Year 3 Term 3

Key Concepts – Number – Multiplication and division

• To understand their multiplication tables and not just chant them
• Multiplication is the same as repeated addition.
• Multiplication is commutative.
• When multiplying two positive whole numbers, the answer will always be larger than either of the starting numbers.
• Doubling skills can help us with our times tables. The 4s are double 2s, 8s are double 4s.
• Division is repeated subtraction.
• Division is not commutative
• When you divide a whole number, by another whole number, the answer will always be smaller than the original member
• Children are able to select the correct operation and the most efficient method to answer a question

Key Vocabulary

Lots of

Groups of

Multiple of

Multiply by

Product

Array

Divide

Share

Equal group

Left over

Remainder

Key Concepts –Statistics- Data

• Data can be represented in a range of different ways
• Children should know what the scale is on a chart and that it may not also be 1
• The scale on a graph must remain divided into consistent, equal increments.
• Graphs have specific methods of presentation which need to be adhered to – bars on a bar graph shouldn’t touch unless the data is related.
• A graph has an x and a y axis.
• Questions can be written to be answered from a given set of data or a graph.
• There needs to be a space between the bars in a bar chart for discrete data.

Key Vocabulary

Scale

Axis

Data

Frequency

Represent

Title

Compare

Most popular

Least popular

Fewer

Common Misconceptions – Multiplication and division

Children do not understand that division is not commutative and therefore place the numbers in the wrong order

Children do not take into account place value when multiplying.

Children do not use 0 as a place holder when multiplying by a power of 10.

Multiplying by a power of 10 does not just mean “adding a 0”.

Common Misconception – Data

A pictogram image may not only represent one object

Numbers on the scale are not just the numbers in the data.

Children read the scales incorrectly leading to incorrect answers.

Children let the bars of a bar chart touch for discrete data.