain how you did it. potatoes is 7 kg
90
Measure Mass (2)

Children measure the mass of objects and record them as a What weight is on the scales?
mixed measurement in kilograms and grams. When given a
mixed measurement, children can record the mass on scales How do the scales show this?
by calculating the intervals and identifying where the arrow will
go.
Recap counting in different multiples to support children’s Complete the missing information.
reading of scales with different intervals.
The toy car The potatoes
weighs 4 kg weigh 2 kg
Mathematical Talk and _____ g and _____ g
Use your own scales to measure

Which is heavier, 7 kilograms or 8 grams?
how much objects weigh and
record the mass in kg and g.
How is a scale like a number line?
Draw an arrow on the scales to show the mass of each object.
Does drawing a number line help you to find the intervals?
= 1 kg and = 2 kg and
Where do we use measuring mass on a daily basis?
700 g 100 g
91
Measure Mass (2)

Tommy is weighing Tommy’s car Here is a balance. One circle weighs
a toy car. weighs 4 kg and 3 kg.
500 g. The square weighs
Use this to work out 100 g.
what the other Alex’s car weighs
children’s cars weigh. 5 kg and 300 g.
Mo’s car weighs 4 Here is another.

kg and 300 g.
My car weighs 1 kg more
than Mo’s. Dexter’s car
Alex weighs 4 kg.
My car weighs 200 g less

than Tommy’s.
Mo
Work out the value of
My car weighs 1 kg and
300 g less than Alex’s.
Can you create your own version for a
Dexter partner?
92
Compare Mass
Children build on Year 2 knowledge and use ‘lighter’ and Complete the sentences.
‘heavier’ to compare mass. pineapples are equal to apples.
They use their understanding that kilograms are used for
heavier objects and will use this to help them compare mass. 1 pineapple is equal to apples.
For example 500 g is less than 500 kg.
Children compare mixed measurements using the inequality Can you write sentences using ‘heavier’ or ‘lighter’ about the image?
symbols. For example, 1 kg and 500 g < 2 kg.
Use <, > or = to compare the mass of each pair of objects.
Mathematical Talk
Which item is heavier or lighter? How do you know?
Using the symbols <, > or =, what can you tell me about 500 g 5 kg 1,000 g 1 kg
each of the scales?
A pack of tarts weighs 220 g.
If I added an extra item, what would happen? Two cartons of orange juice weigh 140 g.
Draw an arrow to show the
Can I work out how much one item weighs? Would this be weight of the 3 items.
more or less than the other item?
93
Compare Mass
Three children Whitney is wrong Here are three masses. Eva: 18 kg and
are weighing because the scales 500 g
20 kg and 600 g 20 kg
potatoes and are different.
flour. Mo is wrong 18 kg and 500 g Mo: 20 kg
because he hasn’t
noticed the flour is Match each mass to the correct child. Dora: 20 kg and
weighed in kg and 600 g
the potatoes are Dora My mass weighs more
The potatoes weigh more
because the arrow is weighed in g. 1
than of 40 kg.
further than the arrow on Alex is correct 2
the flour scale. because 2 kg is the

Whitney
same as Mo
2,000 g which is My mass is more than
The flour weighs less
more than 700 g. Eva’s mass.
because 2 is less than 700
Amir
Eva
The flour weighs more
because 2 kg is more than My mass weighs more
Alex 700 g. than 18 kg but less than
Who do you agree with? 20 kg.
94
Add & Subtract Mass

Children add and subtract mass. They use a range of mental Amir uses a part-whole model to add 2 kg and 300 g to 3 kg and
and written methods, choosing the most efficient one for each 250 g. He partitions each mass into kilograms and grams and
question. calculates them separately.
Use Amir’s method to calculate:
Children may use concrete resources to represent kilograms
and grams. Children could also use bar models to support 3 kg and 450 g + 4 kg and 200 g
them to represent calculations. 4 kg and 105 g + 2 kg and 300 g
4 kg and 400 g − 2 kg and 100 g
8 kg and 600 g − 1 kg and 550 g
Mathematical Talk The jar of cookies has a mass of 800 g.
The empty jar has a mass of 350 g.
How many grams are in a kilogram? How could I represent
How much do the cookies weigh?
this using concrete resources?
Choose an appropriate approach to solve:
What do you know about kilograms or grams that can help you
1
solve this question? • 7 kg − = 5 kg
2
1
How can you represent this problem with a bar model? • 3 kg and 200 g + = 4 kg
2
1
• 4 kg + − 1 kg = 3 kg
2
95
Add & Subtract Mass

