National Curriculum Assessment Grid
Maths
Year 3 – Expected = 19 points
Name/Group:
Class:
Number –
number and
place value
Number –
addition and
subtraction
Count from 0 in
multiples of 4, 8, 50
Add and subtract
numbers mentally,
including:
HTU+U
HTU+T
HTU+H
and 100
Find 10 or 100 more or
less than a given
number
Recognise the place
value of each digit in
a three-digit number
(hundreds, tens, ones)
Compare and order
numbers up to 1000
Consistently use less
than (<), equals (=)
and greater than (>)
signs correctly
identify, represent
and estimate
Add and subtract
numbers with up to 3
digits, using formal
written methods of
columnar addition
and subtraction
Estimate the answer
to a calculation and
use inverse
operations to check
answers
Solve problems,
including missing
number problems,
using number facts,
place value and
Year Group:
Number –
multiplication and
division
Number – fractions
Solve problems
involving multiplying
and division, including
positive integer scaling
problems (4x as high, 8x
as long)
correspondence
problems such as n
objects are connected
to m objects (3 hats
and 4 coats, how many
different outfits? 4
cakes shared equally
between 8 children)
Recognise, find and write
fractions of a discrete set
of objects: unit fractions
and non-unit fractions
with small denominators
Measure, compare, add
and subtract: lengths
(m/cm/mm/0; mass
(kg/g); volume/capacity
(l/ml)
Recognise and use
fractions as numbers: unit
fractions and non-unit
fractions with small
denominators
Reason about
multiplicative relationships
between specific
measured quantities,
drawing on the
knowledge of 2, 5 and 10
tables and knowledge of
fractions
Make connections
between place value
and
multiplication/division
by 10 and use known
multiplication and
division facts to derive
others
Write and calculate
statements for
Count up and down in
tenths-recognise that
tenths arise from dividing
an object or number by
10.
And in dividing one digit
numbers or quantities by
10
Recognise and show
using diagrams,
equivalent fractions with
small denominators
Measurement
Measure the perimeter of
simple 2d shapes
Geometry –
properties of shapes
Statistics
Compare and sort
common 2d and 3d
shapes and common
objects, using more than 1
criterion, identifying and
describing properties
Interpret and present data
using bar charts, pictograms
Draw 2d shapes and
make 3d shapes using
modelling materials
Solve one-step and two-step
questions [for example, ‘How
many more?’ and ‘How many
fewer?’] using information
presented in scaled bar charts
and pictograms and tables.
Recognise 3d shapes in
different orientations and
describe them
and tables including where
symbols show many to one
correspondence
Recognise angles as a
property of shape or a
description of a turn
Find all possible
combinations of coins to
equal a given amount or
how to pay a given
amount with the fewest
possible number of coins
Identify right angles,
recognise that 2 right
angles make half a turn, 3
make ¾ of a turn and 4 a
complete turn
Add and subtract
Identify whether angles
Maths Year 3
1
numbers using
different
representations
Read and write
numbers up to 1000 in
numerals and in
words
Solve number
problems and
practical problems
involving these ideas.
complex addition
and subtraction
multiplication & division
using known facts
including TUxU using
mental and progressing
to written methods
Recall and use
multiplication and
division facts for the 3,4
and 8 multiplication
tables
Add and subtract
fractions with the same
denominator within one
whole (5/7 +1/7=6/7)
amounts of money to give
change, using both £ and p
in practical contexts
Compare and order unit
fractions and fractions
with the same
denominator
Tell and write the time from
an analogue clock,
including using Roman
numerals from I to XII, and
12 and 24 hour clocks
Solve problems involving
the above
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, am/pm, morning,
afternoon, noon and
midnight
Know the number of
seconds in a minute,
number of minutes in an
hour, hours in a day
and the number of days
in each month, year
and leap year
Compare duration
of events
are greater than or less
than a right angle
Identify horizontal and
vertical lines and pairs of
perpendicular and
parallel lines
Assessment Key- The framework works on a ‘best fit’ model
National Curriculum Assessment Grid
Maths
To achieve ‘Emerging’ within the year group approximately 15%+ of the statements must be highlighted.
Year 3 – Expected = 19 points
To achieve ‘Developing’ within the year group approximately 40%+ of the statements must be highlighted.
To achieve ‘Expected’ within the year group approximately 75%+ (or all bolded statements) of the statements must be highlighted.
To achieve ‘Exceeding’ within the year group approximately 85%+ of the statements must be highlighted.
To achieve ‘High’ within the year group approximately 95%+ of the statements must be highlighted.
(Bold statements relate to National Standard at the end of KS1 according to the NC descriptors)
Termly Assessment
Termly Assessment Task




Highlight in agreed termly colour and date the statements children have met –there will be a sample of
independent examples of evidence that demonstrated the highlighted judgments made
Write in the numerical value on the assessment grid for the child
Enter the child’s name onto the tracking sheet each term
Enter the correct numerical value onto SIMS each term
T1
T2
T3
T4
T5
Maths Year 3
2
T6