Medium term Plan for Summer Year 3

NB: HAT = Hamilton Assessment Tracker

There is an additional investigation or problem-solving activity

for each week, plus some links to suitable websites for other
possible activities.
We
ek
1

Main focus of teaching and activities each

day
Place Value and number

Day 1: Starter
Count in steps of
100.

Day 1: 1. Say w
number.
2. Use equipmen

Day 2: Order and compare 3-digit numbers, place on

an ENL, find a number between.

Day 2: Starter
Multiply and divide
by 10.

Day 2: 1. Place
2. Compare pairs
between.

Day 3: Starter
Months of the year.

Day 3:

Day 4: Place value in money, writing in pounds and

pence.
Day 5: Use place value to add and subtract pounds,
10ps and 1ps, e.g. 4.63 60p and 3.49 + 30p.

Guess my number

Day 4: Starter
Measure a line in
centimetres.
Day 5: Starter
Count in steps of 20.

NRICH link: Round the three dice

Addition and subtraction
Day 1: Revise using expanded and compact addition
to add any pair of 3-digit numbers.
Day 2: Use compact addition to add pairs of 3-digit
numbers, estimate totals.
Day 3: Use compact addition to add any pair of 3digit numbers; look for patterns and make
generalisations.
Day 4: Revise using Frog to subtract 2-digit numbers
from 3-digit numbers, e.g. 137 72.
Day 5: Revise using Frog to subtract 3-digit numbers
within same century, e.g. 476 438.

Age guessing trick

Place Value an

Day 1: Partition and represent 3-digit numbers using

Place Value cards and multi-base equipment
(Dienes).

Day 3: Place 3-digit numbers on landmarked lines

(sections with 10s, then just 100s marked) and round
to the nearest 10 and 100.

Starter

Multiplication and Division

Day 1: Revise doubling numbers to 50 using
partitioning.

1. Roun

Day 4: 1. Know
and 10 stands f
2. Make ordered

Day 5: 1. Use p
10ps and 1ps, e.

HAT outcomes
(PV in p)
Addition and

Day 1: Starter
Know total of any
pair of single-digit
numbers.
Day 2: Starter
Round 3-digit
numbers to nearest
10 and 100.
Day 3: Starter Add
three single-digit
numbers.
Day 4: Starter
Adding to next 10.
Day 5: Starter
Match digital and
analogue times.
Day 1: Starter Add
1-digit numbers to 2-

Day 1: 1. Use c
numbers.

Day 2: 1. Use c
numbers.
2. Round to the n

Day 3: 1. Use c
numbers.
2. Look for patte

Day 4: 1. Use F
numbers, e.g. 13

Day 5: 1. Use F
same century, e.
2. Look for patte

HAT outcomes

Multiplication
Day 1:

1. Doub

digit numbers.

Day 2:

Day 2: Starter
and by 10 and 100.

Day 3: 1. Know
4x, 5x, 8x, 10x).

Day 3: Revise times tables and division facts (1x,

2x, 3x, 4x, 5x, 8x, 10x).

Day 3: Starter 3
and 4 times table.

Day 4: 1. Begin
numbers (teens)

Day 4: Begin to use the grid method to multiply 2digit numbers (teens) by 1-digit numbers.

Day 4: Starter
Single digit numbers
x 20.

Day 5: 1. Begin
numbers (numbe
2. Find and test r

Day 5: Starter 30
times table.

HAT outcomes
problems)

Day 2: Revise halving numbers to 100 using

partitioning.

Day 5: Begin to use the grid method to multiply 2digit numbers (numbers < 30) by 1-digit numbers;
Find and test rules.

1. Halve

18 times table wow!

NRICH link: Times table shifts
4

Measures and data

Measures and

Day 1: Measure in litres and millilitres and convert

between the two units.

Day 1: Starter
Units of time.

Day 1: 1. Meas
2. Convert betwe

Day 2: Revise measuring in millimetres and

centimetres, draw a bar chart.

Day 2: Starter
Convert litres to
millilitres and vice
versa.

