Category: Free Year 3 Maths Worksheets

Counting on in steps of 10p

This page looks at the way money and coins can be used with helping to count on in tens. The questions become progressively more difficult and this would be most suitable for year 3 children as well as year 2 children who are confident with counting in tens.

The first three questions look at adding 10p to a multiple of 10p and should be very straightforward. The second set look at adding 10p to any 2-digit number, which again should not prove too tricky.

The third set are more tricky as they require adding 10p to money represented in pounds,using the decimal point. Watch out for children who add a ‘p’ at the end so that both the pound and pence sign are showing. This, of course, is not necessary and is strictly incorr3ct – just the pound sign is sufficient.

The last set of questions looks at counting on in steps of 10p, but at this stage the counting does not go over the next 100 or next pound. This will be the next step.

Counting on in steps of 10p (1)

Year 3 mental arithmetic: sets 53 and 54

I continue on with the weekly sets of mental arithmetic for Year 3. This week the questions concentrate on addition and subtraction, including adding three numbers ‘in your head’. Both the first two questions are designed so that pairs that make 10 can be spotted e.g. 11 + 8 + 9, where the easiest way to do this is to firstly add the 11 and 9 to make 20.

Children need to listen carefully to the questions to make sure that they carry out the right calculation. For example;

‘What must I add to 14 to make 25?’

Some children will here add, 14 and 25 and immediately add 14 and 25 to make 39, when they should, of course, subtract.

In a similar ay, the question:

‘How many more than 4 is 23?’

will be interpreted by some as adding 4 to 23 rather than counting on from 4 to 23.

Year 3 mental arithmetic sets 53 and 54

Year 3 Mental Arithmetic: sets 51 and 52

This week’s year 3 mental arithmetic questions concentrate on addition, with a couple of ‘less than’ questions. Children should be getting more familiar with the various techniques they can use to answer questions ‘in their heads’.

For example:

a. it helps to look for pairs of numbers that make 10 such as 5 and 5 or 6 and 4. These pairs all need to be learnt off by heart.

b. when adding pairs of multiples of ten, use knowledge of adding single digits. If the answer to 6 + 7 is known off by heart it makes it easy to add 60 and 70.

c. when adding pounds and pence make sure the answer is using the correct units e.g. £2.70 + 20p = £2.90. (Not £2.90p)

d. when adding three or four numbers to remember that addition can be done in any order and it is often best to start with the largest number.

Year 3 mental arithmetic (sets 51 and 52)

 

Year 3 mental arithmetic: sets 49 and 50

We begin the summer term’s mental arithmetic papers for year 3 with a reasonably easy set of questions. The first two questions look at writing numbers in figures. e.g. ‘write in figures: four hundred and nine. ‘ Most children should be able to do this but watch out for those who are unsure about place value and write 4009.

The next two questions are about finding numbers half way between two other numbers. These are not as easy as they look. There are also questions on ‘more than’ and ‘less than’ as well as a couple of rounding to the nearest whole one hundred.

These mental arithmetic pages can be used in a variety of ways. The questions can be read out without children seeing them or the sheet can be printed out for answers to be written down. If reading them they will need to be repeated at least once and time given for the answers to be worked out. It is much harder to retain information than to have it written.

Year 3 mental arithmetic (sets 49 and 50)

Maths worksheet: Multiplying by 2, 3, 5 and 10

Here is a straightforward maths worksheet which looks at multiplying by 2, 3, 5 and 10. Probably this page can be best used as an assessment page to see just how well these tables have been learned. They are the first four tables to be learnt and only the three times tables should cause much in the way of difficulty.

Some children do find it incredibly difficult to learn times tables so it is very worthwhile to keep coming back to them, repeating them time and time again until they become ‘second nature’.

When learning times tables it is important to say it in full and not just give the answers. For example a child might be able to recite counting on in twos: 2, 4, 6, 8, 10, 12 etc but if asked what six times two was would have to count up from two, probably using fingers to know when 6 has been reached. This is not an effective approach.

This page can be found in the Year 3 category on Calculating.

