Year 3 Maths
Year 3 maths according to the national curriculum in England: numbers to 1000, column addition and subtraction, the 3, 4 and 8 times tables, tenths and unit fractions, perimeter, money with change, Roman numerals on the clock and bar charts. Every topic comes with ready-made task templates for printable worksheets.
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What does a child learn in Year 3 maths?
In Year 3 a child reads, writes and orders numbers to 1000 and adds and subtracts with up to three digits, mentally and in columns. The 3, 4 and 8 times tables join the ones already known. Fractions grow into tenths and fractions of a set, the child measures perimeter, gives change in pounds and pence, tells the time on an analogue clock with Roman numerals, recognises right angles and reads scaled bar charts.
About the national curriculum: the programmes of study for mathematics set out what pupils should be taught in each year of key stages 1 and 2, so every skill below sits in the year the curriculum itself names. The full list of statutory requirements for this year, quoted word for word, is in the section below.
Curriculum scope
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Y3.NPV(our numbering) · Teaching content · checked against the actNumber – number and place value
National Curriculum in England (2013), mathematics, Year 3, Number – number and place value
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Y3.NPV.1(our numbering) · Teaching content · checked against the actcount from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
National Curriculum in England (2013), mathematics, Year 3, Number – number and place value, statutory requirement Y3.NPV.1
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Y3.NPV.2(our numbering) · Teaching content · checked against the actrecognise the place value of each digit in a three-digit number (hundreds, tens, ones)
National Curriculum in England (2013), mathematics, Year 3, Number – number and place value, statutory requirement Y3.NPV.2
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Y3.NPV.3(our numbering) · Teaching content · checked against the actcompare and order numbers up to 1000
National Curriculum in England (2013), mathematics, Year 3, Number – number and place value, statutory requirement Y3.NPV.3
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Y3.NPV.4(our numbering) · Teaching content · checked against the actidentify, represent and estimate numbers using different representations
National Curriculum in England (2013), mathematics, Year 3, Number – number and place value, statutory requirement Y3.NPV.4
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Y3.NPV.5(our numbering) · Teaching content · checked against the actread and write numbers up to 1000 in numerals and in words
National Curriculum in England (2013), mathematics, Year 3, Number – number and place value, statutory requirement Y3.NPV.5
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Y3.NPV.6(our numbering) · Teaching content · checked against the actsolve number problems and practical problems involving these ideas.
National Curriculum in England (2013), mathematics, Year 3, Number – number and place value, statutory requirement Y3.NPV.6
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Y3.AS(our numbering) · Teaching content · checked against the actNumber – addition and subtraction
National Curriculum in England (2013), mathematics, Year 3, Number – addition and subtraction
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Y3.AS.1(our numbering) · Teaching content · checked against the actadd and subtract numbers mentally, including:
National Curriculum in England (2013), mathematics, Year 3, Number – addition and subtraction, statutory requirement Y3.AS.1
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Y3.AS.2(our numbering) · Teaching content · checked against the actadd and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
National Curriculum in England (2013), mathematics, Year 3, Number – addition and subtraction, statutory requirement Y3.AS.2
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Y3.AS.3(our numbering) · Teaching content · checked against the actestimate the answer to a calculation and use inverse operations to check answers
National Curriculum in England (2013), mathematics, Year 3, Number – addition and subtraction, statutory requirement Y3.AS.3
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Y3.AS.4(our numbering) · Teaching content · checked against the actsolve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.
National Curriculum in England (2013), mathematics, Year 3, Number – addition and subtraction, statutory requirement Y3.AS.4
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Y3.AS.1.a(our numbering) · Teaching content · checked against the acta three-digit number and ones
National Curriculum in England (2013), mathematics, Year 3, Number – addition and subtraction, statutory requirement Y3.AS.1.a
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Y3.AS.1.b(our numbering) · Teaching content · checked against the acta three-digit number and tens
National Curriculum in England (2013), mathematics, Year 3, Number – addition and subtraction, statutory requirement Y3.AS.1.b
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Y3.AS.1.c(our numbering) · Teaching content · checked against the acta three-digit number and hundreds
National Curriculum in England (2013), mathematics, Year 3, Number – addition and subtraction, statutory requirement Y3.AS.1.c
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Y3.MD(our numbering) · Teaching content · checked against the actNumber – multiplication and division
National Curriculum in England (2013), mathematics, Year 3, Number – multiplication and division
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Y3.MD.1(our numbering) · Teaching content · checked against the actrecall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
National Curriculum in England (2013), mathematics, Year 3, Number – multiplication and division, statutory requirement Y3.MD.1
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Y3.MD.2(our numbering) · Teaching content · checked against the actwrite and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
National Curriculum in England (2013), mathematics, Year 3, Number – multiplication and division, statutory requirement Y3.MD.2
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Y3.MD.3(our numbering) · Teaching content · checked against the actsolve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.
