Maths: Abacus Evolve Year 3 (Textbook 1, 2 and 3) – Pearson publishing

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Ma Abacus Evol ve
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ng Charts
Y3/P4

Introduction
The MathsWorks Teaching and Learning software allows you to add an interactive dimension to your
maths lessons, making the teaching of key mathematical concepts engaging for each and every child.

Each CD-ROM contains up to 15 interactive programs, each with up to four different versions. This gives
you a wide range of motivational tools to help you bring your maths lesson to life.

There are two types of program. Explore programs are teaching tools to assist whole class or group
teaching. Some are designed to help teachers and teaching assistants model key mathematical concepts,
while others provide a problem for the class to solve together.

Challenge programs build on the Explore programs. They provide activities for children to work on
collaboratively, in pairs or small groups. Some Challenges are completely open-ended while others expect
a solution. Feedback supports children when they make errors or lets them know how they have done
when they have completed an activity.

These charts demonstrate how the innovative Teaching and Learning software can be used to complement
your Abacus Evolve lessons, helping you to slot the interactive programs in alongside your existing
planning. With engaging tools to demonstrate key concepts and a wealth of Challenge activities, this
software is perfect for enhancing whole class teaching, and adds breadth and variety for pupil practise.

Heinemann is an imprint of Pearson Education Limited, a company incorporated in England and Wales, having
its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: 872828

www.heinemann.co.uk

Heinemann is a registered trademark of Pearson Education Limited

Text © Pearson Education Ltd
First published 2008
12 11 10 09 08
10 9 8 7 6 5 4 3 2 1

ISBN 978 0 435 16670 0

Copyright notice
All rights reserved. No part of this publication may be reproduced in any form or by any means (including
photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to
some other use of this publication) without the written permission of the copyright owner, except in accordance
with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the
Copyright Licensing Agency, Saffron House, 6-–10 Kirby Street, London EC1N 8TS (www.cla.co.uk). Applications
for the copyright owner’s written permission should be addressed to the publisher.

Designed and typeset by Debbie Oatley
Cover design by Debbie Oatley
Cover illustration by Per José Karlén

Acknowledgements
Every effort has been made to contact copyright holders of material reproduced in this book. Any omissions will
be rectified in subsequent printings if notice is given to the publishers.

MathsWorks Teaching and Learning Software
and Abacus Evolve Matching Charts Y3/P4
Abacus Evolve Relevant Abacus Evolve Objective Abacus Evolve Teaching and Learning Software
Weekly Plan Day and Activity
Block A1.a Compare two 3-digit numbers Day 1, main Teaching and Learning Y3/P4:
teaching Sequences, Explore > start number,
e.g. 350
Day 2, main Teaching and Learning Y3/P4: Place
teaching value, Explore
Day 2, 2-dot Teaching and Learning Y3/P4: Place
activity value, Challenge > build the number
Block A1.b Partition 3-digit numbers into H, Day 3 and 4, Teaching and Learning Y3/P4: Place
T and U main teaching value, Explore
activity value, Challenge > what number am I?
activity value, Challenge > what number am I?
Block A1.c Count up to 100 objects by grouping Day 1 and 2, Teaching and Learning Y2/P3:
in 5s or 10s main teaching Counting to 50, Explore > group into
5s and 10s
Block A1.d Count on and back in 100s from any Day 3 and 4, Teaching and Learning Y3/P4: Place
number main teaching value, Explore
Day 3, 2-dot Teaching and Learning Y3/P4: Number
activity or 1-dot boards, Explore > pre-sets > numbers
activity with a difference of, e.g. 1 or 10 >
numbers to 50 or 100
activity boards, Explore > pre-sets > numbers
with a difference of, e.g. 1 or 10 >
numbers to 100
Block B1.a Know pairs of multiples of 100 that Day 1, 2 and 3, Teaching and Learning Y3/P4: Number
total 1000 main teaching boards, Explore > number > pre-sets >
choose either complements to 100 or
totals to 10 or 20
activity boards, Challenge > totals to > 10
Block B1.b Use pairs that total 100 to make the Day 4 and 5, Teaching and Learning Y3/P4: Addition
next multiple of 100 main teaching problems, Explore > addition grid
Day 4, 3-dot Teaching and Learning Y3/P4:
activity Addition problems, Challenge > digits
1–9
activity Addition problems, Challenge > digits
1–9

