NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
1
Place value, ordering, estimating,
rounding
Reading numbers from scales
Read and begin to write the vocabulary of comparing and ordering numbers,
including ordinal numbers to at least 100.
Compare two given three-digit numbers, say which is more or less, and give a
number which lies between them.
Read and begin to write the vocabulary of estimation and approximation.
Give a sensible estimate of up to about 100 objects.
Round any two-digit number to the nearest 10 and any three-digit number to the
nearest 100.
Numbers to 1000

3 days
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
MATERIALS
Check-ups/
Topic Assessment
7-9, 65-78
PUPIL
ACTIVITY
SOFTWARE

Numbers halfway between, estimating and
rounding
Number names, ordinal numbers
18-21, 23
1a, b
Extension
Textbook page
Resource Sheets
8, 29-35, 41-48
Unit 3:
Numbers to 1000,
then 10 000
Starter
Day 1
Tune-in TF 65
Numbers between
Day 2
Specific Starter for Numbers to
1000 TF 7-9
Main
Teaching
1 Numbers halfway between
TF 66-67
3 Rounding to the nearest 10
2 Estimating TF 67-68
4 Estimating, rounding to the
nearest 100 TF 70-71
Core
Activities
Activity Book pages 18-19 TF 71
Activity Book pages 20-21 TF 71
Activity Book page 23 TF 77
Support
Activity Book pages 18-19 TF 71
Provide 0-100 and 0-1000 number
lines to support the children.
Activity Book pages 20-21 TF 71
Provide 0-100 and 0-1000 number
lines to support the children.
Activity Book page 23 TF 77
Provide the pupils with a set of
notation cards and a set of ordinal
name cards. Ask them to match the
cards up and then do the questions.
Extension
Activity Book pages 18-19 TF 71
Give children a blank 0-100
number line. Write on the board
Activity Book pages 20-21 TF 71
In pairs provide pupils with a 3x3
grid containing the multiples of 10
Activity Book page 23 TF 77
In small groups ask the pupils to
share out a set of notation cards
NHM Year 3 Framework Unit Planning
TF 68-69
Day 3
Teaching TF 75-76
2 Queues
Consolidating 1st to 10th and
ordinal names first to tenth
3 Marathon TF 76-77
Introducing 11th to 20th, and ordinal
names eleventh to twentieth
Page 1 of 27
Day 4
Day 5
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NHM Framework Unit Planning Year 3 Summer Term
Plenary
some two-digit numbers and ask the
pupils to estimate where to put them
on their number line.
less than 100. Ask them to shuffle a
pack of 1-100 cards. Take it in
turns to select a card, round it the
nearest 10 and place it on the
appropriate square of the grid. The
first one to get three squares in a
line is the winner.
Follow-up for Activity Book
pages 18-19 TF 72
Follow-up for Activity Book
pages 20-21 TF 72
from 1st to 20th. Give one child a
shuffled set of ordinal name cards.
They must turn over a card and give
an instruction for the child holding
the matching notation card to carry
out. That child then hands over
their card. The first child to get rid
of their cards wins.
Follow-up for Activity Book
page 23 TF 78
Topic Assessment 1a, b
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
Page 2 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
2
Understanding + and –
Mental calculation strategies
(+ and -)
Extend understanding of the operations of addition and subtraction, read
and begin to write the related vocabulary, and continue to recognize that
addition can be done in any order. Use the +, - and = signs.
Extend understanding that subtraction is the inverse of addition.
Say or write a subtraction statement corresponding to a given addition
statement, and vice versa.
Use known number facts and place value to add/subtract mentally.
Solve word problems involving numbers in 'real life', money and measures,
using one or more steps, including finding totals and giving change, and
working out which coins to pay. Explain how the problem was solved.
Recognize all coins and notes. Understand and use £.p notation (for
example, know that £3.06 is £3 and 6p).
Subtraction to 100