National Curriculum in England (2013), mathematics, Year 3, Number – multiplication and division, statutory requirement Y3.MD.3
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Y3.F(our numbering) · Teaching content · checked against the actNumber – fractions
National Curriculum in England (2013), mathematics, Year 3, Number – fractions
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Y3.F.1(our numbering) · Teaching content · checked against the actcount up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
National Curriculum in England (2013), mathematics, Year 3, Number – fractions, statutory requirement Y3.F.1
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Y3.F.2(our numbering) · Teaching content · checked against the actrecognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
National Curriculum in England (2013), mathematics, Year 3, Number – fractions, statutory requirement Y3.F.2
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Y3.F.3(our numbering) · Teaching content · checked against the actrecognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
National Curriculum in England (2013), mathematics, Year 3, Number – fractions, statutory requirement Y3.F.3
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Y3.F.4(our numbering) · Teaching content · checked against the actrecognise and show, using diagrams, equivalent fractions with small denominators
National Curriculum in England (2013), mathematics, Year 3, Number – fractions, statutory requirement Y3.F.4
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Y3.F.5(our numbering) · Teaching contentadd and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7]
our summary of the point · National Curriculum in England (2013), mathematics, Year 3, Number – fractions, statutory requirement Y3.F.5
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Y3.F.6(our numbering) · Teaching content · checked against the actcompare and order unit fractions, and fractions with the same denominators
National Curriculum in England (2013), mathematics, Year 3, Number – fractions, statutory requirement Y3.F.6
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Y3.F.7(our numbering) · Teaching content · checked against the actsolve problems that involve all of the above.
National Curriculum in England (2013), mathematics, Year 3, Number – fractions, statutory requirement Y3.F.7
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Y3.M(our numbering) · Teaching content · checked against the actMeasurement
National Curriculum in England (2013), mathematics, Year 3, Measurement
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Y3.M.1(our numbering) · Teaching content · checked against the actmeasure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
National Curriculum in England (2013), mathematics, Year 3, Measurement, statutory requirement Y3.M.1
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Y3.M.2(our numbering) · Teaching content · checked against the actmeasure the perimeter of simple 2-D shapes
National Curriculum in England (2013), mathematics, Year 3, Measurement, statutory requirement Y3.M.2
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Y3.M.3(our numbering) · Teaching content · checked against the actadd and subtract amounts of money to give change, using both £ and p in practical contexts
National Curriculum in England (2013), mathematics, Year 3, Measurement, statutory requirement Y3.M.3
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Y3.M.4(our numbering) · Teaching content · checked against the acttell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
National Curriculum in England (2013), mathematics, Year 3, Measurement, statutory requirement Y3.M.4
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Y3.M.5(our numbering) · Teaching content · checked against the actestimate 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
National Curriculum in England (2013), mathematics, Year 3, Measurement, statutory requirement Y3.M.5
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Y3.M.6(our numbering) · Teaching content · checked against the actknow the number of seconds in a minute and the number of days in each month, year and leap year
National Curriculum in England (2013), mathematics, Year 3, Measurement, statutory requirement Y3.M.6
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Y3.M.7(our numbering) · Teaching content · checked against the actcompare durations of events [for example to calculate the time taken by particular events or tasks].
