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Silabas Dobles en Matemáticas Primaria

The document outlines the mathematics curriculum for third grade primary school students in Spain. It includes the following key areas of focus: 1) Numbers and the number system - including counting, place value, and comparing and ordering numbers up to 1,000. 2) Calculation - developing mental math strategies like known number facts, addition and subtraction, and beginning multiplication and division. 3) Geometry - identifying two and three-dimensional shapes, symmetry, and using positional language.

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Heri Zo
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102 views4 pages

Silabas Dobles en Matemáticas Primaria

The document outlines the mathematics curriculum for third grade primary school students in Spain. It includes the following key areas of focus: 1) Numbers and the number system - including counting, place value, and comparing and ordering numbers up to 1,000. 2) Calculation - developing mental math strategies like known number facts, addition and subtraction, and beginning multiplication and division. 3) Geometry - identifying two and three-dimensional shapes, symmetry, and using positional language.

Uploaded by

Heri Zo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MALLA CURRICULAR DE MATEMÁTICA

TERCER GRADO DE PRIMARIA


Plan Integrado (CIE/DCN) Plan habilidades CIE (Framework)
BIMESTR Habilidades (Todo en español) Campo Temático Código Numbers and the number system
E
3Nn1 Recitar los números del 100 al 200 y más

Leer y escribir los números hasta el 1000

3Nn2 Contar hacia adelante y atrás en unidades decenas y centenas

Contar de 2,3,4, 5, hasta el 50

3Nn3 Entender qué representa cada dígito, en unidades, decenas y centenas

Encontrar 1,10,100 más/menos que números de 2 y 3 dígitos

3Nn4 multiplicar 2 dígitos por 10 y entender el efecto

Redondear 2 dígitos a la decena y 3 dígitos a la centena más cercana

Colocar números de 3 dígitos en la recta numérica

2 Calculation

Mental strategies

• 1Nc1 Know all number pairs to 10 and record the related


addition/subtraction facts

• 1Nc2 Begin to know number pairs to 6, 7, 8, 9 and 10

• 1Nc3 Add more than two small numbers, spotting pairs to 10, e.g. 4 +
3 + 6 = 10 + 3

• 1Nc4 Begin using pairs to 10 to bridge 10 when adding/subtracting,


e.g. 8 + 3, add 2, then 1

• 1Nc5 Know doubles to at least double 5

• 1Nc6 Find near doubles using doubles already known, e.g. 5 + 6

• 1Nc7 Begin to recognise multiples of 2 and 10

Addition and subtraction

• 1Nc8 Understand addition as counting on and combining two sets;


record related addition sentences

• 1Nc9 Understand subtraction as counting back and ‘take away’;


record related subtraction sentences

• 1Nc10 Understand difference as ‘how many more to make?’

• 1Nc11 Add/subtract a single-digit number by counting on/back

• 1Nc12 Find two more or less than a number to 20, recording the
jumps on a number line

• 1Nc13 Relate counting on and back in tens to finding 10 more/less


than a number (< 100)

• 1Nc14 Begin to use the +, – and = signs to record calculations in


number sentences

• 1Nc15 Understand that changing the order of addition does not


change the total

• 1Nc16 Add a pair of numbers by putting the larger number first and
counting on

• 1Nc17 Recognise the use of a sign such as to represent an unknown,


e.g. 6 + = 10

• 1Nc18 Begin to add single- and two-digit numbers


3 Multiplication and division

• 1Nc19 Double any single-digit number

• 1Nc20 Find halves of even numbers of objects up to 10

• 1Nc21 Try to share numbers to 10 to find which are even and which
are odd

• 1Nc22 Share objects into two equal groups in a context

Geometry

Shapes and geometric reasoning

• 1Gs1 Name and sort common 2D shapes (e.g. circles, squares,


rectangles and triangles) using features such as

number of sides, curved or straight. Use them to make patterns and


models

• 1Gs2 Name and sort common 3D shapes (e.g. cube, cuboid, cylinder,
cone and sphere) using features such as

number of faces, flat or curved faces. Use them to make patterns and
models

• 1Gs3 Recognise basic line symmetry

Position and movement

• 1Gp1 Use everyday language of direction and distance to describe


movement of objects

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