Category Archives: P3M-Home Learning

P3M Maths this week

We have been learning to make equal groups and combine them to make a larger number. This is the beginning of a unit of work on multiplication.

Today we displayed equal groups in different ways and wrote number sentences about them.

Objects can be organised into rows and columns to create arrays.

Here are some we did this morning.

Another way to record an array is using equal jumps on a number line.

We know that an array can be shown on a number line in two different ways. (4 steps of 3 or 3 steps of 4).


P3M Reflective Friday

Week Ending 03.11.17

What have we been learning this week?


  • We have been looking at an extract from a David Walliam’s book and studying his technique. This was quite challenging for us! We have been looking at a different author every week. In our writing lessons we have been trying to describe a setting in the same style.  This is something we want to work on.
  • We have been working on the spelling patterns: ng and nk
  • We enjoyed getting new books and the new spelling pattern


  • We have been using a 99 square to add 1 and 2 digit numbers. We enjoyed this.
  • We found it hard to count in 10s then switching to counting in 1s.  For example with 21 + 24 we count in tens 21,31,41 then ones, 42, 43,44,45.
  • We want to work on counting in 2s starting on odd numbers e.g. 1,3,5,7….

Health and Wellbeing

  • In assembly we have been continuing to learn about resilience.
  • In PE we having been passing the ball to one another.  We want to work on our coordination with this!


  • We are sitting in new groups and have worked as a team to name our tables in the theme of our Ancient Egypt topic.


P3M Reflective Friday

What have we been learning this week?


  • We have been describing characters
  • We have been working on the spelling patterns: spr scr str spl


  • We have been naming and discussing the properties of 3D shapes- we had a challenge to write down as many 3D shapes as possible in 2 minutes. Can you try this at home?
  • We have been taking away numbers on an empty number line


  • In PE we have been learning how to dribble with a football
  • We made resilience posters about who is in our support network.


  • We have started to learn a new topic ‘Ancient Egypt’. What talked about what we would like to find out. Can you find ‘Ancient Egypt’ books in the library?

What we have enjoyed:

  • Listening to the ‘Author Live’ event- ‘Quick Quack Quentin’ by Kes Gray.

What did we find challenging this week?

  • Remembering the names of all of the 3D shapes

What do we need to work on?

  • Counting in different steps


Assembly Preparation

Some pupils from each P3 class will be part of a singing group for the assembly next week.

Your child will know if they are part of the singing group or if they are presenting something else.

There are three verses to remember so any help to learn the words at home would be much appreciated! Please find the words below.


Policeman stops the cars like this

And lets them go like that.

He wears a pair of big black boots

And a tall policeman’s hat.

He sometimes rides a motor-bike

Or drives a panda car.

Oh Mister Policeman, we are lost!

Please tell us where we are!



The fireman rings his bell like this

And climbs his steps like that.

He wears a pair of fireproof boots

And a fireproof fireman’s hat.

His siren makes a dreadful noise

Each time he drives about.

Oh Mister Fireman, we’re on Fire!

Please come and put us out!



The man who drives the ambulance

Is ready day and night,

To come along and care for you

Inside his van of white.

And all the time he’s on his way

His light is flashing blue.

Oh Mister Driver, we are hurt,

Please tell us what to do!

P3 Assembly Song

We are looking forward to our P3 assembly next week. We are going to begin the assembly with all three classes singing a song called 999 Emergency. It is sung to the tune of ‘three blind mice’.  It would be great if your child could practise this at home over the next few days! Thank you.


Emergency, Emergency,

People can help in an accident,

Police, and fire and ambulance,

If you need help, you know what to do,

Call 999



Supporting your child in mental agility.

We have created strategies to help you support your child in learning vital numerical skills. We have listed below many of the skills your child should be able to do in First Level by the end of Primary 3. A target may be harder than it seems, e.g. a child who can count up to 1000 may still have trouble saying which number comes after 479 or which number comes before 250.

Counting (Forwards and Backwards)

  • Count forwards and backwards by 2s from 2 “2, 4, 6…” “12, 10, 8..”
  • Count forwards and backwards by 5s from 5 “5, 10, 15…” “15, 10, 5
  • Count forwards and backwards by 10s from 10 “10, 20, 30…” “30, 20, 10..”
  • Count forwards and backwards by 3s from 3 “3, 6, 9…” “12, 9, 6..”
  • Count forwards and backwards by 4s from 4 “4, 8, 12…” “16, 12,8..
  • Count forward and backwards by 100s on the hundred “300, 400, 500..”, and on the decade “350, 450, 550”

Counting (saying the number before/after)

  • Say the number before/after/between for numbers up to 1000.
  • Say the number 10 before or 10 after a given number up to 1000.

