DfE Non-statutory Mathematics guidance (June

2020) – Ready-to-progress criteria match to

Busy Ant Maths Year 3 Medium-Term Plans

On 6 July, 2020 the DfE published new non-statutory guidance aimed

at helping teachers to plan teaching the statutory mathematics
national curriculum in England for Key Stages 1 and 2
(https://www.gov.uk/government/publications/teaching-mathematics-in-primary-schools).

The guidance:
 is intended to support teaching
 brings greater coherence to the national curriculum by identifying core concepts in the national
curriculum and demonstrating progression from year 1 to year 6
 summarises the most important knowledge and understanding within each year group and
highlights important connections between these mathematical topics
 can be used alongside other high-quality plans and resources, including textbooks
 may be helpful in planning and prioritising the curriculum following the coronavirus (COVID-19)
outbreak.

In the publication, the important conceptual knowledge and understanding that pupils need as they
progress from year 1 to year 6 are referred to as ‘Ready-to-progress criteria’, and provide a
coherent, linked framework to support pupils’ mastery of the primary mathematics curriculum.

It should be noted note that the publication does not address the whole of the primary curriculum, but
only the areas that have been identified as a priority. It is still a statutory requirement that the whole
of the curriculum is taught. However, by meeting the ready-to-progress criteria, pupils will be able to
more easily access many of the elements of the curriculum that are not covered by this guidance.

This document aims to identify which units in Busy Ant Maths Year 3 link to the Year 3 ‘Ready-to-
progress criteria’. Used in conjunction with the DfE publication, it helps support teachers in planning
and assessing the mathematics national curriculum.

At the long-term planning stage, they can be used to ensure that the most important elements that
underpin the curriculum are covered, and to ensure that there is continuity and consistency for
pupils as they progress from one year group to the next.

At the medium-term planning stage, teachers can use the guidance to identify connections between
mathematical ideas and develop understanding based on logical progression and to use this
information to inform decisions on how much teaching time to set aside for the different parts of the
curriculum. Teaching time can be weighted towards the ‘Ready-to-progress criteria’. This may be of
particular help to teachers following the coronavirus (COVID-19) outbreak.

Along with the ‘Record-keeping formats’ and ‘Tracking back and forward through the Mathematics
National Curriculum attainment targets – Year 3’ documents in the Busy Ant Maths Assessment
Guide 3, this guidance can also be used to support transition conversations between teachers of
adjacent year groups, so that class teachers understand what pupils have been taught in the
previous year group, how they have been taught it, and how effectively pupils have understood and
remembered it.

Year 3 Ready-to-progress criteria

Strand Ready-to progress criteria

 Number and place 3NPV–1 Know that 10 tens are equivalent to 1 hundred, and that 100 is 10
value (NPV) times the size of 10; apply this to identify and work out how many 10s
there are in other three-digit multiples of 10.
3NPV–2 Recognise the place value of each digit in three-digit numbers,
and compose and decompose three-digit numbers using standard and
non-standard partitioning.
3NPV–3 Reason about the location of any three-digit number in the linear
number system, including identifying the previous and next multiple of
100 and 10.
3NPV–4 Divide 100 into 2, 4, 5 and 10 equal parts, and read
scales/number lines marked in multiples of 100 with 2, 4, 5 and 10 equal
parts. ^
Number facts (NF) 3NF–1 Secure fluency in addition and subtraction facts that bridge 10,
through continued practice.
3NF–2 Recall multiplication facts, and corresponding division facts, in the
10, 5, 2, 4 and 8 multiplication tables, and recognise products in these
multiplication tables as multiples of the corresponding number.
3NF–3 Apply place-value knowledge to known additive and multiplicative
number facts (scaling facts by 10), for example:
80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
Addition and 3AS–1 Calculate complements to 100, for example: 46 + ? = 100
subtraction (AS) 3AS–2 Add and subtract up to three-digit numbers using columnar
methods.
3AS–3 Manipulate the additive relationship:
Understand the inverse relationship between addition and subtraction,
and how both relate to the part–part–whole structure.
Understand and use the commutative property of addition, and
understand the related property for subtraction.
Multiplication and 3MD–1 Apply known multiplication and division facts to solve contextual
division (MD) problems with different structures, including quotitive and partitive
division.
Fractions (F) 3F–1 Interpret and write proper fractions to represent 1 or several parts of
a whole that is divided into equal parts.
3F–2 Find unit fractions of quantities using known division facts
(multiplication tables fluency).
3F–3 Reason about the location of any fraction within 1 in the linear
number system.
3F–4 Add and subtract fractions with the same denominator, within 1.
Geometry (G) 3G–1 Recognise right angles as a property of shape or a description of a
turn, and identify right angles in 2D shapes presented in different
orientations.
3G–2 Draw polygons by joining marked points, and identify parallel and
perpendicular sides.

