Numbers to 1,000
Unit 2 – 10 weeks
Primary
KS2
Year 3
Curriculum
The PowerPoint file contains slides you can use in the classroom to support each of the learning outcomes for this unit, listed below.
The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.
Learning outcomes
| # | Title |
|---|---|
| 1 | Pupils explain that 100 is composed of ten tens and one hundred ones |
| 2 | Pupils explain that 100 is composed of 50s 25s and 20s |
| 3 | Pupils use known facts to find multiples of ten that compose 100 |
| 4 | Pupils will use known facts to find a two-digit number and a one- or two-digit number that compose 100 |
| 5 | Pupils use known facts to find correct complements to 100 |
| 6 | Pupils use known facts to find complements to 100 accurately and efficiently |
| 7 | Pupils represent a three-digit number which is a multiple of ten using their numerals and names |
| 8 | Pupils use place value knowledge to write addition and subtraction equations |
| 9 | Pupils bridge 100 by adding or subtracting in multiples of ten |
| 10 | Pupils use knowledge of addition and subtraction of multiples of ten bridging the hundreds boundary to solve problems |
| 11 | Pupils count across and on from 100 |
| 12 | Pupils represent a three-digit number up to 199 in different ways |
| 13 | Pupils bridge 100 by adding or subtracting a single-digit number |
| 14 | Pupils find ten more or ten less than a given number |
| 15 | Pupils cross the hundreds boundary when adding and subtracting any two-digit multiple of ten |
| 16 | Pupils become familiar with a metre ruler (marked and unmarked intervals, 1 x 1m, 10 x 10cm, 100 x 1cm) |
| 17 | Pupils measure length and height from zero using whole metres and cm |
| 18 | Pupils measure length and height from zero using cm |
| 19 | Pupils convert between m and cm (include whole m to cm, cm to whole m and cm and vice versa) |
| 20 | Pupils become familiar with a ruler in relation to cm and mm (marked and unmarked intervals, knowing 1cm = 10mm) |
| 21 | Pupils measure length from zero using mm / whole cm and mm |
| 22 | Pupils convert between cm and mm (include whole cm to mm, mm to whole cm and mm and vice versa) |
| 23 | Pupils estimate a length/height, measure a length/height and record in a table |
| 24 | Pupils use knowledge of place value to represent a three-digit number in different ways |
| 25 | Pupils represent a three-digit number up to 1000 in different ways |
| 26 | Pupils use knowledge of the additive relationship to solve problems |
| 27 | Pupils count in hundreds and tens on a number line |
| 28 | Pupils identify the previous, next and nearest multiple of 100 on a number line for a three-digit multiples of ten |
| 29 | Pupils position three-digit numbers on number lines |
| 30 | Pupils estimate the position of three-digit numbers on unmarked number lines |
| 31 | Pupils compare one-, two- and three-digit numbers |
| 32 | Pupils compare two three-digit numbers |
| 33 | Pupils order sets of three-digit numbers |
| 34 | Pupils use known facts to add or subtract multiples of 100 within 1000 |
| 35 | Pupils write a three-digit multiple of 10 as a multiplication equation |
| 36 | Pupils partition three-digit numbers in different ways |
| 37 | Pupils use known facts to solve problems involving partitioning numbers |
| 38 | Pupils use known facts to add or subtract to/from multiples of 100 in tens |
| 39 | Pupils use known facts to add or subtract to/from multiples of 100 in ones |
| 40 | Pupils add/subtract multiples of ten bridging 100 |
| 41 | Pupils add/subtract to/from a three-digit number in ones bridging 100 |
| 42 | Pupils find 10 more or less across any hundreds boundary |
| 43 | Pupils use knowledge of adding or subtracting to/from three-digit numbers to solve problems |
| 44 | Pupils count forwards and backwards in multiples of 2, 20, 5, 50 and 25 |
| 45 | Pupils use knowledge of counting in multiples of 2, 20, 5, 50 and 25 to solve problems |
| 46 | Pupils become familiar with different weighing scales up to 1kg (intervals of 100g, 200g, 250g and 500g) |
| 47 | Pupils become familiar with the tools to measure volume and capacity up to 1 litre (intervals of 100ml, 200ml, 250ml and 500ml) |
| 48 | Pupils measure mass from zero up to 1kg using grams |
| 49 | Pupils measure mass from zero above 1kg using whole kg and grams |
| 50 | Pupils measure volume from zero up to 1 litre using ml |
| 51 | Pupils measure volume from zero above 1 litre using whole litres and ml |
| 52 | Pupils estimate mass in grams and volume in ml |
| 53 | Pupils estimate a mass/volume, measure a mass/volume and record in a table |