This is a simple resource that has 4 different styles of squared backgrounds. These are easy to use, whether you are solving problems or simply need to show children the expectation of presentation. I have found a particular use in these when showing the correct layout for different questions using the column methods for the four operations.

5 different group names with bold and bright colours. The boys particularly liked the names used, but the girls also giggled at the thought of being like Yoda. Especially with the new films coming out, they really enjoyed them.

A document that can be used as a starter, as part of an intervention or as a challenge. This document gives 4 differentiated grids for children to complete. first level - 2, 5 and 10 times tables second level - 3,4 and 8 times tables third level - 3,4,6,7,8 and 9 times tables fourth level - 3,4,6,7,8,9,11 and 12 times tables I started all my children on the first level and allowed them to advance if they got them all correct in under five minutes. I also have grid for the children's scores to keep track of where they are and the scores that they are getting. The children become incredibly competitive and enjoy the challenge of beating their previous score in five minutes.

A simple word mat that I used with my Year 3 class. It included all the types of seed dispersal and plants that we had been looking at for the particular types.

A simple resource for all the words key to the Lincoln Imp. I used within my unit of learning and had a positive impact on spellings.

I have included a powerpoint for the life of Moses when he lead the Israelites to freedom. Within the powerpoint, I have included some useful links that can be used throughout the presentation. I really enjoyed using it as part of an assembly and even for a class of children when looking at rules and why they are important for us.

I am adamant that effective debating is important in children's education from an early age. This is a lesson that I have used with Year 3's and some of the responses that I have got have been simply profound. The children were engaged, listening and allowed everyone to put forward their ideas without feeling intimidated or worried. The children were first of all looking at how to define something - what qualities does something have. From here, the children began to define what good meant and linking it to their own lives. The headteacher even sat in on this particular lesson and was very impressed by the responses and the way that God was embedded into their thoughts. I have given provided a simple powerpoint which goes through the lesson for each stage. I have also given a set of questions that the children may wish to think about. The stages for this are as follows: 1) Open question, what makes a stick, a stick? Work in pairs 2) Identify the features as a group. 3) Discuss whether taking away a feature makes it stop being a stick 4) Throw the question out "what makes a person good?" Children think individually Children work in pairs Children work in fours 5) Identify a root question to discuss 6) Consult the question sheet to broaden the debate.

I have a particularly boy heavy year 3 class (2:1) and I used this as a way to get the boys more enthused with a maths lesson. The children really loved this, particularly to see what their football teams were like in comparison to others. This lesson basically uses the league tables and incorporated their understanding of comparing numbers as well as consolidating their understanding of place value. The children first had to order the number from biggest to smallest. Once they had done that, the children were required to answer the questions given. I have given two documents. Maths data for football - provides three differentiated sheets. Sheet one gives the top ten teams for the premier league 2014-2015. Sheet two provides all 20. Sheet three provides the average attendance figures for all 20 teams for 2014-2015. Maths questions to solve - provides two differentiated sheets. There are a range of questions that allows the children to solve based on the information given. Edit for the third sheet on maths data for football. I did find that some children MA+ struggled with all 20 teams and would have probably benefitted from just using 10 teams.

This is an excel document that allows you to analyse the data from SPaG results in a Year 3 assessment. I have used this to inform my starters and also as part of interventions if needed in subsequent lessons. Within the document, it colour codes the child's understanding and I have also included a mark scheme within the document that outlines what I gave the marks for. I did not create the test. Jeevesthestag takes ownership and can be downloaded from here: https://www.tes.com/teaching-resource/grammar-tests-for-years-1-to-5-6427554 If you would like other year groups please leave me a comment and I will try and complete when I am able to.

A great resource that loops a powerpoint with two digit numbers. Can be useful for the following: - rounding to the nearest 10 - multiplying single digit numbers by a 2 digit number - number bonds to 100. I have used this resource with estimating. Children stop at two numbers, and round each one to find an estimate.

