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Sometimes that language looks like written word and sometimes it looks like symbols, but it is a language and it must be learned for math fluency and competency. If your child does not have a good understanding of key mathematical vocabulary, it can hinder them in making good progress in maths and in other areas of the curriculum.  \nAt Brickhouse, we explicitly teach maths vocabulary, giving it a context and allowing children to apply it in a variety of problems.  \nListed below are the key mathematical terms your child will learn this year. This is the minimum we expect children to learn; however, we know children are curious and will undoubtedly want to learn more and we encourage this.  \n\n| Vocabulary | Definition | Example |\n| --- | --- | --- |\n| Number and Place Value |  |  |\n| Approximate | Anything that is similar, but not exactly equal, to something else. | ‘The approximate answer to 199 + 100 is 300 because 199 is very close to 200.’ |\n| Formal written method | A way of carrying out a calculation which is done on paper rather than entirely mentally. | |\n| Numbers 101-1,000 | ‘One hundred and one, one hundred and two…nine hundred and ninetynine, one thousand.’ |  |\n| Place holder | A place holder is a zero used in any place value column (that contains a value of zero) to clarify the relative positions of the digits in other places. | ‘I need to use a place holder in the ones column to make it clear that my number is 320 and not 32.‘ |\n| Relationship | A mathematical relation is, a relationship between sets of numbers or sets of element. | ‘What is the relationship between multiplication and division?’ |\n| Round | Approximate a number, normally to the nearest multiple of ten, to make it easier with which to calculate. | ‘I would round the number 17 to 20 because it is three away from 20 but seven away from 10.‘ |\n\n\n| Addition and subtraction |  |  |\n| --- | --- | --- |\n| Columnar\u003Cbr>addition/subtraction | The formal written algorithms for addition and subtraction that are exemplified in Mathematics Appendix 1 of the 2014 national curriculum. | |\n| Multiplication and division |  |  |\n| Factor | A number, that when multiplied with one or more other factors, makes a given number. | ‘The number six has four factors: 1, 2, 3 and 6.‘ |\n| Product | The result you get when you multiply two numbers. | ‘24 is the product of 3 and 8.’ |\n| Fractions |  |  |\n| Sixths, sevenths, eighths, tenths | The fraction equal to one divided by six.\u003Cbr>The fraction equal to one divided by seven etc. | ‘One sixth plus four sixths is equal to five sixths’. |\n| Length |  |  |\n| Distance from/to | How far away something is. | ‘What is the distance from house A to house B on the map?’ |\n| Kilometre | A metric unit measure of length that is equal to one thousand metres. | ‘The distance from the school to Arun’s house was exactly one kilometre.’ |\n| Millimetre | A metric unit measure of length that is equal to one thousandth of one metre. | ‘The length of Philippa’s ruler is 300 millimetres.‘ |\n| Perimeter | The perimeter of a 2-D shape is the total distance around its exterior. | |\n\n\n| Weight |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Capacity and volume |  |  |\n|  |  |  |\n| Temperature |  |  |\n| Centigrade | The Celsius scale of temperature. | ‘The temperature outside is 22 degrees centigrade’ |\n| Time |  |  |\n| 12-hour clock time | The 12-hour clock notation uses am and pm to indicate morning and afternoon. | ‘The time is 12.45pm on a 12-hour clock’.\u003Cbr>|\n| 24-hour clock time | A way of telling the time in which the day runs from midnight to midnight and is divided into 24 hours, numbered from 0 to 24. | ‘The time is 1245 on a 24-hour clock’.\u003Cbr>|\n| AM | The abbreviation a. m. stands for the Latin ante meridiem, meaning before. | ‘The time is 9.00am’. |\n| Calendar | A chart or series of pages showing the days, weeks, and months of a particular year, or gi","cbCaiqfLba62rObl","https://ap.wps.com/l/cbCaiqfLba62rObl","pdf",981113,"English","# Number and Place Value\n# Addition and Subtraction\n# Multiplication and Division\n# Fractions\n# Length\n# Weight\n# Capacity and Volume\n# Temperature\n# Time\n# Calendar\n# Shape Geometry (2-D and 3-D)","[{\"question\":\"Why is mathematical vocabulary important for Year 3 learners?\",\"answer\":\"A strong understanding of key mathematical vocabulary supports progress in maths and other curriculum areas. It helps children build fluency and competency in mathematics.\"},{\"question\":\"What does the term “approximate” mean in this vocabulary list?\",\"answer\":\"“Approximate” refers to something similar, but not exactly equal, to another value. It is used to make numbers easier to calculate.\"},{\"question\":\"How does the document define and use rounding?\",\"answer\":\"Rounding means approximating a number, usually to the nearest multiple of ten, to simplify calculations. The list includes an example of rounding 17 to 20 based on distance to nearby tens.\"}]","Mathematical Vocabulary - Year 3 - Mathematics vocabulary list | PDF",1790869850]