^ Link to intervals commonly found in measuring instruments and graph scales.

 Busy Ant Maths
Number – Number and place value
Unit 1 Number – Addition and subtraction
Geometry – Properties of shape
National Curriculum attainment targets
Pupils should be taught to:
Number – Number and place value Ready-to progress criteria
• recognise the place value of each digit in a three- 3NPV–1 Know that 10 tens are equivalent
digit number (hundreds, tens, ones) to 1 hundred, and that 100 is 10 times the
• compare and order numbers up to 1000 size of 10; apply this to identify and work
• read and write numbers up to 1000 in numerals out how many 10s there are in other
• solve number problems and practical problems three-digit multiples of 10.
involving these ideas 3NPV–2 Recognise the place value of each
digit in three-digit numbers, and compose
and decompose three-digit numbers using
standard and non-standard partitioning.
3NPV–3 Reason about the location of any
three-digit number in the linear number
system, including identifying the previous
and next multiple of 100 and 10.
Number – Addition and subtraction
• practise solving varied addition and subtraction 3NF–1 Secure fluency in addition and
questions. For mental calculations with two-digit subtraction facts that bridge 10, through
numbers, the answers could exceed 100. * continued practice.
• add and subtract numbers mentally, including: 3NF–3 Apply place-value knowledge to
– a three-digit number and ones known additive and multiplicative number
– a three-digit number and tens facts (scaling facts by 10), for example:
80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
3AS–1 Calculate complements to 100, for
example: 46 + ? = 100
3AS–3 Manipulate the additive
relationship:
Understand the inverse relationship
between addition and subtraction, and
how both relate to the part–part–whole
structure.
Understand and use the commutative
property of addition, and understand the
related property for subtraction.
Geometry – Properties of shape
• make 3-D shapes using modelling materials;
recognise 3-D shapes in different orientations and
describe them
* Notes and guidance (non-statutory)
 Busy Ant Maths
Number – Multiplication and division,
including Number and place value
Unit 2 Number – Fractions
Measurement (mass)
National Curriculum attainment targets
Pupils should be taught to:
Number – Multiplication and division Ready-to progress criteria
• recall and use multiplication and division facts for 3NF–2 Recall multiplication facts, and
the 3 multiplication table corresponding division facts, in the 10, 5, 2,
• solve problems, including missing number 4 and 8 multiplication tables, and recognise
problems, involving multiplication and division, products in these multiplication tables as
including positive integer scaling problems and multiples of the corresponding number.
correspondence problems in which n objects are 3NF–3 Apply place-value knowledge to
connected to m objects known additive and multiplicative number
Number – Number and place value facts (scaling facts by 10), for example:
• find 10 more or less than a given number 80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
3MD–1 Apply known multiplication and
division facts to solve contextual problems
with different structures, including
quotitive and partitive division.
Number – Fractions
• recognise, find and write fractions of a discrete set 3F–1 Interpret and write proper fractions
of objects: unit fractions and non-unit fractions with to represent 1 or several parts of a whole
small denominators that is divided into equal parts.
• add fractions with the same denominator within 3F–2 Find unit fractions of quantities using
one whole [for example, ] known division facts (multiplication tables
• solve problems that involve all of the above fluency).
3F–3 Reason about the location of any
fraction within 1 in the linear number
system.
3F–4 Add and subtract fractions with the
same denominator, within 1.
Measurement (mass)
• measure, compare, add and subtract mass (kg/g) 3NPV–4 Divide 100 into 2, 4, 5 and 10
equal parts, and read scales/number lines
marked in multiples of 100 with 2, 4, 5 and
10 equal parts. ^
^ Link to intervals commonly found in measuring instruments.
 Busy Ant Maths
Number – Addition and subtraction
Unit 3 Geometry – Properties of shape
National Curriculum attainment targets
Pupils should be taught to:
Number – Addition and subtraction Ready-to progress criteria
• add and subtract numbers mentally, including: 3NF–1 Secure fluency in addition and
– a three-digit number and ones subtraction facts that bridge 10, through
– a three-digit number and tens continued practice.
– three-digit number and hundreds 3NF–3 Apply place-value knowledge to
• solve problems, including missing number known additive and multiplicative number