An activity that can be used for Year 3 or 4 and looking at matching equivalent times including: - 12 hour digital times - 24 hours digital times - analogue - time in words - Roman numerals

A slightly complex resource that can reap benefits in term of problem solving with time as well as verbal reasoning and justification. I used this to work towards the following objectives: - Know the number of minutes in an hour and the number of hours in a day, and compare and sequence intervals of time (Year 2) - Use known facts to compare the duration of events (Year 3) However, it could be differentiated to look at the Year 4 target: - Solve problems using conversion between units of time This activity was completed by a Year 3 class and allowed them to develop reasoning skills in pairs, as well as developing justification within guided groups and also independently. All children thoroughly loved the activity, but I did have to stress that they weren't actually going to Alton Towers (they got rather excited at one point). The package includes the following: - a blank time table for them to complete with different time intervals using the following resources (10mins for LAPS, 5 for MAPS and HAPS) - the wait times for each of the large rides, small rides, lunch places and toilet stops. (10 mins for LAPS, 5 mins for MAPS and HAPS) - travel times between each of the rides. Application:- At the start of the session, I recapped understanding of time and looking at using digital times. The children had the opportunity to "I ask, you show". The children did this confidently. We then developed to looking at completing a basic morning at school, filling in what they would be doing at any time throughout a school day. After that, I told the children what the rules were. For my particular children, I said: -3 large rides -3 small rides -1 lunch place -3 toilet stops However, this can be developed to your own requirements Most children could do this and were even able to extend and add in more of their own to give a more fulfilled journey. A resource I loved using and will definitely use in the future again.

These resources have been made about the beginning of Wonder for chapters 1-5. There are 20 questions that include a range of visual style questions, find and copy as well as questions that require more detail (3 mark questions) The questions that I have created use the 2019 SATs style as a basis. In addition to this, there are a range of different words from the beginning of the book, up to page 15. The words are ones which children may find unfamiliar. The resource looks more at test based questions to develop understanding of how to answer questions.

Here is the second part of Wonder questions from pages 15-30. In the same style of part 1, there are a range of different questions types including visual style questions, find and copy and questions that require more detail. The questions have been taken from the 2018 and 2019 SATs paper. These questions also include ordering questions, which the previous questions didn’t. The questions also give the number of marks each question is worth, to show the complexity of the answers required. There is also a language sheet, looking at uncommon words that are given within the text, for children to use to accompany them as they read the text.

I have developed a range of different reading comprehension questions based on ‘The Highwayman’, by Alfred Noys. The questions that have been developed are adapted from different SATs style questions from the new curriculum. There are 7 sessions in total, each comprising 4 questions. Each session gives some different visual style questions to develop the understanding of how children can answer them.

I have recreated a colourful OSIE grid. I find it nigh on impossible one on the internet that I like or want to use with the kids. As such, I have been recycling the same one for a while and decided to create my own. I have aimed to create a resource that is bright and interesting to look at. I have also used this as part of a working wall and added ideas around the poster. It is intended to be universal across all classes, but can be differentiated up or down as needed.

In this resource I have provided a range of activities that I used with my Year 3 class when teaching them about division. I have included: - slides that I used with my children relating it to the grouping method they used in Year 2 - a plan that outlines that tie in with the activities I completed - some division worksheets that provide simple divisions, as well remainders and identifying mistakes that have been made. The children particularly enjoyed the last activity where they were looking for mistakes as they felt like they were the teacher. As well as this, it enhanced their higher order thinking skills. Some of the higher were even beginning to use the inverse with the grid method to support their learning. By the end of the teaching: -children were able to use the number line method to divide using jumps of 10 to get to an answer quicker -identify mistakes and change them to correct -Beginning to solve word problems (that I found on the TES) - solving division problems that involve remainders The children thoroughly enjoyed the activities, particularly the boys when they saw the teenage mutant ninja turtles turn up.

This resource is intended to help you work towards the compacted column method. I do have the following week should you require it complete with planning, slides and resources. If you require them please ask and I will upload.

This resource is aimed to supply Year 3 children the opportunity to identify, explain and solve questions that have been solved inaccurately. This form of lesson is great for reasoning. There is also a reasoning problem (traffic light colours) that children can use to solve some problems. A great activity to explore at the start of a session to build on knowledge that they already know about. The left hand side is for all, the right hand side is for GDS. My children particularly enjoyed this session, as they could become the teacher and identify the mistakes. Disclaimer: For the full experience of the transitions, I advise that you use Keynote (Apple’s powerpoint). The Powerpoint will work fine, but the powerpoint was created using Keynote.