National Curriculum in England (2013), mathematics, Year 3, Measurement, statutory requirement Y3.M.7
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Y3.GPS(our numbering) · Teaching content · checked against the actGeometry – properties of shapes
National Curriculum in England (2013), mathematics, Year 3, Geometry – properties of shapes
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Y3.GPS.1(our numbering) · Teaching content · checked against the actdraw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
National Curriculum in England (2013), mathematics, Year 3, Geometry – properties of shapes, statutory requirement Y3.GPS.1
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Y3.GPS.2(our numbering) · Teaching content · checked against the actrecognise angles as a property of shape or a description of a turn
National Curriculum in England (2013), mathematics, Year 3, Geometry – properties of shapes, statutory requirement Y3.GPS.2
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Y3.GPS.3(our numbering) · Teaching content · checked against the actidentify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle
National Curriculum in England (2013), mathematics, Year 3, Geometry – properties of shapes, statutory requirement Y3.GPS.3
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Y3.GPS.4(our numbering) · Teaching content · checked against the actidentify horizontal and vertical lines and pairs of perpendicular and parallel lines.
National Curriculum in England (2013), mathematics, Year 3, Geometry – properties of shapes, statutory requirement Y3.GPS.4
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Y3.S(our numbering) · Teaching content · checked against the actStatistics
National Curriculum in England (2013), mathematics, Year 3, Statistics
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Y3.S.1(our numbering) · Teaching content · checked against the actinterpret and present data using bar charts, pictograms and tables
National Curriculum in England (2013), mathematics, Year 3, Statistics, statutory requirement Y3.S.1
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Y3.S.2(our numbering) · Teaching content · checked against the actsolve 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.
National Curriculum in England (2013), mathematics, Year 3, Statistics, statutory requirement Y3.S.2
Task templates to print
Every task type, grouped by skill. Clicking one opens the worksheet generator with it already selected.
Other task types
- Missing addend (box equation)
- Put the sign between the sum and the number
- A balanced scale: how much does the hidden block weigh
- A box in subtraction: what number was it taken from?
- How many more to make the sides equal
- Which number hides in the box
- A box in a sum of three numbers
- Fill in both boxes in turn
- Division within the table (to 100)
- How many packs will there be
- Share into equal parts
- Share them out evenly
- How many in one row
- Check the division and find the mistake
- Division with one number too many
- What was it divided by (division table)
- Which sharing gives more per person
- How much do several items cost
- How much is still missing
- Is there enough money
- Change: choose the right amount
- Change: fix the mistake
- Shopping and change
- Which coins to pay with
- Which coins to pay with (cents) (Year 2)
- Perimeter of a rectangle
- Perimeter of a rectangle on a grid
- Choose the correct perimeter
- Draw a rectangle with the given perimeter
- Is this perimeter correct
- Missing side of a rectangle
- Which figure has the greater perimeter
- Add three-digit numbers (no regrouping)
- Addition within 1000: choose the correct result
- Addition within 1000: three terms
- Addition within 1000: true or false
- Invent two numbers with the given sum
- Addition within 1000: correct someone else's result
- Reading a clock: true or false
- Reading a clock: which time is on the dial
- Reading the clock
- Correct the mistake in reading the clock
- How many minutes to the full hour
- Which clock shows the earlier time
- Two-step word problem (combine)
- Roman numerals (I-XII)
- Roman numerals: choose the correct form
- Roman numerals: true or false
- Add the Roman numerals
- Correct the mistake in reading a Roman numeral
- Put the Roman numerals in order
- Give numbers containing this Roman symbol
- Equal groups altogether
- How many dots in the array
- How many times was it taken
- Multiplication table (to 100)
- Missing factor (multiplication table)
- Check the multiplication and find the mistake
- Multiplication with one number too many
- Which product is larger and by how much
- Convert hours into minutes
- The day plan: put the times in order
- Hours to minutes: choose the correct answer
- Hours to minutes: true or false
- How many minutes have passed?
- Time duration (how long?)
- What time did it start?
- How much longer one lasted than the other
- Perimeter of a square
- Perimeter of a square on a grid
- Square side from the perimeter
- Perimeter of a square: choose the correct answer
- Perimeter of a square: fix the mistake
- Perimeter of a square: true or false
- How much do the perimeters differ
- Perimeter of a triangle
- Perimeter of a triangle: choose the correct answer
- Perimeter of a triangle: true or false
- Third side of a triangle
- How long is the leg of an isosceles triangle
- How much larger one triangle's perimeter is than the other's
- Checking addition by subtraction
- Check a subtraction by adding
- Correct the mistake in checking a subtraction
- How many were there before sharing
- Is the check of the subtraction right?