Day 2: 1. Meas
2. Draw a bar ch

Day 3: Revise measuring in metres and centimetres,

find perimeters.
Day 4: Revise am and pm; Begin to tell the time to
the nearest minute.
Day 5: Tell time to nearest minute; Compare time
durations.

Litre challenge

Day 3: Starter
Convert centimetres
to metres and vice
versa.

Day 3: 1. Meas
centimetre.

Day 4: 1. Unde
2. Tell the time to
Day 5:

Day 4: Starter
Match digital and
analogue times.

1. Comp

HAT outcomes
30, 31, 33, 35

Day 5: Starter
Months of the year.

Addition and subtraction

Day 1: Add three or four 2-digit numbers using
expanded or compact addition.
Day 2: Add three or four 2-digit numbers using
compact addition; estimate answers.
Day 3: Add three or four 2-digit numbers using
compact addition; Find and test rules.
Day 4: Use Frog to help calculate change from 5,
10 and 20.

Addition and
Day 1: Starter Add
4 single-digit
numbers.

Day 1: 1. Add t
expanded or com

Day 2: Starter Add

multiples of 10.

Day 2: 1. Add t
addition.
2. Use rounding t

Day 3: Starter
Subtract single-digit
numbers.

Day 3: 1. Add t
addition.
2. Find and test

Day 4: Starter
Pairs with total of 10.

Day 4: 1. Use F
from 5, 10 and

Day 5: Starter
Pairs with a total of
100.

Day 5: 1. Use F
between amount

Day 1: Starter
Count in 100s.

Day 1: 1. Coun
to 1000.

Day 3: Work out the rule for a sequence.

Day 2: Starter Odd

and even numbers.

Day 2: 1. Coun
2. Identify patter

Day 4: Introduce 4-digit numbers, counting above

1000.

Day 3: Starter
Count back in 3s.

Day 3: 1. Find a
down in a consis

Day 5: Place value in numbers from 1000 to 2000.

Day 4: Starter
Add and subtract
multiples of 10/100.

Day 4:

Day 5: Use frog to find the difference between

amounts of money.

Step change
NRICH link: Three neighbours
6

Place Value
Day 1: Count in 50s and 100s.

HAT outcomes
(subtract, find
Place value

Day 2: Count in 4s and 8s.

Dog chews
NRICH link: Mobile numbers

We
ek
7

Main focus of teaching and activities each

day
Multiplication and division

Starter

Day 1: Scale up by multiplying by 4 (double twice)

and by 10

Day 1: Starter
Double numbers to
50

Day 2: Scale down by dividing by 4 (halve twice) and

by 10
Day 3: Divide numbers just beyond the times tables
(no remainders)

Day 5: Starter
Add and subtract
multiples of 10p.

1. Coun

Day 5: 1. Begin
between 1000 an

HAT outcomes
50s, 100s) an

Outcomes of e

Multiplication

Day 2: Starter
Halve even numbers
to 100

Day 1:
by 10

1. Scale

Day 2:
10

1. Scale

Day 3: 1 Divide
tables (no remain

Day 4: Divide numbers just beyond the times tables

(no remainders)

Day 3: Starter
Division facts for the
3 and 4 times tables

Day 4: 1. Divid
remainders)

Day 5: Divide numbers just beyond the times tables

(with remainders)

Day 4: Starter 8
times table

Day 5: 1. Divid
times tables (wit

Threes and fours

Day 5: Starter
Find a time later

HAT outcomes

Day 1: Starter Add

multiples of ten

Day 1: 1. Reco
three make three

Shape, measures and data

Day 1: Recognise that two right angles make a halfturn, three make three quarters of a turn and four a

Shape, measu

complete turn
Day 2: Identify whether angles are greater than or
less than a right angle
Day 3: Identify horizontal, vertical, perpendicular
and parallel lines
Day 4: Count faces, vertices and edges of 3D shapes
Day 5: Revise units of time