Multiplying by 2, 3, 5 and 10 (1)

Year 3 mental arithmetic questions

This week we round off the term with some nice straightforward questions.

The first four questions in each set are about rounding to the nearest 10 or 100. Watch out for children who round to the nearest ten when they are meant to round to the nearest 100.

The next four questions look at doubling and halving 2-digit numbers and 3-digit multiples of 100. Doubling and halving are powerful mental arithmetic skills to possess and can help answer quite tricky questions easily, so it is well worth getting children to learn, off by heart, the doubles and halves of small numbers.

Finally, a couple of questions on the properties of squares and cubes. All quite straightforward!

Year 3_mental arithmetic_sets 47 and 48

Position and direction maths worksheet

Here we have a worksheet that takes an early look at position and direction on a grid. Firstly note that whilst the North arrow is showing the rest of the points of the compass are not showing, so it would be a good idea to go over these before attempting this page.

The second thing to note is that it is the squares rather than the lines which are numbered/lettered. The usual convention of reading along the horizontal axis and then the vertical axis applies.

The third thing to note is that each move is made from the position last reached and not reverting back to the start.

The theme is an Easter one, so March/April would be an ideal time for this.

Thanks to urbrainy.com for letting me use this page from their selection of Easter maths activities.

This worksheet can be found in the Year 3 Shape category.

Easter: position and direction

Year 3 mental arithmetic: Sets 45 and 46

As we approach the end of the Spring Term it’s time for another set of mental arithmetic questions. This week it is a mixed bag of calculating, including money.

The first two questions in each set look at adding 4 small numbers. The difficulty in doing this should not be underestimated as it is as much to do with memory as addition skills. This is a much easier question if children can see the numbers, either on the printed page or on a whiteboard.

The next two questions look at addition and subtraction of money. In both cases the pounds stay the same and the pence have to be added or subtracted.

Question 6 can cause difficulties. It asks, ’10 taken from a number is 17. What is the the number?’

Watch out for the child who hears the numbers and just subtracts 10 from 17!

Finally we have some doubling questions. By now children in Year 3 should know the double of small numbers up to ten and be able to work out the double of numbers in the teens. Eventually it is hoped they will know these off by heart.

Year 3 Mental arithmetic (sets 45 and 46)

 

Year 3 Mental Arithmetic Worksheets: Sets 43 and 44

This week’s mental arithmetic questions for Year 3 are all about fractions. The first couple of questions are simple, finding halves of multiples of 10. Most children learn the halves of even numbers up to 10 but find it harder to work out half of numbers such as 30 or 50, where this knowledge is not so useful.

The next two questions look at a different aspect of fractions; sharing one whole one into equal parts and naming the parts. Questions 5 and 6 look at finding a quarter of numbers.

Probably the hardest two questions involve counting up in quarters and finding a number half way between two others. Finding the number half way between three and a half and four is quite tricky and children need to have spent some time using number lines and counting in quarters to be successful with this.

Finally a couple of questions which test knowledge of the meaning of a fraction and that the larger the bottom number (denominator) the smaller the fraction will be (if the top number (numerator) is the same).

Year 3 mental arithmetic (sets 43 and 44)

Mental Arithmetic Questions for Year 3

This week’s mental arithmetic questions for year 3 cover just multiplication and division. Year 3 is the start of the learning ‘times tables’, and by the end of the year children should be confident with at least the 2, 5 and 10 times tables as well as developing 3x and 4x.

Some teachers argue that children should also learn the ‘division tables’. These are the equivalent facts for division. For example, the dividing by 5 table would go like this:

5 divided by 5 is 1

10 divided by 5 is 2

15 divided by 5 is 3

20 divided by 5 is 4

25 divided by 5 is 5

30 divided by 5 is 6

35 divided by 5 is 7

40 divided by 5 is 8

45 divided by 5 is 9

50 divided by 5 is 10

Although it must be said that children who really know the ‘times tables’ off by heart can very rapidly work out these facts. Whichever way they do it children should be able to answer a question such as; ’16 divided by 2′ in a second or less.

Year 3 mental arithmetic_(sets 41 and 42)