The green parcel weighs 5 kg. Blue parcel = 4 kg Dora buys two peaches and three pears. 50 g
Can you work out what the blue and and 400 g
brown parcel weigh?
7 kg and 250 g Brown parcel = 2 One peach weighs 75 g.
kg and 850 g
Three pears weigh the same as two
9 kg and 400 g
peaches.
How much does one pear weigh?
How much would the green and brown Green and brown
parcel weigh altogether? parcel = 7 kg and
850 g
96
Compare Volume
Children compare the volume of containers using < , > and = Show three different containers. Which container has the largest
They build on their understanding of the difference between capacity? Using water or rice, make each container:
capacity and volume from Year 1. Capacity is the amount a one quarter full, half full, three-quarters full.
container can hold. Volume is the amount it is actually holding.
Children use the language ‘quarter’, ‘half’ and ‘three-quarters Complete the sentences using the words ‘less’, ‘more’ or equal’.
full’ to describe and compare volume. Make sure children have
the opportunity to practically investigate volume and capacity. Container A has _________ than container B.
A B
Container C has _________ than container B.
Mathematical Talk Container A has _________ than container C
A B C but ______ than container B.
Which container has the largest/smallest capacity? How do
you know? Can we order them from largest to smallest? Complete the sentences:
Which container has the most or least liquid in? The bottle can fill _____ mugs.
How many mugs does it take to fill the bottle? The pot can fill _____ mugs.
Is this more or less than the pot? Can we find the difference?
Does the tallest container always hold the most? Use other containers to investigate how many mugs of rice they
take to fill.
97
©White Rose Maths
Compare Volume
Whitney had two full bottles of juice. Glass A has the Choose a selection of different sized
She poured some juice into two glasses. least juice in and containers.
Glass B has more Decide how you will measure how much
A B juice in. Bottle A liquid each container can hold.
has more juice left Order your containers from smallest to
over which means largest.
Which glass has the most juice in? it has less juice Compare the containers using <, > or
Which has the least juice in? poured out. =
= The pot holds 40

cups of water.
=
How many does the hold?
98
©White Rose Maths
Measure Capacity (1)

Children use litres, millilitres and standard scales to explore Use a variety of scales, discuss what’s the same, what’s different
capacity. In this step, children focus on the capacity in either about the scales. Using different containers explore which
litres or millilitres and not as a mixed measurement, for measurement (litres or millilitres) would be used to measure the
example 5 l and 500 ml. liquid inside. Discuss what things would be measured in litres and in
Children continue to use place value skills to explore scales. millilitres.
Children build on their knowledge from KS1, recognising the
capacity is the amount of liquid a container can hold and the Use the sentence stem to describe the capacity and volume of each
volume is how much liquid is in the container. container.
The volume of liquid

Mathematical Talk is .
The capacity of the
What’s the same and what’s different about capacity and container is .
volume?
What does capacity mean? What does volume mean? Identify what the scale is going up in to find out the volume in each
container. Use the stem sentence.
What do we measure capacity and volume in?
What unit of measure (ml or l) would we use to measure ____ ? The increments are
How much liquid is in the container? in .
The volume is .
What is the scale going up in?
99

Use a variety of containers. Children will use a Use the clues to work out who has which Annie has
Can you estimate how much liquid they variety of container. container B
hold? containers and
Check your estimates using measuring gather a range of I have exactly half a litre Ron has container
jugs and cylinders to see how accurate measurements. A
you were. Encourage Annie
children to record Eva has container
their results in a C
I have 1,000 ml
table.
Amir
I have more than 300 ml

but less than 400 ml
Eva
A B C
100

Children use litres and millilitres and standard scales to Use equipment and liquid to count in increments of 100 ml. Discuss
explore capacity. what happens when you reach 1,000 ml. Explore other connections
Children measure capacity with litres and millilitres together linked to this. For example, 2 l = 2,000 ml.
and record measurements as __ l and __ ml, for example 5 l Complete the missing information.
and 500 ml.
Children continue to use place value skills to read and interpret The pot’s capacity is
scales. =
_____ l and _____ ml
Mathematical Talk =
How many millilitres are in 1 litre? If we know this, what else do

we know? The barrel’s capacity is _____ l and _____ ml
The capacity of the full fish bowl is 8 l and 750 ml.