2

Block B1.c Classify and describe 2D shapes, Day 1, 2 and 3, Teaching and Learning Y5/P6: 2-D and
including quadrilaterals main teaching 3-D shapes, Explore
Day 2, main Teaching and Learning Y3/P4: Shape and
teaching number sorter, Shape sorter > Explore >
either Venn or Carroll > is a quadrilateral
Day 2, 3-dot Teaching and Learning Y3/P4: Shape
activity and number sorter, Shape sorter >
Challenge > ensure a 2-D option is
selected, e.g. is a quadrilateral
Block B1.d Identify and sketch lines of Day 4 and 5, Teaching and Learning Y3/P4:
symmetry in simple shapes main teaching Symmetry searcher, Explore
Block C1.a Measure and compare lengths in Day 2, 3-dot Teaching and Learning Y3/P4: Number
metres and centimetres activity boards, Explore > measures and money
> length > pairing lengths m/km
Block C1.b Use decimal notation for metres and Day 4 and 5, Teaching and Learning Y3/P4: Number
centimetres main teaching boards, Explore > measures and money
> length > pairing lengths cm/m
activity boards, Explore > measures and money
> length > pairing lengths m/km
Block C1.c Organise and interpret data in Day 1, 2 and 3, Teaching and Learning Y3/P4: Virtual
simple lists, tally charts and main teaching data, Explore > select any data option
frequency tables > show tally > hide bar chart and bar
line chart
Block C1.d Organise and interpret data in Day 4 and 5, Teaching and Learning Y2/P3: Magic
pictograms main teaching data tree, Explore
Block D1.a Add a 1-digit number to a 2- or 3-digit Day 1 and 2, Teaching and Learning Y3/P4: Number
number, bridging a multiple of 10 main teaching grids, Explore
Block D1.b Subtract a 1-digit number from a Day 4 and 5, Teaching and Learning Y3/P4: Number
2- or 3-digit number main teaching grids, Explore
Block D1.c Read the time to 5 minutes on Day 1, 2 and 3, Teaching and Learning Y3/P4: Time,
analogue clocks main teaching Explore
Day 3, 3-dot Teaching and Learning Y3/P4: Time,
activity Challenge > time differences
Block D1.d Read the time on analogue and Day 4 and 5, Teaching and Learning Y3/P4: Time,
digital clocks; solve problems main teaching Explore
involving time Day 4, 1-dot Teaching and Learning Y3/P4: Time,
activity Challenge > setting the clock
Day 5, 2-dot Teaching and Learning Y3/P4: Time,
activity Challenge > setting the clock

3

Block E1.a Understand multiplication/division Day 2 and 3 Teaching and Learning Y3/P4: Division
as repeated addition/subtraction main teaching modeller, Explore > grouping
Day 2, 3-dot Teaching and Learning Y3/P4: Division
activity modeller, Challenge > grouping and
sharing without remainders
Block E1.b Know the multiplication facts for the Day 4, main Teaching and Learning Y3/P4: Number
2 times table teaching boards, Explore > number > pre-sets >
multiplication bonds (2)
Day 5, main Teaching and Learning Y3/P4: Number
teaching line, Explore
Block E1.c Recognise unit fractions; find unit Day 1, main Teaching and Learning Y3/P4:
fractions of numbers teaching Fractions of objects, Explore > single
1
fractions > select 10 of 20
Day 2, main Teaching and Learning Y3/P4:
teaching Fractions of objects, Explore > single
1
fractions > select 3 of 15
Day 1, 2-dot Teaching and Learning Y3/P4: Fractions
activity of objects, Challenge > build the wall
Day 2, 1-dot Teaching and Learning Y3/P4: Fractions
activity of objects, Challenge > build the wall
Block E1.d Know doubles of numbers to 20; Day 3, 4 and 5, Teaching and Learning Y3/P4: Number
derive multiples of 5 and 50, and main teaching boards, Explore > number > pre-sets >
corresponding halves multiplication bonds (2)
Block A2.a Round numbers less than 100 to the Day 1 and 2, Teaching and Learning Y3/P4: Zoom
nearest 10 main teaching number line, Explore > fixed point >
zoom +
Block A2.b Order numbers to 1000; say a Day 3, 4 and 5, Teaching and Learning Y3/P4: Place
number lying between two 3-digit main teaching value, Explore
numbers Day 3, 1-dot Teaching and Learning Y3/P4: Place
activity line, Challenge > ordering
activity line, Challenge > ordering
Block A2.c Count on in 10s, 100s or 50s from Day 1, 2 and 3, Teaching and Learning Y3/P4: Number
zero main teaching line, Explore
Block A2.d Recognise odd and even numbers up Day 4 and 5, Teaching and Learning Y3/P4: Shape
to at least 50 main teaching and number sorter, Number sorter >
Explore > Venn diagram > is even
Day 4, 3-dot Teaching and Learning Y3/P4: Target
activity totals, Challenge > one player > odd
or even totals
Day 4, 2-dot Teaching and Learning Y3/P4: Target
activity totals, Challenge > one player > odd
or even totals
Block B2.a Know pairs of multiples of 100 that Day 1 and 2, Teaching and Learning Y3/P4: Number
total 1000 main teaching boards, Explore > number > pre-sets
> complements to 1000

