There are **66** NRICH Mathematical resources connected to **NC Yr 3**, you may find related items under NC.

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Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.

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For this task, you'll need an A4 sheet and two A5 transparent sheets. Decide on a way of arranging the A5 sheets on top of the A4 sheet and explore ...

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Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways.

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In this game for two players, the idea is to take it in turns to choose 1, 3, 5 or 7. The winner is the first to make the total 37.

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How could you arrange at least two dice in a stack so that the total of the visible spots is 18?

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Can you find different ways of showing the same fraction? Try this matching game and see.

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Look at the changes in results on some of the athletics track events at the Olympic Games in 1908 and 1948. Compare the results for 2012.

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Look at some of the results from the Olympic Games in the past. How do you compare if you try some similar activities?

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Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?

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Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?

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What happens when you add three numbers together? Will your answer be odd or even? How do you know?

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This problem is designed to help children to learn, and to use, the two and three times tables.

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Looking at the 2012 Olympic Medal table, can you see how the data is organised? Could the results be presented differently to give another nation the top place?

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This problem explores the range of events in a sports day and which ones are the most popular and attract the most entries.

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This problem explores the shapes and symmetries in some national flags.

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This activity is based on data in the book 'If the World Were a Village'. How will you represent your chosen data for maximum effect?

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Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?

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Class 5 were looking at the first letter of each of their names. They created different charts to show this information. Can you work out which member of the class was away on that day?

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Can you use the information to find out which cards I have used?

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Can you put these mixed-up times in order? You could arrange them in a circle.

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Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.

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What statements can you make about the car that passes the school gates at 11am on Monday? How will you come up with statements and test your ideas?

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This cube has ink on each face which leaves marks on paper as it is rolled. Can you work out what is on each face and the route it has taken?

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This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.

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What happens when you add the digits of a number then multiply the result by 2 and you keep doing this? You could try for different numbers and different rules.

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This task requires learners to explain and help others, asking and answering questions.

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A task which depends on members of the group working collaboratively to reach a single goal.

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You are organising a school trip and you need to write a letter to parents to let them know about the day. Use the cards to gather all the information you need.

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A task which depends on members of the group noticing the needs of others and responding.

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A task which depends on members of the group noticing the needs of others and responding.

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This group activity will encourage you to share calculation strategies and to think about which strategy might be the most efficient.

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Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.

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This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?

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Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?

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A group of children are using measuring cylinders but they lose the labels. Can you help relabel them?

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Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

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Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.

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What shape is the overlap when you slide one of these shapes half way across another? Can you picture it in your head? Use the interactivity to check your visualisation.

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This big box multiplies anything that goes inside it by the same number. If you know the numbers that come out, what multiplication might be going on in the box?

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Can you predict when you'll be clapping and when you'll be clicking if you start this rhythm? How about when a friend begins a new rhythm at the same time?

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Have a look at this table of how children travel to school. How does it compare with children in your class?

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Choose the size of your pegboard and the shapes you can make. Can you work out the strategies needed to block your opponent?

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Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?

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Tim had nine cards each with a different number from 1 to 9 on it. How could he have put them into three piles so that the total in each pile was 15?

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Here are some pictures of 3D shapes made from cubes. Can you make these shapes yourself?

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There is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from these ten statements?

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Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?

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On a digital clock showing 24 hour time, over a whole day, how many times does a 5 appear? Is it the same number for a 12 hour clock over a whole day?

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Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.