Year 3 - Mental strategies related to the New Framework
Y3
Addition
1 Rapid recall
Addition facts for numbers to 20
(B1/B2/B3)
Recall sums of multiples of 10
(B1/B2/B3)
Mental methods
Place value
Relationships/inverse
Count on in steps of 1,2,3,4,5,6 and 10
from 0 and then a given no.(A1)
Count on in steps of 10,20,30,40,50,60 or
100 (A1)
Derive number pairs to total 100 (B3/D3)
Use knowledge of adding multiples of 10
and 100, to add near multiples e.g. 632
+199 (A2/D1/B2)
Use knowledge of partitioning when
adding 1 and 2 digit nos.(A2/A3)
Adding using partitioning and largest no
first (A3/B1)
Use empty number line for addition (A3)
Apply knowledge of pairs to 10 to add
efficiently using bridging e.g. 48 + 7 = (48
+ 2) +5(B1/D1)
Identify pairs to 10 when adding more
than 2 nos. (B1)
Add a multiple of 10 to a 2 digit no. and
recognise patterns (B2/D1)
Add 1 digit to 2 digit bridging over multiple
of 10 (D1)
Use patterns in similar calculations e.g.
14+3=17, 14 +13 =27(B2)
Partition 3 digit nos and explain their
value (A1/2)
Partition 2 and 3 digit numbers and
discuss patterns (E3)
Order and compare 3 digit numbers e.g.
465<478 and explain (A1)
Give a number 1, 10 or 100 more than
a 3 digit number (A1)
Add multiples of 10 or 100 to 2 or 3 digit
number (A1)
Round 3 digit nos to nearest 10 or 100
(A1/2/3)
Explain effect when counting on in 10’s
and 100’s (A2)
Can cross 10’s boundary and 100’s
boundary when counting e.g. 192, 202
or 953, 1053(A2)
Partition 2 digit nos in different ways
e.g. 75 = 60 + 15 (A2)
Round 2 and 3 digit nos to nearest 10
and 100 and use to estimate
calculations (A3)
Know that finding the
difference is the same as
counting on (A2)
Check calculations with
inverse operation (A2)
Know addition is inverse of
subtraction (B1)
Know addition can be done
in any order (B1)
Select the most
appropriate strategy for
numbers and explain
method (D3)
Y3
Subtraction
2 Rapid recall
Mental methods
Place value
Subtraction facts for numbers to
20 (B1/B2/B3)
Recall differences of multiples of
10 (B1/B2/B3)
Count back in steps of 1,2,3,4,5,6and 10
from 0 and then a given no.(A1)
Count back in steps of 10,20,30,40,50,60
or 100 (A1)
Use knowledge of subtracting multiples of
10 and 100, to subtract near multiples e.g.
632 +199 (A2/D1/D2)
Use knowledge of partitioning when
subtracting 2 digit nos. e.g.75-28=75-20-8
(A2/3)
Use an empty number line to count on to
the next 10 then count in 10’s to subtract
e.g 124 –68, 68 (+ 2) = 70,
70+(10+10+10)=100 , (+24) (A3)
Find the difference by counting on when
nos are close together e.g. 305 –
297(A3/D2)
Use knowledge of number facts to
subtract including bridging e.g. 43 – 7 =
(43-3)-4 (B1/D1/B3)
Subtract a multiple of 10 from a 2 digit
no.(B2)
Subtract a near multiple of 10 from a 2
digit no.(B2)
Count on and bridge through 100 using
number pairs e.g. 115-89, (89+11) +15
(B3)
Give a number 1, 10 or 100 less than a
3 digit number (A1)
Subtract multiples of 10 or 100 to 2 or 3
digit number (A1)
Subtract 1 digit no to a 2 digit no,
including bridging through 10. (A1)
Can cross 10’s boundary and 100’s
boundary when counting e.g. 202, 192
or 1053, 953(A2)
Relationships/inverse
Know that finding the
difference is the same as
counting on (A2)
Know subtraction is the
inverse of addition (B1)
Y3
Multiplication
Division
3 Rapid recall
Mental methods
Place value
Relationships/inverse
Know multiples of 100 which total
1000 (B1)
Doubles of multiples of 10(B1)
Recall 2,5,10 times table (B2/E1)
Doubles to 20 and corresponding
halves (B3/E1)
Doubles of multiples of 5 to 100
and corresponding halves (B3)
Doubles of multiples of 50 to 500
and corresponding halves (B3)
Recall 3,4 and 6 times tables
(E2/E3)
Count on in steps of 2,3,4,5,6 and 10 to
establish tables, not just from 0 (B1/E1)
Count on in steps of 100 (E1)
Recognise multiples of 3,4 and 6 (B1)
Identify multiples of 2,5 and 10 with up to
3 digits (B1)
Multiply 1 digit no by multiples of 10 then
100 (B3/E2/E3)
Multiplication as repeated addition (E1)
TU x U using partitioning, teens by
2,3,4,5,6(E1/E3)
Doubling and doubling again to x by 4(E2)
Use known multiplication facts and
doubling e.g. 7x3=21, 7x6=42 (E2)
Learn 3,4,6 times tables
Counting back in steps of 2,3,4,5,6 and 10
to establish division facts (B1/E1)
Count back in steps of 100 (E3)
Round remainders up or down in context
(D3/E3)
Repeated subtraction for division using
number line(E1)
Know division as grouping and sharing
(E3)
Derive division facts for 3,4 and 6 (B2)
Multiply by 10 and 100, nos to 100, and
explain the effect (A2)
Use relationship between
counting, 2’s and 4’s, 3’s
and 6’s, 5’s and 10’s (A1)
Know multiplication can be
done in any order (B2)
Multiplication is inverse of
division (B2/E2)
Recognise doubling and
halving link (D3)
Identify patterns within
multiples (E1)
Use of arrays for
multiplication (E1)
Doubling is x 2(E1)
Divide by 10 and 100 and explain the
effect (A2)
Estimate half of numbers on number
line (E2)
Division is inverse of
multiplication (B2)
Halving is divide by 2(E1)
Explore inverse of
multiplication and division
(E2/B2)
Division as sharing (E1/E2)
Division as grouping(E3)
Link fractions to
division(E2)
Recall division facts for 2,5,10
(E1)
Recall division facts for 3,4 and 6
(E2/E3)