Abbey Gates Primary School
Maths Workshop
Written Calculation Guidance
for Year 3
National Curriculum End of Year Level Expectation:
1c
1b
1a
2c
2b
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
6+
Year 3
Addition
+ = signs and missing numbers
Continue using a range of equations as in Year 1 and 2 but with
appropriate, larger numbers.
24 +12 = 34 + �
32 + � + � = 120
67 = 11 + � + 32
Partition into tens and ones
• Partition both numbers and recombine.
• Count on by partitioning the second number only
e.g.
36 + 53 = 53 + 30 + 6
= 83 + 6 = 89
Add a near multiple of 10 to a two-digit number
Secure mental methods by using a number line to model
the method. Continue as in Year 2 but with appropriate
numbers
e.g. 35 + 19 is the same as 35 + 20 – 1.
Children need to be secure adding multiples of 10 to any two-digit
number including those that are not multiples of 10.
48 + 36 = 84
Pencil and paper procedures
83 + 42 = 125
Horizontal expansion – line up place values
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Year 3
Subtraction
- = signs and missing numbers
Continue using a range of equations as in Year 1 and 2 but with
appropriate numbers
Extend to 14 + 15 = 35 - �
Find a small difference by counting up
42 – 39 = 3
Subtract mentally a ‘near multiple of 10’ to or from a 2-digit number
e.g.78 – 49 is the same as (78 – 50) + 1
Use known number facts and place value to subtract
Continue as in Year 2 but with appropriate numbers e.g.
97 – 15 = 72
Record less information and decide whether to count back or
forward. Children decide if counting up or back is more efficient
e.g. 57 – 12, 86 – 77 or 43 – 28.
Pencil and paper procedures
Complementary addition e.g. 84 – 56 = 28
Begin to
exchange.
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Year 3
Multiplication
Children will continue to use:
Repeated addition
4 x 6 is 6 + 6 + 6 + 6 = 24 or 4 lots of 6 or 6 x 4
Children should use number lines or bead bars to support their
understanding.
Arrays
Children should be able to model a multiplication calculation using
an array. This knowledge will support with the development of the
grid method.
Scaling
e.g. Find a ribbon that is x4 as long as the blue ribbon
Using symbols to stand for unknown numbers to complete
equations using inverse operations
 x 5 = 20 3 x  = 18  x  = 32
Partitioning
38 x 5 = (30 x 5) + (8 x 5)
= 150 + 40
= 190
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Year 3
Division
÷ = signs and missing numbers
6÷2=�
�=6÷2
6÷�=3
3=6÷�
�÷2=3
3=�÷2
�÷∇=3
3=�÷∇
Understand division as sharing and grouping
18 ÷ 3 can be modelled as:
Sharing – 18 shared between 3
XXXXXX
XXXXXX
XXXXXX
OR
Grouping - How many 3’s make 18?
Remainders
16 ÷ 3 = 5 r1
Sharing - 16 shared between 3, how many left over?
Grouping – How many 3’s make 16, how many left over?
e.g.
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Year 3
Vocabulary:
Addition:
Subtraction:
add, addition, more, plus
make, sum, total
altogether
score
double, near double
one more, two more... ten more... one
hundred more
how many more to make…?
how many more is… than…?
how much more is…?
bridge
Multiplication:
-, subtract, subtraction, take (away),
minus
leave, how many are left/left over?
one less, two less… ten less… one
hundred less
how many fewer is… than…?
how much less is…?
difference between
half, halve
=, equals, sign, is the same as
tens boundary, hundreds boundary
Division:
lots of, groups of
´, times, multiply, multiplication,
multiplied by
multiple of, product
once, twice, three times… ten times…
times as (big, long, wide… and so on)
repeated addition
array
row, column
Useful Websites:
double, halve
share, share equally
one each, two each, three each…
www.counton.org
www.primaryresources.co.uk
www.primarygames.co.uk
www.ictgames.com
www.mathszone.co.uk
www.coxhoe.durham.sch.uk
http://www.bbc.co.uk/schools/revisewise
nrich.maths.org
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