Linking addition and subtraction, using and
applying
Money

Using £5, £10 and £20 notes
5 days
Money and ‘real life’ problems
Making decisions and checking
results
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
MATERIALS
TOOLBOX
PUPIL
ACTIVITY
SOFTWARE
Starter
Main
Teaching
Check-ups/
Topic Assessment
23-25, 153-161,
244-251
NF, Shortcut 1
33-36, 65-69
23
19
Extension
Textbook page
E3, E5
Resource Sheets
29-35
3a, b, 6
Unit 13:
Money
Day 1
Tune-in TF 153
Sixfix
Revising addition and subtraction
facts to 20
Day 2
Specific Starter for
addition/subtraction to 100 TF
9-16
Day 3
Tune-in TF 244
Wheel of Fortune
Day 4
Day 5
Specific Starter for Money
TF 23-25
Specific Starter for Money
TF 23-25
Adding pounds and
pence
1 Links TF 153-155
1 Links TF 153-155
1 Paper Money TF 245
2 Birthdays TF 245-246
4 Parcels TF 247
Linking addition and
subtraction
Linking addition and
subtraction
Introducing the £5 and
£10 notes
Introducing the £20
note
Finding totals
Further consolidation
3 Toy World TF 246-247
NHM Year 3 Framework Unit Planning
Page 3 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Change from £5 and
£10
Core
Activities
Textbook pages 33-34 TF 155-156
Textbook pages 35-36 TF 155-156
Textbook page 65 TF 248
Support
Textbook pages 33-34 TF 155-156
Allow the children to use a 0-100
number line or a blank number line
to help them find the answers.
Textbook pages 35-36 TF 155-156
Read the questions to the children
as a group and allow them to
answer together, discussing
strategies for solving each question.
Textbook page 65 TF 248
Provide notes and coins to support
the children in q1.
Extension
Textbook pages 33-36 TF 155-156
Extension Textbook page E3
TF 161
Textbook page 65 TF 248
Ask the children to give different
combinations of notes and coins
with which the items in q2 could be
paid for.
Specific Starter for Money
TF 23-25
Plenary
Follow-up for Textbook
pages 33-34 TF 156
Follow-up for Textbook
pages 35-36 TF 156
Pupil Activity TF 246
1 Laying out amounts to £40
Textbook page 66 TF248
Textbook p67 q1 TF 248
Pupil Activity TF 246
1 Laying out amounts to £40
Start off with pictures of items
costing £10 or less.
Pupil Activity TF 246
1 Laying out amounts to £40
Give the pupils pictures of items
costing up to £100.
Hold up the pictures and invite
pupils to say which notes and coins
they chose to pay for each item.
Textbook pages 67 q2-3 TF 248
Textbook pages 68-69 TF 248
Textbook pages 67 q2-3 TF 248
Textbook pages 68-69 TF 24
Read the questions to the children
as a group and allow them to
answer together, discussing
strategies for solving each question.
Textbook pages 67 q2-3 TF 248
Textbook pages 68-69 TF 24
Extension Textbook E5, TF 251
Home Activity 23
Topic Assessment 3a, b
Check-up 19
Topic Assessment 6
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
Page 4 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
3
Understanding + and –
Mental calculation strategies (+ and -)
Derive quickly:
all pairs of multiples of 5 with a total of 100 (e.g. 35 + 65).
Identify near doubles, using doubles already known (e.g. 80 + 81).
Use known number facts and place value to add/subtract mentally.
Bridge through a multiple of 10, then adjust.
Use informal pencil and paper methods to support, record or explain HTU ± TU,
HTU ± HTU.
Begin to use column addition and subtraction for HTU ± TU where the calculation
cannot easily be done mentally.
Addition and
Subtraction to 1000

5 days
Pencil and paper procedures (+
and -)
Teaching File page
Pupil Sheets
9-13, 27-31,
278-288
36-37
Activity Book page
Textbook page
Home Activities
Addition of two-digit numbers, bridging 100
Check-ups
MATERIALS
PUPIL
ACTIVITY
SOFTWARE
73-75
Extension
Textbook page
Resource Sheets
22
16-17, 29-38
Unit 16:
Addition and
subtraction to 1000
Starter
Day 1
Tune-in TF 278-279
Oral Practice
Day 2
Tune-in TF 278-279
Oral Practice
Main
Teaching
1 Doubles table TF 279-280
Extending doubles from 15 + 15 to
20 + 20
2 Another doubles table
TF 281-282
Extending doubles of multiples of 5
from 50 + 50 to 100 + 100
3 Near doubles TF 282
Core
Activities
Pupil Activities TF 280
1 Sequences of doubles to 40
2 Sequences of doubles game
Pupil Activity TF 282
1 Sequences of doubles to 200
Pupil Activity TF 283
1 Pupil Sheet 36
Textbook page 73 TF 288
Adding multiples of 10
NHM Year 3 Framework Unit Planning
Day 3
Specific Starter for Addition to
100 or Addition and Subtraction to
1000 TF 9-13, 27-31
4 Adding two-multiples of 10,
bridging 100 TF 283
Page 5 of 27
Day 4
Day 5
Specific Starter for Addition to
100 or Addition and Subtraction to
1000 TF 9-13, 27-31
5 Adding two-digit numbers and
multiples of 10, bridging 100
Specific Starter for Addition to
100 or Addition and Subtraction to
1000 TF 9-13, 27-31
6 Number lines TF 285-286
Adding two-digit numbers, bridging
100
7 Vertical recording TF 286-287
Adding two-digit numbers, bridging
100
Pupil Activity TF 285
Pupil Activity TF 286
1 Pupil Sheet 37
Adding two-digit numbers, bridging
100
Textbook page 75 TF 288
1 Adding multiples of 10 and
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NHM Framework Unit Planning Year 3 Summer Term
single digits
Support
Pupil Activities TF 280
1 Sequences of doubles to 40
Pupil Activity TF 282
1 Sequences of doubles to 200
Begin with numbers to
100 only.
Extension
Plenary
Pupil Activities TF 280
2 Sequences of doubles game
Include an extra set of cards which
take the sequence up to 100.
Consolidate doubles facts.
Pupil Activity TF 283
1 Pupil Sheet 36
Adding multiples of 10
Work with the children to complete
the addition facts together. Then
ask them to work alone on adding
the multiples of 10.
Pupil Activity TF 282
Shuffle the cards and spread them
face down on the table. Ask the
pupils to take it in turns to turn over
two cards. If they belong to the
same doubles sequences they are
kept by the player, if not they are
turned back over. The player with
the most cards at the end wins.
Put a set of questions adding two
multiples of 10 on the board, e.g.
70 + 80, 40 + 90.
Ask the pupils to solve them and say
which known addition fact they
used to do so, e.g. 7 + 8 = 15 so
70 + 80 = 150.
Follow-up for Textbook page 73
TF 288
Consolidate adding multiples of 10.
Textbook page 74 TF 288
Pupil Activity TF 285
1 Adding multiples of 10 and
single digits
Allow children to use blank number
lines to find their answers.
Pupil Activity TF 285
1 Adding multiples of 10 and
single digits
Ask the children to work in pairs
and time how long it takes to do 10
questions. Repeat and try to
improve their time.
Follow-up for Textbook page 74
TF 288
Pupil Activity TF 286
1 Pupil Sheet 37
Work through the questions with the
pupils as a group first and discuss
the steps they think they will take.
Remind them to try and take as few
steps as possible.
Pupil Activity TF 286
1 Pupil Sheet 37
Ask the pupils to try and find the
answers mentally first and then use
the number line to check them.
Consolidate vertical recording.
Check-up 22
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
Page 6 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
4
Measures, including problems
Read and begin to write the vocabulary related to capacity.
Measure and compare using standard units (l, ml).
Know the relationship between litres and millilitres.
Suggest suitable units and measuring equipment to estimate or measure
capacity.
Read scales to the nearest division (labelled or unlabelled). Record
estimates and measurements to the nearest whole or half unit (e.g. 'about
3.5l'), or in mixed units (e.g. '3l and 500ml').
Measure