Look at the scale, show me where ____ would be. Hannah pours 5 l of water out of the bowl.
Show how much water is left in the measuring jugs.
What is the capacity of the ______? How can we record this as l
and ml?
How would I show how much water is left on the scale?

101

Amir and Alex work out the capacity of Alex is correct True or False? Children will
the pot by filling it with water, then because there are collect different
pouring the water into the measuring 2 full litres and measurements of
cylinders. 300 millilitres in capacities from
The tallest container has the largest
the third cylinder. different
capacity.
containers.
Children will
hopefully find that
Use containers to decide whether the
as well as height,
statement is true or false.
the capacity of the
The capacity of the pot is container also
Record the capacity of the different
302 ml depends on its
containers in a table.
Amir width.
The capacity of the pot is

2 l and 300 ml.
Alex

Explain why.
102
Compare Capacities
Children continue to build on Year 2 and use ‘full’ and ‘empty’ Complete the sentences.
to compare capacity.
They use their understanding that litres are used for larger
containers and will use this to help them compare capacity.
For example 500 ml is less than 5 l.
cans of pop are equal to jug of orange juice.
Children also compare actual numerical measures, including
mixed measurements using the inequality symbols. For 1 can of pop is equal to jug of orange juice.
example, 1 l and 500 ml < 2 l.
Use <, > or = to compare the volume of liquid in each pair of
containers.
Mathematical Talk
Which container is the most full?
Which container is the least full?
800 ml 1l l and ml 750 ml
Which has the most liquid in it?
What does the liquid measure?
Whitney has 3 bottles of water with 500 ml in each.
Which has the least liquid in it? Sophie has one bottle of water with 1 and a half litres in it.
What does the liquid measure? Who has the most water?
Can you prove it?
103
Compare Capacities
Rosie has a litre bottle of water. There are a range Eva is not correct.
of possible I know container 1 has The measurements
answers the more than container 2 in it show that
children could find. Eva because the water goes container 1 has
Rosie should have further up the side. 700 ml in it
the most and Amir whereas container
She pours a drink for herself and two should have the 2 has 750 ml in.
friends. Their glasses can hold up to 250 least. The total Container 2 is
ml. should not exceed wider than
750 ml container 1 which is
why it looks like it
Possible answer: has less in it.
Teddy has more than Amir. Rosie: 250 ml

Rosie has the most. Teddy: 200 ml
Amir: 150 ml Container 1 Container 2
How much could each child have in their There is 400 ml
glass? left in the bottle. Is Eva correct? Explain your answer.
How much would be left in the bottle?
104
Add & Subtract Capacity

Children add and subtract volumes and capacities. They can Teddy uses Base Ten and a place value chart to add 3 l and 500 ml
apply their understanding of different methods such as column and 3 l and 300 ml
addition/subtraction, finding the difference etc. Children should Use the same approach to calculate:
choose the correct method depending on the context of the • 4 l and 600 ml + 2 l and 100 ml
problem. They continue to use mixed measures. • 7 l and 320 ml + 1 l and 125 ml
Children may use concrete resources to represent litres and • 3 l and 950 ml − 3 l and 50 ml
millilitres. Children could also use bar models to represent • 800 ml − 375 ml
calculations.
To make Summer • How much liquid is used in total to
make Summer Punch for 2 people?
Mathematical Talk Punch for 2 people:
• How much orange juice would be
• 300 ml of pineapple juice need to make enough for 4 people?
How many millitres are in one litre? How could I show this • 250 ml of orange juice • Would a 1 l bottle of lemonade be
using concrete resources? • 500 ml of lemonade enough to make drinks for 6
people?
How many litres are there in total?
Rosie keeps a record of how much milk she has in her café.
How many millilitres are there in total?
Work out how much milk is used for each order.
What methods can we use to add volumes or capacities?
What methods can we use to subtract volumes or capacities?
105
Add & Subtract Capacity