problems, using number facts, place value, and more facts (scaling facts by 10), for example:
complex addition and subtraction 80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
3AS–1 Calculate complements to 100, for
example: 46 + ? = 100
3AS–3 Manipulate the additive
relationship:
Understand the inverse relationship
between addition and subtraction, and
how both relate to the part–part–whole
structure.
Understand and use the commutative
property of addition, and understand the
related property for subtraction.
Geometry – Properties of shape
• recognise angles as a property of shape or a 3G–1 Recognise right angles as a property
description of a turn of shape or a description of a turn, and
• identify right angles, recognise that two right angles identify right angles in 2D shapes
make a half-turn, three make three quarters of a turn presented in different orientations.
and four a complete turn; identify whether angles are
greater than or less than a right angle
 Busy Ant Maths
Number – Multiplication and division,
Unit 4 including Number and place value
Measurement (time)
National Curriculum attainment targets
Pupils should be taught to:
Number – Multiplication and division Ready-to progress criteria
• recall and use multiplication and division facts for 3NF–2 Recall multiplication facts, and
the 4 and 8 multiplication tables corresponding division facts, in the 10, 5,
• solve problems, including missing number 2, 4 and 8 multiplication tables, and
problems, involving multiplication and division, recognise products in these multiplication
including positive integer scaling problems and tables as multiples of the corresponding
correspondence problems in which n objects are number.
connected to m objects 3NF–3 Apply place-value knowledge to
Number – Number and place value known additive and multiplicative
• count from 0 in multiples of 4 and 8 number facts (scaling facts by 10), for
example:
80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
3MD–1 Apply known multiplication and
division facts to solve contextual
problems with different structures,
including quotitive and partitive division.
Measurement (time)
• tell and write the time from an analogue clock,
including using Roman numerals from I to XII, and 12-
hour and
24-hour clocks
• estimate and read time with increasing accuracy to
the nearest minute; use vocabulary such as o’clock,
a.m./p.m., morning, afternoon, noon and midnight
 Busy Ant Maths
Number – Number and place value
Number – Addition and subtraction,
Unit 5 including Measurement (money)
Geometry – Properties of shape
National Curriculum attainment targets
Pupils should be taught to:
Number – Number and place value Ready-to progress criteria
• recognise the place value of each digit in a three- 3NPV–1 Know that 10 tens are equivalent
digit number (hundreds, tens, ones) to 1 hundred, and that 100 is 10 times the
• compare and order numbers up to 1000 size of 10; apply this to identify and work
• identify, represent and estimate numbers using out how many 10s there are in other
different representations three-digit multiples of 10.
• read and write numbers up to 1000 in numerals 3NPV–2 Recognise the place value of each
and in words digit in three-digit numbers, and compose
• solve number problems and practical problems and decompose three-digit numbers using
involving these ideas standard and non-standard partitioning.
3NPV–3 Reason about the location of any
three-digit number in the linear number
system, including identifying the previous
and next multiple of 100 and 10.
Number – Addition and subtraction
• solve problems, including missing number 3NF–1 Secure fluency in addition and
problems, using number facts, place value, and subtraction facts that bridge 10, through
more complex addition and subtraction continued practice.
Measurement (money) 3NF–3 Apply place-value knowledge to
• add and subtract amounts of money to give known additive and multiplicative number
change, using both £ and p in practical contexts facts (scaling facts by 10), for example:
80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
3AS–1 Calculate complements to 100, for
example: 46 + ? = 100
3AS–3 Manipulate the additive
relationship:
Understand the inverse relationship
between addition and subtraction, and
how both relate to the part–part–whole
structure.
Understand and use the commutative
property of addition, and understand the
related property for subtraction.
Geometry – Properties of shape
• draw 2-D shapes and describe them 3G–1 Recognise right angles as a property
• recognise angles as a property of shape of shape or a description of a turn, and
identify right angles in 2D shapes
presented in different orientations.
3G–2 Draw polygons by joining marked