5 days
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
2-5, 337-341
41
33
95-96
Home Activities
Capacity
Check-ups
MATERIALS
Starter
Day 1
Tune-in TF 337
Comparing capacities
Extension
Textbook page
Resource Sheets
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Generic Starter TF 2-5
Generic Starter TF 2-5
1 More comparing TF 337-339
2 A new unit TF 339
Revise teaching on millilitres
Revise teaching on millilitres
Revise teaching on millilitres
Introducing the halflitre
Introducing millilitres
Textbook page 95 TF 340
Pupil Activities TF 340
Pupil Activities TF 340
2 Pupil Sheet 41
Millilitres
Activity Book page 33 TF 341
Textbook page 96 TF 341
Activity Book page 33 TF 341
Pupil Activities TF 340
1 Measuring in millilitres and
reading scales
Textbook page 96 TF 341
Discuss with the children how each
question might be solved first.
Day 4
Day 5
Revising the litre
Main
Teaching
Core
Activities
1 Measuring in millilitres and
reading scales
Support
Textbook page 95 TF 340
Work with the pupils ensuring the
accuracy of their measuring.
NHM Year 3 Framework Unit Planning
Pupil Activities TF 340
2 Pupil Sheet 41
Millilitres
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NHM Framework Unit Planning Year 3 Summer Term
Extension
Plenary
Textbook page 95 TF 340
Provide further containers to
estimate and measure the capacity
of.
Pupil Activities TF 340
2 Pupil Sheet 41
Millilitres
Follow-up for Textbook page 95
TF 341
Discuss children’s practical work.
Pupil Activities TF 340
1 Measuring in millilitres and
Activity Book page 33 TF 341
Textbook page 96 TF 341
reading scales
Discuss the classroom display of
containers and ask questions such
as ‘which holds the most?’.
Follow-up for Activity Book
p33 TF 341
Give pairs of children an empty
container. One child pours water
into the container and the other has
to estimate in millilitres how much
water there is. Check with a
measuring cylinder how accurate
the estimate is.
Follow-up for Textbook p96
TF341
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
Page 8 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
5
Shape and space
Reasoning about shapes
Identify and sketch lines of symmetry in simple shapes, and recognize shapes
with no lines of symmetry.
Sketch the reflection of a simple shape in a mirror line along one edge.
Shape

2D Shape: symmetry

2D Shape: making shapes
5 days
Classify and describe 2-D shapes, including the semi-circle, quadrilateral …referring
to properties such as reflective symmetry, the number of sides and vertices, whether
sides are the same length, whether or not angles are right angles …
Make and describe shapes and patterns.
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
2-5, 384-388,
398-402
SM, Shortcuts 1-6
52
41
111
Home Activities
Check-ups
MATERIALS
TOOLBOX
Starter
Day 1
Tune-in TF 398
Symmetrical shapes
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Extension
Textbook page
Resource Sheets
Day 5
Tune-in TF 384
Shape quiz
Revising 2D shapes
2 Symmetrical designs TF 400
Revise teaching on symmetrical
patterns
Revise/Consolidate work on 2D
shapes from Autumn Term unit 5
TF 385-38.8
Main
Teaching
1 Lines of symmetry TF 398-399
Core
Activities
Pupil Activity TF 399
1 Pupil Sheet 52 Symmetry
Textbook page 111 TF 402
Pupil Activities TF 401
1 Creating symmetrical designs
Activity Book page 41 TF 402
Revise/Consolidate work on 2D
shapes from Autumn Term unit 5
TF 385-388.
Support
Pupil Activity TF 399
1 Pupil Sheet 52 Symmetry
Textbook page 111 TF 402
Allow pupils to use a mirror.
Pupil Activities TF 401
2 Making symmetrical patterns
Activity Book page 41 TF 402
Put the first two patterns onto a
Revise/Consolidate work on 2D
shapes from Autumn Term unit 5
Revise teaching on lines
Completing symmetrical
of symmetry
patterns
NHM Year 3 Framework Unit Planning
Page 9 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Provide the pupils with pre-cut
shapes.
Ask the pupils to begin by making
patterns with only one line of
symmetry.
flipchart and work through them
with the pupils showing them how
to deal with one axis of symmetry at
a time.
TF 385-388.
Extension
Pupil Activity TF 399
Ask the pupils to create their own
symmetry problems and swap with
a friend to solve.
Textbook page 111 TF 402
Ask the pupils to draw their name
on paper and find how many lines
of symmetry each letter has.
Pupil Activities TF 401
1 Creating symmetrical designs
Activity Book page 41 TF 402
Ask the pupils to make up their own
symmetrical patterns on squared
paper.
Revise/Consolidate work on 2D
shapes from Autumn Term unit 5
TF 385-388.
Plenary
Using large card versions of the
shapes on Pupil Sheet 52, invite
pupils to show the different shapes
they made. Draw round them to
make a symmetry display.
Follow-up for Textbook page 111
TF 402
Discuss the different patterns pupils
have made.
Discuss the strategies pupils used to
complete the patterns.
Revise/Consolidate work on 2D
shapes from Autumn Term unit 5.
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
Page 10 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
6
Shape and space
Reasoning about shapes
Classify and describe 3-D shapes, including the hemi-sphere, prism ... referring to
properties such as the number or shapes of faces, the number of edges and vertices,
whether edges are the same length, whether or not angles are right angles...
Make and describe shapes and patterns.
Relate solid shapes to pictures of them.
Shape

