Super Revision

Place value tells us the value of each digit depending on its position. In a three-digit number there are hundreds, tens and ones. For example, in 347 the digit 3 means 300, 4 means 40 and 7 means 7. Reading and writing numbers correctly is important so we understand how much they represent. We practise writing numbers in words and figures and also expand numbers as sums of place values.

We use simple activities: make numbers with digit cards, show the same number with blocks (hundreds, tens, ones), and use number lines to see order. Comparing numbers uses place value: if hundreds are different, the bigger hundred wins; if hundreds same, look at tens, and then ones.

Rounding is introduced informally: to the nearest ten by seeing if ones are 0–4 (round down) or 5–9 (round up). This helps in quick estimating. Practise helps with fast reading and writing of numbers, which is used in all arithmetic work.

Addition puts numbers together to find a total. For small sums we use mental methods: add ones first, then tens, then hundreds. Mental strategies include number bonds to 10 (for example 7+3=10), breaking numbers (47 as 40+7) and using known facts to add faster. For example to add 47 + 38 mentally, add tens 40+30=70 and ones 7+8=15, then combine 70+15=85.

For larger two- and three-digit additions we use the column method (vertical addition). Write numbers one below the other with ones under ones, tens under tens, and hundreds under hundreds. Start from the rightmost column (ones), add the digits, write the ones digit of the sum and carry the tens to the next column. Then add the tens column including any carry, write the digit and carry if needed, and continue to the hundreds. Always line up digits carefully so carries go to the correct place.

Teach children to estimate before calculating: round numbers to the nearest ten and add to check if the final answer is sensible. Also show checking by reversing the operation in simple cases: if A + B = C then C − A should equal B. Use objects, fingers, counters or drawings for early practice so the child sees what adding means. Regular practice of tables and number bonds makes both mental and column addition faster and more accurate.

Subtraction removes one amount from another. For small amounts we do 'take away' mentally, such as 9 − 3 = 6. For larger two- and three-digit numbers we use the column method with borrowing (also called regrouping). Arrange the larger number on top and the smaller below, with ones under ones, tens under tens and hundreds under hundreds. Start subtracting from the ones column and move left.

If the digit in the top (minuend) is smaller than the digit below (subtrahend) in any column, we borrow 1 from the next higher place. Borrowing means taking 1 ten and giving it as 10 ones, or taking 1 hundred and giving it as 10 tens, so the subtraction can be done in that column. After doing the subtraction, remember to reduce the digit in the column you borrowed from. Be careful when a digit is zero: you may need to borrow from the next non-zero column and change zeros into 9s as you pass them, because borrowing reduces the higher place by one and adds 10 to the next place.

Teach checking by adding the difference to the subtrahend: if Minuend − Subtrahend = Difference then Subtrahend + Difference should give Minuend. Use number lines and physical objects for young learners so they can see subtraction as taking away steps. Practise several examples including borrowing across zeros to build confidence and neat working habits.

Multiplication is a fast way to add equal groups. Instead of writing 3+3+3+3 we write 4 × 3 and say "four times three". Multiplication is introduced as repeated addition and with pictures so children understand the idea clearly. Use objects like coins, buttons or pictures of apples to form groups: show 5 groups of 2 items each and count 2+2+2+2+2 to reach 10, then write 5 × 2 = 10.

Arrays are useful visual tools. An array of 4 rows and 3 columns of dots shows 4 × 3. Arrays also demonstrate that 4 × 3 = 3 × 4 because the same rectangle of dots can be counted by rows or by columns; this is the commutative property of multiplication. Teach simple multiplication tables up to 5 so children build quick recall: 2 times table, 3 times table, 4 and 5. Learning these helps solve word problems faster.

Explain the terms factor (numbers multiplied) and product (answer). Encourage children to check multiplication by repeated addition and, later, by using division as its inverse. Use real-life examples: 4 plates with 3 sweets on each plate gives 4 × 3 sweets. Mix oral practice, written sums and drawing arrays so learning stays lively and clear.

Division splits a total into equal parts. If 12 sweets are shared equally among 3 children, each gets 4 — written 12 ÷ 3 = 4. Division can be seen as the inverse of multiplication: if 3 × 4 = 12 then 12 ÷ 3 = 4. Two simple models are sharing (give one to each in turn) and grouping (make groups of a fixed size until finished).

Teach small division facts connected to known multiplication tables. For example, knowing 5 × 4 = 20 helps with 20 ÷ 5 = 4. Some numbers do not divide evenly and leave a remainder; explain remainder as what is left after making equal groups.

Word problems use words like 'shared equally', 'how many in each', or 'how many groups'. Use objects or pictures to show sharing and practise writing division sentences. Check answers by multiplying divisor and quotient and adding remainder if any, to get the original number.

Fractions show parts of a whole. Class 3 focuses on simple fractions like half (1/2) and quarter (1/4). A half means the whole is split into two equal parts; a quarter means four equal parts. Use shapes and objects: fold a paper circle into two to show halves and into four to show quarters. Colour parts to show how much of the whole is shaded.

Fractions also apply to sets: if there are 8 apples and we take half, we take 4. If a pizza is cut into 4 equal pieces, one piece is a quarter. Teach that all parts must be equal to use fraction names. Compare simple fractions using pictures: 1/2 is larger than 1/4 because one out of two parts is bigger than one out of four parts.

Relate fractions to division: 1/2 of 8 equals 8 ÷ 2 = 4. Encourage drawing, cutting shapes and real objects to make learning active.

Measurement helps us find how long or heavy things are. For length we use a ruler to measure in centimetres (cm). Show how to place the zero mark at one end and read the number at the other end carefully. For longer objects use a measuring tape or add lengths by placing rulers end to end. Always measure along the straightest line and record the number with unit, for example 12 cm.

Mass or weight for Class 3 is introduced by comparing: heavier, lighter, or equal. Use a balance scale or compare two objects. Standard units like kilogram (kg) and gram (g) are named, and small objects are measured in grams. Teach simple conversions: 1 kg = 1000 g and practice simple sums like 500 g + 300 g = 800 g.

Encourage careful reading of measuring tools and practise estimation before measuring. Estimation helps check if answers are sensible. Use classroom objects for hands-on learning and record results in tidy tables.

Shapes study the appearance and properties of objects. Common 2D shapes are circle, triangle, square, rectangle and hexagon. Discuss simple properties: number of sides and corners (vertices). For example, a square has 4 equal sides and 4 corners, a rectangle has 4 sides with opposite sides equal, and a circle has no corners and one curved edge. Show how to count sides and corners by tracing the shape with a finger or pencil.

3D shapes are solid objects with length, width and height. Examples: cube (like a dice) has 6 square faces and 8 corners, cuboid (like a box) has rectangular faces, sphere (ball) has no faces or corners, and cylinder (a can) has circular faces and one curved surface. Use real objects so children can touch and name faces, edges and corners in simple words: faces are flat parts, edges are where faces meet, and corners are points where edges meet.

Patterns are repeating designs made with shapes, colours or numbers. Start simple: ABAB patterns like red, blue, red, blue or ▲ ● ▲ ● help children see repetition. Move to ABC patterns such as circle, square, triangle repeated. Encourage students to draw the next few items in a pattern and make their own patterns with beads or blocks. Combining shapes to make pictures (a house from a square and triangle) helps recognize properties and builds creativity. Practise drawing and labelling shapes neatly and completing patterns to strengthen observation skills.