- What number was it subtracted from? Choose
- What was it multiplied by
- How many ones altogether
- Read the number from the blocks
- Split the number into hundreds and the rest
- Build the number from hundreds, tens and ones
- How many whole tens
- Place value: how many whole tens
- Place value: true or false
- Write the number in digits
- Choose the correct way of writing it in digits
- Is this way of writing the number correct
- Read the number in words
- Correct the mistake in writing the number
- Zero in the middle: fix how the number is written
- Multiplying a two-digit number by 2
- Multiplying by 2: choose the correct result
- Multiplying by 2: true or false
- Which number doubled gives this one
- How much more after doubling both numbers
- Counting in steps: choose the next number
- Keep counting by the same step
- Count backwards in equal steps
- Counting in steps: correct the wrong number
- How many times you must count on to get there
- Choose the convenient order
- Compare the two sums
- A handy order of adding: choose the correct answer
- A handy order of adding: true or false
- Add the easy way and explain your steps
- The same total, sides swapped — what is hidden
- Four terms, two convenient pairs
- What is missing on the other side to make it equal
- Insert the relation sign: numbers to 1000
- How many more within 1000: choose the correct answer
- How many more within 1000: true or false
- How much greater — numbers to 1000
- Order numbers within 1000 from least
- Which number is the greatest?
- Jumping by full hundreds
- Jumping by full hundreds: choose the correct result
- Taking away full hundreds
- Full hundreds: fix the mistake
- How many hundreds were added
- Jumping by full hundreds: two jumps in a row
- How much is missing to make both sides equal
- Simple word problem — how many are left
- A word problem with an extra number — how many are left
- Choose the correct result
- Which operation solves the problem
- Which operation solves the problem (altogether)
- How many were there at the start
- How many days between dates
- How many days between the marked dates
- Correct the mistake in counting days
- How many days pass: choose the correct answer
- How many days pass: true or false
- What day was it some days ago?
- Which day of the week will it be
- Which day of the week will it be? Choose
- Correct it: vertical, horizontal or oblique
- Draw a line: vertical, horizontal or oblique
- Vertical, horizontal or oblique
- Vertical, horizontal or oblique? True or false
- What kind of line is it? Choose
- Converting kilograms to dekagrams
- How much is missing to a full kilogram
- Kilograms to decagrams: choose the correct answer
- Kilograms to decagrams: true or false
- How many portions the package makes
- Capacity: choose the correct number of bottles
- Capacity: true or false
- How many bottles will the juice fill
- How many litres from that many half-litre bottles
- How many more to fill it
- How much more one container holds than the other
- Converting centimetres and millimetres to millimetres
- Converting metres and centimetres to centimetres
- Read the length from the ruler
- Centimetres to millimetres: choose the correct answer
- Centimetres to millimetres: true or false
- Metres and centimetres: fix the mistake
- Adding lengths written in different notations
- How many whole metres is that
- Two length notations together: choose the correct answer
- Two length notations together: true or false
- How much longer one is than the other
- Will it fit
- About how much will we pay in total
- Estimate the difference: round to the nearest ten
- Estimate the sum: round to the nearest ten
- Estimating a cost by rounding up
- Find prices that match the estimate
- Add three-digit numbers in columns
- Column addition step by step
- Written subtraction within 1000
- Add three numbers in columns
- Choose the result of the column subtraction
- Correct the mistake in column subtraction
- Missing addend in column addition
- How many altogether in the table
- Pictogram: one picture stands for several
- The missing row when the total is known
- Total from a table: choose the correct answer
- Total from a table: true or false
- Bar chart: how many more
- How many more, from the table
- Which category has the most
- Difference between two rows: choose the correct answer
- Difference between two rows: true or false
- How many groups are above the given number
- The gap between the largest and the smallest
- Multiply by a multiple of ten
- Fraction of a set: a/b of the whole
- Compare fractions with the same denominator
- Jump by tens on the number line (Year 2)
- Add fractions with like denominators (Year 4–6)
- Subtract fractions with like denominators (Year 4–6)
- Find a fraction of a number (Year 4–6)
- Find the digit in the hundredths place (Year 4–6)
- Classify the angle (Year 4–6)
- Minutes and seconds to seconds (Year 4–6)
- How long did it last? (Year 4–6)
- How many minutes have passed? (Year 4–6)
- Parallel or perpendicular? (Year 4–6)