3 days
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
Check-ups
MATERIALS
PUPIL
ACTIVITY
SOFTWARE
Starter
Main
Teaching
3D shape
Extension
Textbook page
Resource Sheets
2-5, 376-381
Unit 19:
Shape
Day 1
Tune-in TF 376
What’s my shape?
Identifying shapes and discussing
properties
Day 2
Generic Starter TF 2-5
Day 3
Tune-in TF 376
What’s my shape?
Identifying shapes and discussing
properties
Day 4
Day 5
Further consolidation
Revise Autumn Term unit
6
Revise Autumn Term unit
6
1 Introducing prisms TF 377-378
Sorting and identifying shapes
2 Building with shapes
TF 379-380
Core
Activities
Pupil Activities TF 378-379
2 Matching shapes to their
descriptions
Pupil Activities TF 378-379
3 Writing clues to describe shapes
Pupil Activities TF 380
2 Building models
Support
Pupil Activities TF 378-379
2 Matching shapes to their
descriptions
Pupil Activities TF 378-379
2 Matching shapes to their
descriptions
Pupil Activities TF 380
2 Building models
NHM Year 3 Framework Unit Planning
Page 11 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Extension
Pupil Activities TF 378-379
1 Sorting shapes on a Carroll
diagram
Ask the pupils to decide on the
attributes by which they are
going to sort the shapes.
Plenary
Hide a shape behind a large screen.
The pupils can ask ten questions
about its properties to which you
give a yes/no answer. They must try
to guess the shape before they run
out of questions.
Pupil Activities TF 378-379
2 Matching shapes to their
descriptions
Pupil Activities TF 380
2 Building models
3 Building 3D shapes
3 Writing clues to
describe shapes
Hold up a 3D shape. Go round the
class asking pupils to tell you one
thing about the shape.
Put the class into teams. One
person from each team comes to the
front and is given Clixi or
Polydron. Write on the board a
shape to build, e.g. a triangular
prism. The person who builds the
shape quickest scores a point for
their team.
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
Page 12 of 27
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
8
Properties of numbers and
number sequences
Reasoning about numbers
Recognize two-digit and three-digit multiples of 2, 5 or 10, and three-digit
multiples of 50 and 100.
Multiplication

5 days
Teaching File page
Multiplication of a two-digit number
Numbers to 1000
Pupil Sheets
Activity Book page
Textbook page
Home Activities
Check-ups
MATERIALS
7-9, 17-19, 181-188
Resource Sheets
27
29-35
Day 1
Tune-in TF 181-182
Multiples of two
Day 2
Specific Starter for Multiplication
TF 17-19
Day 3
Specific Starter for Numbers to
1000 TF 7-9
Main
Teaching
1 Finding multiples of two TF 182
2 Multiples of 10, 5, 100 and 50
TF 182-184
Further consolidation on multiples
Core
Activities
On the board write 30 two- and
three-digit numbers. Ask the
children to sort them into two sets
and record them in a table of odd
and even numbers. Ask them to
express the numbers that are
multiples of two as a multiplication
fact, e.g. 376 = 2 x 188.
Pupil Activity TF 184
Activity Book page 27 TF 188
Starter
Extension
Textbook page
Day 4
Specific Starter for Numbers to
1000 TF 7-9
Day 5
Specific Starter for Numbers to
1000 TF 7-9
Further consolidation on multiples
Further consolidation on
multiples
Pupil Activity TF 184
1 Sorting multiples of 2 and 5
1 Sorting multiples on a Venn
on a Venn diagram
diagram
Provide cards with numbers
between 50 and 100 to sort.
Ask the pupils to make a Venn
Ask the pupils to design an
information poster which shows
how to know whether a number is a
multiple of 2, 5, 10, 50 and 100.
Encourage them to give examples of
numbers and the rules, e.g.
‘multiples of 100 end in 00’.
diagram to sort numbers as
multiples of 2, 5, 10, 50 and
100.
Support
On the board write 30 two- and
three-digit numbers. Ask the
children to sort them into two sets
and record them in a table of odd
NHM Year 3 Framework Unit Planning
Pupil Activity TF 184
1 Sorting multiples of 2 and 5 on a
Venn diagram
Activity Book page 27 TF 188
Allow pupils to use a calculator to
help them find the answers to the
final section.
Page 13 of 27
Provide cards with two- and threedigit numbers to sort.
Pupil Activity TF 184
1 Sorting multiples on a Venn
Ask the pupils to design an
information poster which shows
how to know whether a number is a
multiple of 2, 5, 10, 50 and 100.
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NHM Framework Unit Planning Year 3 Summer Term
and even numbers.
Provide the pupils with a blank
table to complete.
diagram
Help the pupils draw a Venn
Give them a set of flashcards
showing each multiple rule to form
the basis of their poster to which
they must add examples.
diagram to sort numbers as
multiples of 2, 5 and 10.
Extension
On the board write 30 two- and
three-digit numbers. Ask the
children to sort them into two sets
and record them in a table of odd
and even numbers. Ask them to
record the odd numbers in this way:
23 = 2 x 11 + 1.
Pupil Activity TF 184
1 Sorting multiples of 2 and 5 on a
Venn diagram
Provide cards with two- and threedigit numbers to sort.
Activity Book page 27 TF 188
Ask the pupils to make a Venn
diagram to sort numbers as
multiples of 2, 5, 10, 50 and 100.
Give them some number cards to
place in the diagram.
Plenary
Using a set of 0-9 cards, invite
pupils to select two or three cards
and arrange them to make a
multiple of two if possible.
On the board draw a large Venn
diagram. Invite pupils to come up
and place a given number in the
right part of the diagram.
Follow-up for Activity Book
page 27 TF 188
Provide cards with two- and threedigit numbers to sort.
Give each pair of pupils a set of 0-9
cards. They shuffle the cards and
select three cards each. They
combine their cards in different
ways to make one- two- and threedigit numbers. They must try to
make numbers which are multiples
of 2, 5, 10 and 50.
On the board draw a large Venn
diagram. Invite pupils to come up
and place a given number in the
right part of the diagram.
Ask the pupils to design an
information poster which shows
how to know whether a number is a
multiple of 2, 5, 10, 50 and 100.
Invite pupils to explain the
information they chose to put on
their posters.
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
9
Understanding  and 
Mental calculation strategies
( and )
Recognize that division is the inverse of multiplication, and that halving is the
inverse of doubling.
Derive quickly:
doubles of all whole numbers to at least 20 (e.g. 17 + 17 or 17 × 2);
doubles of multiples of 5 to 100 (e.g. 75 × 2, 90 × 2);
doubles of multiples of 50 to 500 (e.g. 450 × 2);
and all the corresponding halves (e.g. 36 ÷ 2, half of 130, 900 ÷ 2).
To multiply by 10/100, shift the digits one/two places to the left.
Say or write a division statement corresponding to a given multiplication statement.
Use known number facts and place value to carry out mentally simple
multiplications and divisions.
Multiplication