My square not yours

NRICH link: A puzzling cube

We
ek
9

Day 3: Starter
Match digital and
analogue times,
revise am and pm
Day 4:
shapes

Starter 3D

Day 5: Starter
Months of the year

Main focus of teaching and activities each

day
Fractions

Starter

Day 1: Understand tenths, and find tenths of

amounts

Day 1: Starter
Multiply and divide
by 10

Day 2: Fractions as numbers and as operators; find

unit fractions of quantities
Day 3: Find non-unit fractions of amounts
Day 4: Find fractions which are equivalent to and
to
Day 5: Add and subtract fractions with the same
denominator within one whole

Greedy guzzler
NRICH link: Dividing a cake
10

Day 2: Starter
Multiply and divide
by 10 on a PV grid

Addition or subtraction

Day 2: 1. Ident
than a right angl

Day 3: 1. Sort
parallel lines, per
2. Recognise ho

Day 4: 1. Coun
Look for patterns
Day 5:
them

1. Know

HAT outcomes
39

Outcomes of e
Fractions

Day 2: Starter
Halve even numbers
to 100
Day 3: Starter
Division facts for 3
times table
Day 4: Starter
Place fractions on a
line
Day 5: Starter
Fractions with a total
of 1

Day 1: 1. Unde
2. Find one tenth

Day 2: 1. Unde
operators
2. Find unit fracti
Day 3:

1. Find n

Day 4:

1. Find f

Day 5: 1. Add a
denominator, an

HAT outcomes
and - fraction

Addition or su

Day 1: Revise adding three or four 2-digit numbers

using compact addition; estimate answers

Day 1: Starter Add

3 multiples of 10

Day 2: Use column addition to add three 3-digit

numbers

Day 2: Starter
Round 3-digit
numbers to nearest
100

Day 2: 1. Use c
numbers
2. Use rounding t

Day 3: Starter
Round amounts of

Day 3:
money

Day 3: Use column addition to amounts of money

(one carry between 1ps and 10ps or from 10ps to
s)

Day 1: 1. Add t
addition
2. Use rounding t

1. Use c

Day 4: Use column addition to amounts of money;

Revise finding the change from 5, 10 and 20
using Frog
Day 5: Find change from 100 using Frog

Mobile towers

We
ek
11

Main focus of teaching and activities each

day
Addition and subtraction/Multiplication
and division
Day 1: Add 3-digit numbers using place value; Add
near multiples of 100
Day 2: Subtract 3-digit numbers using place value;
Subtract near multiples of 100
Day 3: Use the grid method to multiply 2-digit
numbers (numbers < 40) by 1-digit numbers
Day 4: Divide numbers within and just beyond the
times tables (with remainders)
Day 5: Solve correspondence problems

Yuk or yum!
Link to pdf of challenges: Treasure Hunt,
Activity 36

money to the nearest

pound
Day 4: Starter
Say the amount need
to make 1

2. Use rounding t

Day 4: 1. Use c
10 and 20
Day 5:

1. Use c

Day 5: Starter
Subtraction facts

HAT outcomes

Starter

Outcomes of e

Day 1: Starter
Adding multiples of
10 and 100 to 3-digit
numbers
Day 2: Starter
Place value
subtractions
Day 3: Starter 30
times table
Day 4: Starter
Division facts for the
4 times table
Day 5: Starter 8
times table

Title of topic colour code (see below)

GREEN Place Value or number

ORANGE Addition or subtraction
PURPLE Multiplication or division (inc. scaling or square/cube
numbers or multiples and factors...)
GREY Fractions or decimals or percentages or ratio
BLUE shape or measures or data
BROWN Algebra
BROWN Algebra

The Hamilton plans do provide resources for practice of the relevant

algorithms, skills and the reinforcement of crucial understandings.
However, some teachers may prefer to use textbooks as an additional source of
practice. We have agreed with Pearson, the publisher of Abacus, that we can
reference the Abacus textbooks and that they will do a special deal if any

Addition and
division

Day 1: 1. Add t
2. Add near mult

Day 2: 1. Subtr
2. Subtract near

Day 3: 1. Use t
between 20 and

Day 4: 1. Divid
tables (with rema
Day 5:

