CLIC on Your Planning Year: 3
C
Counting
Progress Drive
Steps
Saying Numbers in Order Page 6
Reading Numbers
Page 7
Achieved by end of Year 1
Step 6
Read 3 digit numbers
And begin Step 7, 8 or 9 -order of teaching tba (new
curric says reading no’s to at least 1000)
Squiggleworth Page 8
Step 2
I can partition a 3 digit number
Step 3
I can order 3 digit numbers
Achieved in Rec
Ordering Numbers
Page 9
Counting Skills
Page 10
Actual Counting
Page 11
Counting On
Page 12
Counting Multiple Page 13
Count Fourways
Page 14
Counting Along
(interpreting number lines and
scales)
Page 15
Achieved in Rec
Achieved by end of Year 2
Step 4
(Order different due to new curriculum)
I can count in 3s
Step 5
I can count in 4s
Step 9
I can count in 8s
Repetition from Year 2:
1s,10s and 100s
2s,20s and 200s
5s,50s and 500s
Consolidate 1/2s and 1/4s
Count in 1/10s and
Begin to understand decimal notation ( 0.1 as tenths) and
apply to context of measures
Consolidate Step 2 from Year 2:
I can count on even when the numbers are not written in
Begin Step 3:
I can count along for all the Count Fourways challenges
L
Addition p18-26
Multiplication
Learn p23-32
Its
Achieved by end of Year 2, so spend this time on
multiplication Learn Its.
(Use grid on page 27, 28 and 29 of small pupil book as
an intervention to track pupil progress with addition
facts that they still need to learn.)
Term 1: 3x table
Say the multiples 1-5 (up to 5 x )
Say multiples 1-10 (up to 10x10)
Say the table
Jumbled Tables
Fact Family
Term 2: 4x table
Say the multiples 1-5 (up to 5 x )
Say multiples 1-10 (up to 10x10)
Say the table
Jumbled Tables
Fact Family
Term 3: 8x and begin 9xtable
Say the multiples 1-5 (up to 5 x )
Say multiples 1-10 (up to 10x10)
Say the table
Jumbled Tables
Fact Family
I
It’s
Nothing
New
Progress Drive
Steps
Pim p34
Consolidate Step 2 and 3
Amounts
Measures
Step 3
I can add thousands
eg I know that 2 add 3 is 5 so 2000 add 300 must be 5000
Step 3 and 4
I can double 2 digit numbers
I can double 3 digit multiples of 100
Step 2
I know half of 30,50,70,90
Step 3
I know half of 300,500,700 and 900
Also:
I recall the halving facts that are linked to even number
doubles learnt in Rec and Year 1 . IE I use the inverse to help
me understand that if double 2 is 4 then half of 4 is 2 etc (up to
double 10).
Adding with Pim p 35
Doubling p36
Halving p37
Jigsaw Numbers p38
X10 p39
Division
Smile Multiplication
P 41
I link these halving facts to my work with multiples of ten and
100 (eg I know half of 8 is 4 so half of 80 must be 40 and half
of 800 must be 400)
Step 3
I know the missing piece to 100
Nb year 1 seems very advanced! Shall we say begin step 2 in
year 1, begin step 2 in year 2
Step 1
I can multiply numbers by 10
n/a
Step 1
I can multiply multiples of 10 (best understood as ‘I can
multiply multiples of 10 by a single digit number’)
Begin Step 2
I can write smile multiplication times tables
Coin Multiplication p42
Where’s Mully? p43
POM
(multiples, factors, square no’s,
prime no’s) p44
Fact Families p45
To begin Step 1
I can complete a 1,10 card.
NB This is a confusingly named procedure! Best understood as
a framework for multiplying a 2 digit number by 1 and 10 and
later by 2 , 5, 50 and 100 (which are of course our UK coin
denominations)
Step 1
I can find Mully using my tables
Step 1
I know what a multiple is
Consolidate Step 2
I can turn 1 digit+ 1 digit facts into multiples of 10
Step 3
I know the facts family when given a single facts from it
C
Calculation
Addition steps
p 48-54
Also:
1)
Consolidate adding multiples of 10 to a 2 digit number eg
43 +30 using counting on in steps of tens to calculate this
(eg put 43 in your head and count on “53,63,73”). Also,
Show these ‘jumps’ on a number line.
Consolidate Step 24
I can add a 2 digit number to a 2 digit number
And:
Use expanded column methods for addition
eg
A) T U
2 2
+ 3 5
7 (2 + 5)
5 0 (20 + 30)
5 7 (50 + 7)
And crossing 10:
T U
4 6
+ 2 7
1 3 (6 + 7)
6 0 (40 + 20)
7 3 (60 + 13)
(Method (A) in line with East Worthing schools and new
curriculum- discuss and agree as a staff- with or without
content in brackets??)
OR
B) Adding tens first:
22
+35
50
7
57
Or
C)
123+324
400
40
+ 7
447
Need to discuss how quickly we progress to short method
or 2d+2d without crossing ten
eg
23
+34
57
NB Step 25 onwards relies on the ‘stick method’ for
addition. However, children now need to be ready for
formal short column addition in Year 4. Therefore we
need to be tackle addition with the range of numbers
specified in steps 25-29, using column methods too
(where appropriate for individual children)
Subtraction
steps
P 55-60
Multiplication
steps
P 61-63
Division Steps
P64-68
Step 25
I can solve any 2 digit add 2 digit
Step 26
I can solve 3digit +2 digit
Step 27
I can solve any 3 digit + 2 digit
Step 28
I can solve a 3 digit+ 3 digit
Step 29
I can solve any 3 digit +3 digit
Step 30
I can solve a 3 digit+ 3 digit as money
Step 31
I can solve any 3 digit +3 digit as money
Step 28
I can take any 2 d number from 100
Step 29
I can take 100 from any 3 d number
Step 30
I can solve any 3 digit take away 2 digit
Step 31
I can solve 4d take away 2d
Step 32
I can solve 3 d-3d
Step 33
I can solve 3d-3d as money
Step 10
I can do smile multiplication (x2,3,4,and 5)
Step 11
I can solve 2dx1d (x2,3,4,5)
Step 15
I can solve division using objects (with remainders)
Step 16
I can use tables facts to find division facts
Step 17
I can use a tables fact to find a division facts with
remainders
Step 18
I can combine 2 or more tables facts to solve division
Step 19
I can combine 2 or more tables facts to solve division
with remainders
Notes
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Page numbers refer to small, spiral bound ‘My CLIC ’ pupil progress/ tracking book,
which is useful for quick reference. However, this needs to be looked at in
conjunction with the large CLIC folder, for a more detailed approach to planning and
teaching.
The above ‘Steps’ are skills/ objectives that represent a minimum requirement for
this year group, in the relevant term. All children should be secure with these Steps.
However, they should not be regarded as a ‘ceiling’, as many children will be ready
to progress beyond this level.
If a child in your class is not reaching the appropriate ‘step’, then support/
interventions must be provided without delay.
‘I can statements’ link directly to Steps within Progress Drives (see My CLIC Book and
large folder)
ITALICS refer to agreed additional learning at Bramber, to supplement the Progress
Drives for the year group in question