Multiplication of a two-digit number
Division

Linking multiplication and division
5 days
Money and ‘real life’ problems
Making decisions and checking
results
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
Check-ups/
Topic Assessment
28-29
44-46, 57
16
13
4a, b
MATERIALS
17-22, 181-188,
217-224
Starter
Day 1
Specific Starter for Multiplication
TF 17-19
Day 2
Specific Starter for Multiplication
TF 17-19
Day 3
Specific Starter for Multiplication
TF 17-19
Extension
Textbook page
E4
Day 4
Tune-in TF 217-218
Doubling and halving
Resource Sheets
Day 5
Specific Starter for Multiplication
or Division TF 17-22
Revising multiplication
and division
Main
Teaching
3 Multiplying multiples of 10
TF 184-185
4 Doubles TF 185-186
5 Cubes TF 186-187
Multiplying a two-digit number by
2, 3 and 4
1 More doubling and halving
TF 218-219
Introducing doubles for 50, 100,
150,…, 500 and halves for 100,
200, 300,…, 1000
2 Sweets TF 220
Linking multiplication and division
involving 100
3 Chews TF 220-221
Linking multiplication and division
involving 10
Core
Activities
Pupil Activity TF 185
1 Multiplication dice game
Give the pupils a set of 1-20 cards.
In pairs they must shuffle the cards
and then turn them over one at a
time and double the number. Their
partner times them and checks their
answers with a calculator.
Give the pupils a set of 1-20 cards.
In pairs they must shuffle the cards
and then turn them over one at a
Textbook pages 45-46 TF 188
Allow children to record
intermediate steps to help them find
the answers mentally.
Textbook page 57 TF 224
Activity Book pages 28-29 TF 224
Textbook pages 45-46 TF 188
With children write out the 2, 3, 4
and 5 times table facts before they
Textbook page 57 TF 224
Work through the questions with the
pupils first and discuss the
Activity Book pages 28-29 TF 224
With the pupils write down the first
ten multiples of 10 and 100 before
Textbook page 44 TF 188
Support
Pupil Activity TF 185
1 Multiplication dice game
Work with the pupils first to make a
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NHM Framework Unit Planning Year 3 Summer Term
Extension
Plenary
list of all the tables facts they may
need, e.g. 2 x 3, 5 x 5.
time and together double the
number.
do the questions.
strategies they will use to answer
each question.
they do the questions.
Pupil Activity TF 185
1 Multiplication dice game
Give dice labelled 30, 40, 50, 60,
70, 80 and 5, 6, 7, 8, 9, 10.
Give the pupils a set of 1-30 cards.
In pairs they must shuffle the cards
and then turn them over one at a
time and double the number. Their
partner times them and checks their
answers with a calculator.
Hand each child a card with a twoor three-digit number on. Go round
the class with each child saying
their number and its double. Time
how long it takes. Redistribute the
cards and see if the class can
improve on their time.
Textbook pages 45-46 TF 188
TF 191
Textbook page 57 TF 224
Ask the pupils to time themselves to
see how quickly they can complete
the page.
Follow-up for Textbook
pages 45-46 TF 188
Follow-up for Textbook page 57
TF 224
Activity Book pages 28-29 TF 224
In pairs ask the pupils to write out
ten questions involving
multiplication and division by 10
and 100. Swap with their partner to
answer.
Follow-up for Activity Book
pages 28-29 TF 224
Follow-up for Textbook page 44
TF 188
Extension Textbook page E4
Home Activity 16
Check-up 13
Topic Assessment 4a, b
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
10
Understanding  and 
Mental calculation strategies
( and )
Recognize that division is the inverse of multiplication, and that halving is the
inverse of doubling.
To multiply by 10/100, shift the digits one/two places to the left.
Use doubling or halving, starting from known facts
(e.g. 8 × 4 is double 4 × 4).
Say or write a division statement corresponding to a given multiplication statement.
Use known number facts and place value to carry out mentally simple
multiplications and divisions.
Begin to find remainders after simple division.
Round up or down after division, depending on the context.
Division