points, and identify parallel and
perpendicular sides.
 Busy Ant Maths
Number – Multiplication and division,
including Number and place value
Unit 6 Number – Fractions
Measurement (length)
National Curriculum attainment targets
Pupils should be taught to:
Number – Multiplication and division Ready-to progress criteria
• recall and use multiplication and division facts for 3NF–2 Recall multiplication facts, and
the 4 and 8 multiplication tables corresponding division facts, in the 10, 5,
• solve problems, including missing number 2, 4 and 8 multiplication tables, and
problems, involving multiplication and division, recognise products in these multiplication
including positive integer scaling problems and tables as multiples of the corresponding
correspondence problems in which n objects are number.
connected to m objects 3MD–1 Apply known multiplication and
Number – Number and place value division facts to solve contextual
• count from 0 in multiples of 4 and 8 problems with different structures,
including quotitive and partitive division.
Number – Fractions
• recognise, find and write fractions of a discrete set 3F–1 Interpret and write proper fractions
of objects: unit and non-unit fractions with small to represent 1 or several parts of a whole
denominators that is divided into equal parts.
• recognise and use fractions as numbers: unit and 3F–2 Find unit fractions of quantities
non-unit fractions with small denominators using known division facts (multiplication
• compare and order unit fractions, and fractions tables fluency).
with the same denominator 3F–3 Reason about the location of any
• solve problems that involve all of the above fraction within 1 in the linear number
system.
Measurement (length)
• measure, compare, add and subtract lengths 3NPV–4 Divide 100 into 2, 4, 5 and 10
(m/cm/mm) equal parts, and read scales/number lines
marked in multiples of 100 with 2, 4, 5
and 10 equal parts. ^
^ Link to intervals commonly found in measuring instruments.
 Busy Ant Maths
Number – Addition and subtraction,
Unit 7 including Measurement (money)
Statistics
National Curriculum attainment targets
Pupils should be taught to:
Number – Addition and subtraction Ready-to progress criteria
• add and subtract numbers mentally, including: 3NF–1 Secure fluency in addition and
– a three-digit number and ones subtraction facts that bridge 10, through
– a three-digit number and tens continued practice.
– a three-digit number and hundreds 3NF–3 Apply place-value knowledge to
• add and subtract numbers with up to three digits, known additive and multiplicative
using formal written methods of columnar addition number facts (scaling facts by 10), for
and subtraction example:
• estimate the answer to a calculation and use 80 + 60 = 140
inverse operations to check answers 140 – 60 = 80
• solve problems, including missing number 30 x 4 = 120
problems, using number facts, place value, and more 120 ÷ 4 = 30
complex addition and subtraction 3AS–1 Calculate complements to 100, for
Measurement (money) example: 46 + ? = 100
• add and subtract amounts of money to give change, 3AS–2 Add and subtract up to three-digit
using both £ and p in practical contexts numbers using columnar methods.
3AS–3 Manipulate the additive
relationship:
Understand the inverse relationship
between addition and subtraction, and
how both relate to the part–part–whole
structure.
Understand and use the commutative
property of addition, and understand the
related property for subtraction.
Statistics
• interpret and present data using bar charts, 3NPV–4 Divide 100 into 2, 4, 5 and 10
pictograms and tables equal parts, and read scales/number lines
• solve one-step and two-step questions [for marked in multiples of 100 with 2, 4, 5
example, ‘How many more?’ and ‘How many fewer?’] and 10 equal parts. ^
using information presented in scaled bar charts and
pictograms and tables
^ Link to intervals commonly found in graph scales.
 Busy Ant Maths
Number – Multiplication and division,
including Number and place value
Unit 8 Number – Fractions
Measurement (perimeter)
National Curriculum attainment targets
Pupils should be taught to:
Number – Multiplication and division Ready-to progress criteria
• recall and use multiplication and division facts for 3NF–2 Recall multiplication facts, and
the 3, 4 and 8 multiplication tables corresponding division facts, in the 10, 5,
• solve problems, including missing number 2, 4 and 8 multiplication tables, and
problems, involving multiplication and division, recognise products in these multiplication
including positive integer scaling problems and tables as multiples of the corresponding
correspondence problems in which n objects are number.
connected to m objects 3NF–3 Apply place-value knowledge to
Number – Number and place value known additive and multiplicative