Tommy is pouring drinks using these Tommy is not Here are some measuring cylinders. A: 200 ml
jugs. correct. The total liquid in all three cylinders is
A drink is 125 ml. If Tommy makes 400 ml. B: 133 ml
three more drinks
If I pour three more drinks he will use a Cylinder A has half of the total amount in C: 67 ml
using jug 2, both jugs will further 375 ml of it.
have the same amount of juice.
Tommy juice in. 1 l – 375 ml = Cylinder B has 67 ml less than Cylinder A.
625 ml
How much liquid does each cylinder

contain?
Jug 1 Jug 2
Is Tommy correct? A
If not, how much juice will be left in jug
B C
2?
106
Temperature
Children are introduced to temperature, thermometers and the Take temperatures around the school and complete the
units ‘degrees Centigrade’, written ℃ for the first time. They following stem sentences:
learn that the temperature is higher when it is warmer. The temperature in the classroom is _________.
The classroom is __________ than the playground.
They apply their counting in 2s, 5s and 10s skills when reading The difference in temperature between the ___________ and the
different scales on thermometers. __________ is __ degrees Celsius.
Complete the thermometers to show the temperatures.
Mathematical Talk
16 oC 35 oC 70 oC 9 oC
What unit can we use to measure temperature?
What is the scale going up in? How do you know?
If the temperature increases what happens to the number on
the scale? Compare the temperatures using <, > or =
If the temperature decreases what happens to the number on
the scale?
Can we compare temperatures using vocabulary such as
increased, decreased, warmer, colder and difference?
107
©White Rose Maths
Temperature
Mollie took the temperature at 12 p.m. Children may give What is the same and what is different Both
and again at 5 p.m. any temperatures about the thermometers/temperatures? thermometers are
that have a showing 30°C
There was a difference of 7°C difference of 7
The scale on the
What could the temperatures be? Some children first thermometer
may realise that it counts up in 5°c.
is usually cooler in The scale on the
the evening and second
therefore make thermometer
sure there 12pm counts up in 10°C
temperature is
always warmer The second
than the 5pm thermometer will
temperature. be able to record
higher
temperatures.
108
©White Rose Maths

Year 3 Full Summer Term

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Summer Scheme of Learning

New for 2020/21 Lesson-by-lesson overviews

Inevitably, this lesson-by-lesson structure won’t suit

Teaching for Mastery Concrete - Pictorial - Abstract

For more information visit our online training and

4 ©White Rose Maths

Teddy Rosie Mo Eva Alex

Jack Whitney Amir Dora Tommy

Dexter Ron Annie

Number: Multiplication and

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Making the whole

Equivalent fractions (1) You might notice the small step

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Making the Whole

Is a fraction always less than one?

Making the Whole

Complete the sentence. The same/equal

When a fraction is equal to a whole, the Children may

If I start at ___ tenths, what will be next? Complete the sequences.

Mathematical Talk Nine tenths

Write the fractions and decimals shown.

Can you represent this decimal pictorially?

Explain your answer.

Fractions on a Number Line

Fractions on a Number Line

because Eva has in thirds. 3

Do you agree with Tommy?

Can you draw the next three fractions?

Fraction of an Amount (1)

Use Amir’s method to find:

Fraction of an Amount (1)

How many chocolates does Whitney

Fraction of an Amount (2)

Fraction of an Amount (2)

What fraction of his original amount is

Fraction of an Amount (3)

A bag of sweets weighs 240 g

What is the whole? How can we represent this problem? 1

Fraction of an Amount (3)

Equivalent Fractions (1)

Equivalent Fractions (1)

Equivalent Fractions (2)

Equivalent Fractions (2)

Equivalent Fractions (3)

Equivalent Fractions (3)

Can you find any relationships between Is this possible?

Can you think of a unit fraction that is smaller than

Continue to encourage children to use stem sentences to

Which fractions are the hardest to make as paper strips? Why 3 5 1 8 7

Use the models to help you subtract the fractions.

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O’clock and half past

Using a.m. and p.m. You may choose to cover these

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O'clock and Half Past

What time is it?

Can you show me _______?

Is ___ longer or shorter than _?

_ cm and _ mm