5 days
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
MATERIALS
Check-ups/
Topic Assessment
17-22, 217-234
Starter
Linking multiplication and division
Using and applying, remainders
Day 1
Specific Starter for Multiplication
or Division TF 17-22
25-26
Day 2
Specific Starter for Multiplication
or Division TF 17-22
58-60
Day 3
Tune-in TF 225-226
How many left over?
5a, b
Extension
Textbook page
E6-E7
Resource Sheets
18-21, 29-35
Day 4
Day 5
Specific Starter for Multiplication
or Division TF 17-22
Specific Starter for Multiplication
or Division TF 17-22
2 Cubes TF 227-228
3 Teams TF 228-229
Introducing sharing with
remainders
Introducing rounding answers in
context
Pupil Activity TF 228
1 Pupil Sheet 26
Textbook page 60 TF 230
Revising mental
subtraction
Main
Teaching
4 Spots TF 221-222
Linking multiplication
and division
Core
Activities
Textbook page 58 TF 224
NHM Year 3 Framework Unit Planning
Further Teaching TF 223
1 Digit shift patterns
1 Counters TF 226-227
Introducing grouping with
remainders
Multiplying/dividing by
10
In pairs give the pupils a set of 1-9
cards. They take it in turns to pick a
card, multiply the number by 10
and record their answer. When a
player can make exactly 100 with
some or all of their recorded
answers they win the round.
Pupil Activity TF 227
1 Pupil Sheet 25
Grouping with remainders
Ask the pupils to answer the
questions without cubes first and
then use them to check their
answers.
Page 17 of 27
Ask the pupils to answer the
questions without cubes first
then use them to check their
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NHM Framework Unit Planning Year 3 Summer Term
answers.
Textbook page 59 TF 230
Support
Textbook page 58 TF 224
With the children build up the 2, 3,
4, 5 and 10 times tables facts before
they do the questions.
Extension
Textbook page 58 TF 224
Write five more number triples on
the board for the pupils to write
number stories for.
Plenary
Follow-up for Textbook page 58
TF 224
In pairs give the pupils a 1-6 die.
They take it in turns to roll the die,
multiply the number by 10 and
record their answer. When a player
can make exactly 100 with some or
all of their recorded answers they
win.
In pairs give the pupils a mixed set
of 1-9 cards and cards showing the
first ten multiples of 10. They take it
in turns to pick a card, multiply the
number by 10 and record their
answer. When a player can make
exactly 1000 with some or all of
their recorded answers they win.
Give each child a card showing a
multiple of 10 up to 1000. Go round
the class asking the children to
divide their number by 10. Time the
children to see how quickly you can
get round the whole class.
Redistribute the cards and see if the
pupils can improve on the time.
Pupil Activity TF 227
1 Pupil Sheet 25
Grouping with remainders
Give the pupils cubes to model the
problems and help them answer the
questions.
Pupil Activity TF 228
1 Pupil Sheet 26
Sharing with remainders
Give the pupils cubes to model the
problems and help them answer the
questions.
Textbook page 60 TF 230
Work with the pupils, modelling
each question with practical
apparatus.
Pupil Activity TF 227
1 Pupil Sheet 25
Give the pupils a set of 20 – 50
cards and a set of cards showing 2,
3, 4, 5 and 10. Ask them to pick one
card from each pile to make a
division question to answer
Pupil Activity TF 228
1 Pupil Sheet 26
Sharing with remainders
Ask the pupils to answer the
questions without using cubes.
On the board write questions such
as 34 = 10 x 3 + ‫ ٱ‬and ask pupils
to fill in the missing numbers.
Follow-up for Textbook page 59
TF 230
Textbook page 60 TF 230
Discuss children’s work.
Extension Textbook pages E6-E7
TF 233-234
Follow-up for Textbook page 60
TF 230
Topic Assessment 5a, b
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
11
Fractions and decimals
Recognize unit fractions such as 1/2, 1/3, 1/4, 1/5, 1/10 and use them to find fractions
of shapes and numbers. Begin to recognize simple fractions that are several parts
of a whole, such as 3/4, 2/3 or 3/10.
Fractions