1. Solve

HAT outcomes

Hamilton users wish to purchase a set of these textbooks. These are new books,
written specifically to match the new National Curriculum. Any schools wishing to
follow this up should go to this webpage:
http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/A
bacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.as
px
OUTCOMES FOR Y3 (Hamilton Assessment Tracker)
Key Outcomes in bold
Read, write and locate any 3-digit number on a
landmarked line from 0-1000 and use this to order and
compare numbers. N
Estimate quantities and represent numbers in different ways.
N
Understand place value in 3-digit numbers; add and
subtract 1, 10 or 100 without difficulty. N
Count from 0 in 2s, 4s, 8s, 10s, 100s, and 50s. N
Solve number problems and practical problems involving place
value.
N
Round to the nearest ten and hundred, e.g. 34 to the nearest ten
is 30, 276 to the nearest hundred is 300. N
Know securely number pairs for all the numbers up to and
including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10,
4+11, 3+12, 2+13, 1+14, 0+15). AS
Mentally add or subtract any pair of 2 digit numbers, e.g.
75 + 58 or 75 58. AS
Mentally add and subtract multiples of 1s, 10s and 100s to/from
3-digit numbers. AS
Recognise that there are two ways of completing
subtractions, either by counting up or by counting back.
AS
Add numbers with 3-digits using column addition, first expanded
then compact method. AS
Subtract larger numbers with confidence, using 'Frog' for
counting up, e.g. 302 288.
AS
Estimate answers and use addition to check subtraction,
understanding that addition and subtraction are inverse
operations.
AS
Solve problems, including missing number problems.
AS
Understand that multiplication is commutative, and write
mathematical statements for multiplication and division.
MD
Understand that division is the inverse of multiplication,
e.g. that ? x 3 = 21 21 3 = ? MD
Know the 2x, 3x, 4x, 5x, 8x and 10x times tables,
including division facts. MD

 Multiply 2-d nos by 10 or 1-d nos by 100; divide multiples of 10

or 100 by 10 or 100. Understand the effect of x or by 10/100.
MD
Multiply a 1 digit number by a 2 digit number using partitioning.
MD
Partition to double and halve numbers.
MD
Solve problems, including missing number and scaling problems.
MD
Recognise and show using diagrams, equivalent fractions for ,
, , 1/3, e.g. 3/12.
FD
Recognise, find and write unit and non-unit fractions of
convenient amounts, e.g. 1/10 of 100 or 1/3 of 60. FD
Count up and down in fractional steps, e.g. counting in s, s or
1
/3s; hence recognise fractions as numbers. FD
Count up and down in tenths and understand that tenths
are the result of dividing an object or quantity into 10
equal parts.
FD
Compare and order unit fractions and fractions with the same
denominator; add or subtract fractions with the same
denominator.
FD
Solve problems involving fractions. FD
Measure, compare, add and subtract lengths, weights
and capacities. MS
Know that there are 100cm in a metre and that there are 10mm
in a centimetre. MS
Use a ruler to measure lines. MS
Measure the perimeter of simple 2-D shapes. MS
Add and subtract amounts of money and give change by
counting up; use both and p in practical contexts. MS
Tell and write the time on digital and analogue clocks
(incl. those with Roman numerals). MS
Record times in seconds, minutes, hours, days, weeks, months,
years including leap years, converting from one unit to another.
MS
Compare durations of events using analogue and digital times
and vocabulary such as am and pm. MS
Interpret and represent data on scaled bar charts,
pictograms and tables, and solve problems using these.
MS
Draw 2-D and make 3-D shapes, recognising both in
different orientations, and describe them.
G
Identify right angles as 90 in shapes, and also as turns;
recognise angles as less than or greater than 90.
G
Identify horizontal and vertical lines, and pairs of parallel and
perpendicular lines. G

NB The letters in orange indicate the strand to which each outcome

belongs on Hamilton Assessment Tracker