• count from 0 in multiples of 50 and 100; find 100 number facts (scaling facts by 10), for
more or less than a given number example:
80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
3MD–1 Apply known multiplication and
division facts to solve contextual
problems with different structures,
including quotitive and partitive division.
Number – Fractions
• recognise and show, using diagrams, equivalent 3F–1 Interpret and write proper fractions
fractions with small denominators to represent 1 or several parts of a whole
• subtract fractions with the same denominator that is divided into equal parts.
within one whole 3F–2 Find unit fractions of quantities
• compare and order unit fractions, and fractions using known division facts (multiplication
with the same denominator tables fluency).
• solve problems that involve all of the above 3F–3 Reason about the location of any
fraction within 1 in the linear number
system.
3F–4 Add and subtract fractions with the
same denominator, within 1.
Measurement (perimeter)
• measure the perimeter of simple 2-D shapes
 Busy Ant Maths
Number – Number and place value
Unit 9 Number – Addition and subtraction
Geometry – Properties of shape
National Curriculum attainment targets
Pupils should be taught to:
Number – Number and place value Ready-to progress criteria
• recognise the place value of each digit in a three- 3NPV–1 Know that 10 tens are equivalent
digit number (hundreds, tens, ones) to 1 hundred, and that 100 is 10 times the
• compare and order numbers up to 1000 size of 10; apply this to identify and work
• identify, represent and estimate numbers using out how many 10s there are in other
different representations three-digit multiples of 10.
• read and write numbers up to 1000 in numerals 3NPV–2 Recognise the place value of each
and in words digit in three-digit numbers, and compose
• solve number problems and practical problems and decompose three-digit numbers using
involving these ideas standard and non-standard partitioning.
3NPV–3 Reason about the location of any
three-digit number in the linear number
system, including identifying the previous
and next multiple of 100 and 10.
Number – Addition and subtraction
• add and subtract numbers mentally, including: 3NF–1 Secure fluency in addition and
– a three-digit number and ones subtraction facts that bridge 10, through
– a three-digit number and tens continued practice.
– a three-digit number and hundreds 3NF–3 Apply place-value knowledge to
• add and subtract numbers with up to three digits, known additive and multiplicative number
using formal written methods of columnar addition facts (scaling facts by 10), for example:
and subtraction 80 + 60 = 140
• estimate the answer to a calculation and use 140 – 60 = 80
inverse operations to check answers 30 x 4 = 120
• solve problems, including missing number 120 ÷ 4 = 30
problems, using number facts, place value, and more 3AS–1 Calculate complements to 100, for
complex addition and subtraction example: 46 + ? = 100
3AS–2 Add and subtract up to three-digit
numbers using columnar methods.
3AS–3 Manipulate the additive
relationship:
Understand the inverse relationship
between addition and subtraction, and
how both relate to the part–part–whole
structure.
Understand and use the commutative
property of addition, and understand the
related property for subtraction.
Geometry – Properties of shape
• draw 2-D shapes and make 3-D shapes using 3G–2 Draw polygons by joining marked
modelling materials; recognise points, and identify parallel and
3-D shapes in different orientations and describe perpendicular sides.
them
• identify horizontal and vertical lines and pairs of
perpendicular and parallel lines
 Busy Ant Maths
Number – Multiplication and division
Unit 10 Number – Fractions
Measurement (volume and capacity)
National Curriculum attainment targets
Pupils should be taught to:
Number – Multiplication and division Ready-to progress criteria
• write and calculate mathematical statements for 3NF–2 Recall multiplication facts, and
multiplication using the multiplication tables that corresponding division facts, in the 10, 5,
they know, including for two-digit numbers times 2, 4 and 8 multiplication tables, and
one-digit numbers, using mental and progressing to recognise products in these multiplication
formal written methods tables as multiples of the corresponding
• solve problems, including missing number number.
problems, involving multiplication and division, 3NF–3 Apply place-value knowledge to
including positive integer scaling problems and known additive and multiplicative
correspondence problems in which n objects are number facts (scaling facts by 10), for
connected to m objects example:
80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