Tenths, thirds, fifths
Measure

Time: durations
5 days
Time, including problems
Teaching File page
Read and begin to write the vocabulary related to time.
Use units of time and know the relationships between them (second, minute,
hour, day, week, month, year). Suggest suitable units to estimate or measure time.
Read the time to 5 minutes on an analogue clock and a 12-hour digital clock, and use
the notation 9:40
Pupil Sheets
Activity Book page
Textbook page
Home Activities
MATERIALS
TOOLBOX
Tune-in or
Starter
Teaching
Check-ups/
Topic Assessment
25-27, 31-33, 256274, 363-373, 403
Clock, Shortcuts 5-6
Day 1
Specific Starter for Fractions
TF 25-27
35, 45
36
Day 2
Specific Starter for Fractions
TF 25-27
103-104
27
Day 3
Tune-in TF 363-364
Consolidation Finding times 15/30
27
9a, b
Extension
Textbook page
E8-E9, E15-E16
Resource Sheets
22
Day 4
Day 5
Specific Starter for Time TF 31-33
Specific Starter for Time TF 31-33
minutes, 2/3 hours before/after, and
durations between, ‘o’ clock, ‘half past’
and ‘quarter past/to times’
Extension Teaching TF 271
1 Thirds
Extension Teaching TF 272
1 Fifths
Introducing one third of Introducing one fifth of
a number
a number
1 Finding times 5, 10, 15 3 Finding times several
… 45, 50, 55 minutes
hours before/after TF
before/after, within the
367-368
same hour TF 365-366
Using digital and
Using digital and
analogue displays
analogue displays
Consolidate teaching on
durations
4 Durations TF 368-369
2 Finding times 5, 10, 15 … 45,
50, 55 minutes before/after,
bridging an hour TF 366-367
In minutes and in hours
Using digital and
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
analogue displays
Core
Activities
Support
Extension
Follow-up
Pupil Activities TF 271-272
1 Dividing amounts into thirds
2 Matching fraction task card
Pupil Activities TF 271-272
1 Dividing amounts into thirds
Pupil Activities TF 273
1 Matching fraction cards,
Pupil Activity TF 368
stories and divisions
1 Pupil Sheet 45
Minutes/hours before/after
2 Pupil Sheet 35 Third, fifth of a set
Miss q4
Pupil Activities TF 273
1 Matching fraction cards, stories
and divisions
Lay the cards face up and ask the
pupils to sort them into matching
triples.
Pupil Activity TF 368
1 Pupil Sheet 45
Minutes/hours before/after
Miss q4
Give the pupils an analogue clock
face to use.
Activity Book page 36
Textbook pages 103-104 TF 370
Activity Book page 36
Textbook pages 103-104 TF 370
Work through the questions with the
pupils as a group and allow them to
answer orally, discussing strategies
for solving each problem.
Give the pupils an analogue clock
face to use.
Pupil Activities TF 271-272
3 Sorting cards into matching sets
Pupil Activities TF 273
Activity Book page 36
1 Matching fraction cards,
Textbook pages 103-104 TF 370
Extension Textbook E8 TF 274
stories and divisions
Follow-up for Extension Textbook
page E8 TF 274
Extension Textbook E9, TF 274
Follow-up for Extension Textbook
page E8 TF 274
Pupil Activity TF 368
Extension Textbook page E15
TF 373 and page E16 TF 403
1 Pupil Sheet 45
Minutes/hours before/after
In pairs set each other questions,
Discuss children’s work.
Home Activity 27
Check-up 27
Topic Assessment 9a, b
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
12
Understanding + and –
Mental calculation strategies
(+ and -)
Know by heart:
all pairs of multiples of 100 with a total of 1000 (e.g. 300 + 700).
Find a small difference by counting up from the smaller to the larger number (e.g.
102 - 97).
Add and subtract mentally a 'near multiple of 10' to or from a two-digit
number by adding or subtracting 10, 20, 30 and adjusting.
Use known number facts and place value to add/subtract mentally.
Bridge through a multiple of 10, then adjust.
Use informal pencil and paper methods to support, record or explain HTU ± TU,
HTU ± HTU.
Begin to use column addition and subtraction for HTU ± TU where the calculation
cannot easily be done mentally.
Addition and
Subtraction to 1000


6 days
Pencil and paper procedures (+ and -)
Making decisions, checking results
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
MATERIALS
Starter
Main
Teaching
Core
Activities
Check-ups/
Topic Assessment
27-31, 289-313, 397
PUPIL
ACTIVITY
SOFTWARE
Addition involving three-digit numbers
Subtraction involving three-digit numbers
38-40
76-85
23-24
8a, b
Extension
Textbook page
E10-E13, E17
Resource Sheets
14-17, 29-38
Unit 17:
Addition and
subtraction to 1000
Day 1
Tune-in TF 289-290
Mental practice
Revising mental addition
strategies for two-digit
numbers
1 Making the link TF 290
Adding a three-digit number
and a single digit
2 Adding 9 and 11 TF 291
Day 2
Specific Starter for Addition
and Subtraction to 1000
TF 27-31
Day 3
Specific Starter for Addition
and Subtraction to 1000
TF 27-31
3 Adding three-digit
numbers and multiples of
10 TF 292
4 Adding multiples of 100
TF 293-294
5 Schools TF 294-295
Adding three-digit and twodigit numbers with no
bridging
Pupil Activity TF 291
Pupil Activity TF 293
1 Pupil Sheet 38
Adding two-/three-digit
numbers and multiples of 10
Textbook pages 78-79
TF 296
Textbook page 80 TF 296
Ask the pupils to answer the
questions mentally.
1 Making additions
involving a three-digit
number and a single digit
Day 4
Day 5
Day 6
Tune-in TF 297-298
Mental practice
Revising subtraction of
multiples of 10 from two-digit
numbers
1 Subtracting multiples of
10 from three-digit
numbers TF 298-299
2 Subtracting 9 and 11
TF 300
Specific Starter for Addition
and Subtraction to 1000
TF 27-31
Specific Starter for Addition
and Subtraction to 1000
TF 27-31
3 Subtracting multiples of
100 TF 300-301
4 Finding small differences
TF 302
Pupil Activity TF 299
1 Pupil Sheet 39
Subtracting a multiple of 10
from a three-digit number
Textbook page 83
Ask the pupils to answer the
questions mentally.
Pupil Activity TF 303
1 Pupil Sheet 40
Textbook pages 81-82
Finding small
differences
Ask the pupils to find the
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
Textbook pages 76-77
TF 296
answers mentally and then
use the number line to
check their answers.
TF 303
Textbook pages 84-85
Support
Pupil Activity TF 291
1 Making additions
involving a three-digit
number and a single digit
Pupil Activity TF 293
1 Pupil Sheet 38
Adding two-/three-digit
numbers and multiples of 10
Provide a similar sheet with
starting numbers less than
30.
Textbook page 80 TF 296
Allow the pupils to use blank
number lines or jottings to
help them find the answers.
Pupil Activity TF 299
1 Pupil Sheet 39
Complete the first part of
each question with the pupils
as a group and discuss how
these facts will be used to
answer the rest of the
question.
Textbook page 83
Allow the pupils to make
jottings to help them find the
answers.
Pupil Activity TF 303
1 Pupil Sheet 40
Allow the pupils to use a
number line to find each
answer. Encourage them to
start visualising the line in an
attempt to answer the
questions mentally.
Pupil Activity TF 293
1 Pupil Sheet 38
Adding two-/three-digit
numbers and multiples of 10
In pairs give pupils a set of
cards showing multiples of 10
to 100. The pupils take it in
turns to give their partner a
three-digit number. Their
partner has to pick a card
and add the multiple of 10 to
their number.
Follow-up for Textbook
pages 78-79 TF 296
Textbook page 80 TF 296
Pupil Activity TF 299
1 Pupil Sheet 39
Subtracting a multiple of 10
from a three-digit number
Put the questions on the
board for the pupils to
answer mentally. Compare
their strategies with the steps
suggested on the sheet.
Textbook page 83
Work with the pupils on 4
Finding small differences
TF 302
Pupil Activity TF 303
1 Pupil Sheet 40
Extension Textbook pages
E12-E14 TF 311-313
E17 TF 397
Ask the pupils to make two
additions for each set of
cards.
Extension
Pupil Activity TF 291
1 Making additions
involving a three-digit
number and a single digit
Ask the pupils to find all the
possible additions for each
set of cards.
Plenary
Follow-up for Textbook
pages 76-77 TF 296
Extension Textbook pages
E10-E11 TF 310, 312
Finding small
differences
Textbook pages 84-85
Check-up 23
Follow-up for Textbook
pages 81-82 TF 304
Follow-up for Textbook
page 83 TF 304
Check-up 24
Topic Assessment 8a, b
Additional
notes
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
13
Handling data
Solve a given problem by organizing and interpreting numerical data
in simple lists, tables and graphs, for example:
Venn and Carroll diagrams (one criterion).
Data Handling