4

Block B2.a Know pairs of multiples of 100 that Day 3, main Teaching and Learning Y3/P4: Number
(cont) total 1000 teaching boards, Explore > measures and
money > money > complements to £1
activity boards, Explore > number > pre-sets
Day 3, all dot Teaching and Learning Y3/P4: Number
activities boards, Explore > measures and
money > money > complements to £1
Block B2.b Use pairs that total 100 to make the Day 5, main Teaching and Learning Y3/P4: Number
next multiple of 100 teaching line, Explore > make a line > start
800, end 900, steps 10
Block B2.c Introduce, classify and describe Day 1 and 2, Teaching and Learning Y3/P4: Shape
prisms main teaching and number sorter, Shape sorter >
Explore > Venn diagram > is a prism
activity and and number sorter, Shape sorter >
2-dot activity Explore > Venn diagram > is a prism
activity and number sorter, Shape sorter >
Explore > Venn diagram > is a prism
Block B2.d Classify and describe common 3-D Day 3, 4 and 5, Teaching and Learning Y5/P6: 2-D and
shapes by properties main teaching 3-D shapes, Explore
activity and number sorter, Challenge > either
Venn or Carroll > select a 3-D shape
challenge
challenge
challenge
Block C2.a Measure and compare capacities in Day 1 and 2, Teaching and Learning Y3/P4: Number
litres and millilitres main teaching boards, Explore > measures and money
> capacity > pairing capacities ml/l
> capacity > pairing capacities ml/l
Block C2.b Use units of time: days, hours, Day 3, 4 and 5, Teaching and Learning Y3/P4: Time,
minutes, seconds main teaching Explore > hide digital clock

5

Block C2.c Organise and interpret data in Day 1 and 2, Teaching and Learning Y3/P4: Virtual
frequency tables main teaching data, Explore > frequency of types of
vehicle > show tally > hide bar chart
and bar line chart

Block C2.d Organise and interpret data in bar Day 3, 4 and 5, Teaching and Learning Y3/P4: Virtual
charts main teaching data, Explore > frequency of types of
vehicle > show tally > show bar chart

Block D2.a Add and subtract a multiple of 10 to Day 1 and 2, Teaching and Learning Y3/P4:
and from a 2- or 3-digit number main teaching Number line, Explore > make a line
Block D2.b Add and subtract a 2-digit number to Day 3, 4 and 5, Teaching and Learning Y3/P4:
and from a 2- or 3-digit number main teaching Number line, Explore > make a line

Block D2.c Add and subtract a multiple of 10 or Day 1 and 2, Teaching and Learning Y3/P4:
100 to and from a 3- or 4-digit number main teaching Number line, Explore > make a line
Block D2.d Add and subtract 9, 11, 19 and 29 to Day 3, 4 and 5, Teaching and Learning Y3/P4:
and from a 2- or 3-digit number main teaching Number boards, Explore > number >
pre-sets > numbers with a difference
of 9/19/29

activity Number boards, Explore > number >
of 39/49

of 29/21

of 19/21

Block E2.a Know the multiplication facts for the Day 1 and 2, Teaching and Learning Y3/P4:
5 and 10 times tables main teaching Sequences, Explore > step 5, start
number 0
Block E2.b Rehearse division as the inverse of Day 4 and 5, Teaching and Learning Y3/P4:
multiplication main teaching Sequences, Explore > set up a
suitable array, e.g. 5 ≠ 6 by selecting
‘Trail 30’, and then hide numbers as
these are not needed

activity grids, Challenge > check the grid

activity grids, Challenge > check the grid

Block E2.c Know the multiplication facts for the Day 1, 2 and 3, Teaching and Learning Y3/P4:
3 times table main teaching Sequences, Explore > step 3 (or 6),
start number 0