3MD–1 Apply known multiplication and
division facts to solve contextual
problems with different structures,
including quotitive and partitive division.
Number – Fractions
• count up and down in tenths; recognise that tenths 3F–1 Interpret and write proper fractions
arise from dividing an object into 10 equal parts and to represent 1 or several parts of a whole
in dividing one-digit numbers or quantities by 10 that is divided into equal parts.
• recognise, find and write fractions of a discrete set 3F–2 Find unit fractions of quantities
of objects: unit fractions and non-unit fractions with using known division facts (multiplication
small denominators tables fluency).
• recognise and show, using diagrams, equivalent
fractions with small denominators
• solve problems that involve all of the above
Measurement (volume & capacity)
• measure, compare, add and subtract 3NPV–4 Divide 100 into 2, 4, 5 and 10
volume/capacity (l/ml) equal parts, and read scales/number lines
marked in multiples of 100 with 2, 4, 5
and 10 equal parts. ^
^ Link to intervals commonly found in measuring instruments.
 Busy Ant Maths
Number – Addition and subtraction,
Unit 11 including Measurement (money)
Measurement (time)
National Curriculum attainment targets
Pupils should be taught to:
Number – Addition and subtraction Ready-to progress criteria
• add and subtract numbers mentally, including: 3NF–1 Secure fluency in addition and
– a three-digit number and ones subtraction facts that bridge 10, through
– a three-digit number and tens continued practice.
– a three-digit number and hundreds 3NF–3 Apply place-value knowledge to
• add and subtract numbers with up to three digits, known additive and multiplicative
using formal written methods of columnar addition number facts (scaling facts by 10), for
and subtraction example:
• estimate the answer to a calculation and use 80 + 60 = 140
inverse operations to check answers 140 – 60 = 80
• solve problems, including missing number 30 x 4 = 120
problems, using number facts, place value, and more 120 ÷ 4 = 30
complex addition and subtraction 3AS–1 Calculate complements to 100, for
Measurement (money) example: 46 + ? = 100
• add and subtract amounts of money to give change, 3AS–2 Add and subtract up to three-digit
numbers using columnar methods.
using both £ and p in practical contexts 3AS–3 Manipulate the additive
relationship:
Understand the inverse relationship
between addition and subtraction, and
how both relate to the part–part–whole
structure.
Understand and use the commutative
property of addition, and understand the
related property for subtraction.
Measurement (time)
• tell and write the time from an analogue clock,
including using
Roman numerals from I to XII, and 12-hour and 24-
hour clocks
• estimate and read time with increasing accuracy to
the nearest minute; record and compare time in
terms of seconds, minutes and hours; use vocabulary
such as o’clock, a.m./p.m., morning, afternoon, noon
and midnight
• know the number of seconds in a minute and the
number of days in each month, year and leap year
• compare durations of events [for example to
calculate the time taken by particular events or tasks]
 Busy Ant Maths
Number – Multiplication and division
Unit 12 Statistics
National Curriculum attainment targets
Pupils should be taught to:
Number – Multiplication and division Ready-to progress criteria
• write and calculate mathematical statements for 3NF–2 Recall multiplication facts, and
multiplication corresponding division facts, in the 10, 5,
and division using the multiplication tables that they 2, 4 and 8 multiplication tables, and
know, including for two-digit numbers times one-digit recognise products in these multiplication
numbers, using mental and progressing to formal tables as multiples of the corresponding
written methods number.
• solve problems, including missing number 3NF–3 Apply place-value knowledge to
problems, involving multiplication and division, known additive and multiplicative
including positive integer scaling problems and number facts (scaling facts by 10), for
correspondence problems in which n objects are example:
connected to m objects 80 + 60 = 140
140 – 60 = 80
30 x 4 = 120
120 ÷ 4 = 30
3MD–1 Apply known multiplication and
division facts to solve contextual
problems with different structures,
including quotitive and partitive division.
Statistics
• interpret and present data using bar charts, 3NPV–4 Divide 100 into 2, 4, 5 and 10
pictograms and tables equal parts, and read scales/number lines
• solve one-step and two-step questions [for marked in multiples of 100 with 2, 4, 5
example, ‘How many more?’ and ‘How many fewer?’] and 10 equal parts.^
using information presented in scaled bar charts and
pictograms and tables
^ Link to intervals commonly found in graph scales.