4 days
Teaching File page
Pupil Sheets
2-5, 416-429
53-54
Activity Book page
Textbook page
Home Activities
Carroll and Venn diagrams
Check-ups
MATERIALS
Day 1
116-117
Day 2
Extension
Textbook page
E18-E19
Day 4
Resource Sheets
29-35
Day 5
Day 3
Starter
Tune-in TF 416-417
Number chooser
Generic Starter TF 2-5
Generic Starter TF 2-5
Generic Starter TF 2-5
Consolidate teaching on Carroll
diagrams
2 Sorting shapes TF 422-424
Further consolidation on Venn
diagrams
Revising Carroll
diagrams
Main
Teaching
1 Sorting houses TF 418-420
Using Carroll diagrams
Core
Activities
Pupil Activities TF 421-422
1 Sorting materials/labelling
Carroll diagrams
Revising Venn
diagrams
Pupil Activities TF 421-422
3 Sorting materials
4 One difference dominoes
Textbook page 116 TF 425
2 Sorting 3D shapes into a Carroll
diagram
Support
Pupil Activities TF 421-422
1 Sorting materials/labelling
NHM Year 3 Framework Unit Planning
Pupil Activities TF 424-425
1 Sorting materials/labelling
Pupil Activities TF 424-425
2 Pupil Sheet 54 Venn diagrams
Venn diagrams
Textbook page 117 TF 425-426
Pupil Activities TF 421-422
2 Sorting 3D shapes into a Carroll
diagram
Pupil Activities TF 424-425
1 Sorting materials/labelling
Page 24 of 27
Pupil Activities TF 424-425
2 Pupil Sheet 54 Venn diagrams
Decide with the pupils as a group
the attributes which they are going
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NHM Framework Unit Planning Year 3 Summer Term
Carroll diagrams
Extension
Pupil Activities TF 421-422
2 Sorting 3D shapes into a Carroll
diagram
3 Sorting materials
Pupil Activities TF 421-422
4 One difference dominoes
5 Pupil Sheet 53 Carroll diagram
Venn diagrams
to sort the numbers by and label the
Venn diagram together.
Pupil Activities TF 424-425
Extension Textbook pages
E18-E19 TF 428
1 Sorting materials/labelling
Venn diagrams
2 Pupil Sheet 54 Venn diagrams
Plenary
Draw a large Carroll diagram on
the board to sort the children in the
class by attributes e.g. blond
hair/not blond hair and girl/not
girl.
Follow-up for Textbook page 116
TF 426-427
Follow-up for Textbook page 117
TF 427
Follow-up for Textbook page 117
TF 427
Choose different labels for the
Venn diagram.
Additional
notes
Extra
Resources
Review
NHM Year 3 Framework Unit Planning
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NHM Framework Unit Planning Year 3 Summer Term
Unit 1
AB 18
AB 19
AB 20
AB 21
AB 23
TA 1ab
Unit 2
TB 33
TB 34
TB 35
TB 36
EX 3
TA 3ab
TB 65
TB 66
TB 67
TB 68
Unit 3
TB 73
TB 74
TB 75
CU 22
Unit 4
TB 95
AB 33
TB 96
Unit 5
TB 111
AB 41
Unit 6
Revise Autumn Term unit 6
Unit 8
AB 27
Unit 9
TB 44
TB 45
TB 46
EX 4
HA 16
CU 13
TA 4ab
TB 57
AB 28
AB 29
Unit 10
TB 58
TB 59
TB 60
EX 6
EX 7
TA 5ab
Unit 11
EX 8
EX 9
AB 36
TB 103
TB 104
HA 27
EX 15
EX 16
CU 27
TA 9ab
Unit 12
TB 76
TB 77
TB 78
TB 79
TB 80
EX 10
EX 11
CU 23
TB 81
TB 82
EX 17
CU 24
TA 8ab
TB 116
TB 117
EX 18
Unit 13
NHM Year 3 Framework Unit Planning
TB 69
EX 5
HA 23
CU 19
TA 6
TB 83
TB 84
TB 85
EX 12
EX 13
EX 14
EX 19
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NHM Year 3 Framework Unit Planning
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