6

Block E2.d Recognise non-unit fractions; find Day 4 and 5, Teaching and Learning Y3/P4:
non-unit fractions of shapes and main teaching Fractions of objects, Explore > compare
numbers fractions > compare, e.g. 1 of one
4
3
shape against 4 of another
activity Fractions of objects, Challenge >
complete the wall
activity and Fractions of objects, Explore >
2-dot activity complete the wall/build the wall
Block A3.a Round 3-digit numbers to the Day 1, 2 and 3, Teaching and Learning Y3/P4: Zoom
nearest 100 and 10; understand and main teaching number line, Explore > fixed point >
use £.p notation enter start number (as £.p)
Block A3.b Solve ‘real-life’ problems involving Day 4, main Teaching and Learning Y3/P4: Zoom
money (comparing amounts) teaching number line, Explore > fixed point >
enter start number (as £.p)
Block A3.c Add a 2-digit number to a 2-, 3- or Day 1, 2 and 3, Teaching and Learning Y3/P4: Number
4-digit number by partitioning into main teaching grids, Explore > addition grid > start
T and U at 20 > step 1 > go > hide totals >
‘move’ 10 squares out (then click on
‘move’ again to disable this feature)
and click on each moved square to
reveal number. Challenge children
to replace each one in the correct
place on the grid using the addition
methods explained in the lesson.
activity grids, Challenge > complete the grid
> 10 ≠ 10
>8≠8
>6≠6
Block A3.d Add by identifying near doubles, Day 4, 1-dot Teaching and Learning Y3/P4: Number
using doubles already known activity boards, Explore > number > pre-sets
> multiplication bonds (2) > 5 ≠ 5 grid
Block B3.a Recognise odd and even numbers up Day 1, main Teaching and Learning Y3/P4: Number
to 100; count on in 5s and 50s teaching grids, Explore
Day 2 main Teaching and learning Y3/P4: Number
teaching line, Explore > make a line > start 0,
step 50, end 1000
Block B3.b Know the multiplication facts for the Day 4 and 5, Teaching and Learning Y3/P4: Number
4 times table main teaching line, Explore > make a line > start 0,
step 4, end 40
Block B3.c Make and describe right-angled turns; Day 1 and 2, Teaching and Learning Y3/P4: Time,
identify right angles; use set squares main teaching Explore > hide digital clock

7

Block B3.d Recognise and use the four compass n/a n/a
directions N, S, E, W
Block C3.a Locate position on a grid with the n/a n/a
rows and columns labelled
Block C3.b Measure and compare weights in Day 4 and 5, Teaching and Learning Y3/P4: Scales,
kilograms and grams main teaching Explore > scales
activity and boards, Explore > measures and
3-dot activity money > mass > pairing masses g/kg
Block C3.c Use units of time: years, months, n/a n/a
weeks, days, hours
Block C3.d Classify and sort data in Venn and Day 3, 4 and 5, Teaching and Learning Y3/P4: Shape and
Carroll diagrams main teaching number sorter, Explore > any settings
Day 3, any Teaching and Learning Y3/P4: Shape
group and number sorter, Challenge > Venn
diagram > set appropriate challenge
Day 4, any Teaching and Learning Y3/P4: Shape
group and number sorter, Challenge > Carroll
diagram > set appropriate challenge
Block D3.a Use informal written methods to record Day 1 and 2, Teaching and Learning Y3/P4: Place
additions for 2- and 3-digit numbers main teaching value, Explore
Block D3.b Begin to use column addition to add Day 3, 4 and 5, Teaching and Learning Y3/P4: Place
2- and 3-digit numbers main teaching value, Explore
Block D3.c Find a difference between two 2- or Day 1 and 2, Teaching and Learning Y3/P4: Number
3-digit numbers by counting on main teaching line, Explore
Block D3.d Use informal written methods to record Day 3, 4 and 5, Teaching and Learning Y3/P4: Number
subtractions for 2- and 3-digit numbers main teaching line, Explore
Block E3.a Understand division as grouping Day 1 and 2, Teaching and Learning Y3/P4: Division
main teaching modeller, Explore > grouping > set
calculation to, e.g. 13 ÷ 4 or 18 ÷ 4 to
model division with remainders
activity and modeller, Challenge > sharing and
3-dot activity grouping with remainders
activity modeller, Challenge > sharing and
grouping with remainders
Block E3.b Multiply by 10 and 100, shifting the Day 3, 4 and 5, Teaching and Learning Y3/P4: Place
digits 1 or 2 places to the left main teaching value, Explore > model multiplying by
10 and 100 using the place value grids
Block E3.c Begin to recognise simple equivalent Day 1 and 2, Teaching and Learning Y3/P4:
fractions main teaching Fractions of objects, Explore >
compare fractions > compare halves
with quarters and quarters with tenths
activity Fractions of objects, Challenge >
complete the wall

8

Block E3.d Find totals, give change and work Day 4 and 5, Teaching and Learning Y3/P4: Number
out which coins to pay main teaching boards, Explore > measures and money
> money > pairing amounts £/p

9

Maths: Abacus Evolve Year 3 (Textbook 1, 2 and 3) – Pearson publishing

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Maths: Abacus Evolve Year 3 (Textbook 1, 2 and 3) – Pearson publishing