Identifying and Recognising Numbers

  • Recognise numbers in range from 1-1000 “Point to number 212”
  • Identify numbers between 1-1000 “What number is this?”.


Practise the 2, 3, 4, and 5 tables. Say them forwards and backwards. Ask your child questions like:

What are five threes?

What is 15 divided by 5?

Seven times three?

How many threes in 21?

Out and about

  • Choose a three-digit car number, e.g. 569.
  • Make a subtraction from this, e.g. 56–9.
  • Work it out in your head. Say the answer.
  • If you are right, score a point.
  • The first to get 10 points wins.

Dicey tens

  • For this game you need a 1–100 square (a snakes and ladders board will do), 20 counters or coins, and a dice.
  • Take turns.
  • Choose a two-digit number on the board e.g. 24.
  • Roll the dice. If you roll a 6, miss that turn.
  • Multiply the dice number by 10, e.g. if you roll a 4, it becomes 40.
  • Either add or subtract this number to or from your two-digit number on the board, e.g. 24 + 40 = 64.
  • If you are right, put a coin on the answer.
  • The first to get 10 coins on the board wins.

Sequencing and Ordering Numbers

  • Sequence numbers on and of f the decade, up to 1000 “370, 380, 390,400, 410…” and “693,703,713…”
  • Sequence numbers in multiples of 2,3, 5 and 10 up to 1000 Order random groups of numbers from 1-1000.

Using Number Lines

  • Place a number on a number line between 1 and 1000.
  • Estimate where a number goes on an empty number line between 1-1000

Number Structures and Place Value

  • Use number bond knowledge to say what number gets us to and from a decade “240 + ? = 300” “540 – ? = 500”
  • Split a number containing units in a non-standard way “36 is 2 tens and 16 units”
  • Show how the value of a digit depends on where it is placed “The 3 in 236 means 3 tens or 30”.
  • Split a number into its place value parts “364 = 300 + 60 + 4”


Addition and Subtraction

  • Use doubles and near do ubles in addition sums “6 + 6 = 12 so 6 + 7 = 13”
  • Subtract numbers to 20 using counting back, number bond facts and bridging through 10 strategies.
  • Know and use addition and subtraction family facts “6 + 3 = 9, 3 + 6 = 9, 9-6 = 3, 9-3 = 6”
  • Add tens and units with regrouping (65 + 27).
  • Subtract tens and units with regrouping (51–38).


Multiplication and Division

  • Make equal groups “Here are 10 counters. Put them in twos. How many groups have you made?”
  • Determine the number in an equal share “Share 10 counters between two people. How many does each person get?”
  • Share a whole into equal parts such as halves and quarters.
  • Know and use the 2, 3, 4, 5 and 10 times tables to solve multiplication and division problems.


Fractions, Decimals and Percentages

  • In practical situations or using pictures share a whole into equal parts.
  • Show using practical items that 4 quarters make a whole.
  • Match simple equivalent fractions using pictures (2/4 = ½)
  • Compare pictures of fractions with the same denominator.
  • Find a simple unitary fraction of an amount (linked to times tables knowledge) eg. 1/2 of 12

Fun Activities to Help at Home

All the fives

  • Time your child while he / she does one or more of these.
  • Count in sixes to 50.
  • Count back in sixes from 50 to zero.

Left Overs

  • Take turns to choose a two-digit number less than 50.
  • Write it down. Now count up to it in fives. What number is left over?
  • The number left is the number of points you score, e.g.
  • Choose 27.
  • Count: 5, 10, 15, 20, 25.
  • 2 left over to get to 27.                 So you score 2 points.
  • The first person to get 12 or more points wins.
  • Now try the same game counting in twos or threes.


Sum it up

  • Each player needs a dice.
  • Say: Go! Then each rolls a dice at the same time.
  • Add up all the numbers showing on your own dice, at the sides as well as at the top.
  • Whoever has the highest total scores 1 point.
  • The first to get 10 points wins.

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