Study Skills Testing

Overview

In this lesson, students practise effective study skills for Year 3 mathematics tests and apply them to place value strategies for addition and subtraction. This links to how we solve calculations without a calculator by partitioning numbers and regrouping using place value.

Learning intentions

Students will:

• WALT use effective study skills (planning, attention to place value, checking work) to prepare for a maths test.
• WALT apply place value partitioning and regrouping to add and subtract two- and three-digit numbers.
• WALT explain their thinking using part-part-whole models, diagrams, and number sentences.

Success criteria

Students can:

• I can partition a number into hundreds, tens and ones to help me calculate.
• I can regroup correctly when my ones or tens are not enough.
• I can show my strategy clearly (diagram/part-part-whole) and write a matching number sentence.
• I can check my answer using estimation or inverse thinking (addition/subtraction).

Curriculum links

• Number — VC2M3N04: add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist calculations without a calculator.
• Number strategies — using partitioning and inverse relationship between addition and subtraction to support solving.

Lesson structure (60 minutes)

1. 0–5 min · Hook (test mindset). Teacher displays a short “test checklist” on the board (read carefully, plan strategy, solve, check, explain). Students do a quick Think–Pair–Share: “What helps you when you feel stuck in maths?”

2. 5–15 min · Direct teach: study skills routine. Teacher models a routine with a worked example, thinking aloud:

• Step 1: Underline key words (how many altogether, how many more/less).
• Step 2: Decide the best strategy (partition into hundreds/tens/ones).
• Step 3: Solve using regrouping if needed.
• Step 4: Check (estimate close answer; or use inverse). Students copy the routine into their books and highlight where diagrams/number sentences fit.

3. 15–30 min · Modelling place value (guided practice). Teacher writes: 485 + 365.

• Models partitioning: 485 = 400 + 80 + 5 and 365 = 300 + 60 + 5.
• Shows rearranging/adding parts, including regrouping when ones/tens totals exceed 9. Students, with the teacher, complete a part-part-whole diagram and write the number sentence.

4. 30–40 min · Student task: strategy stations. Classroom set up with 3 short stations (10 minutes total with teacher circulating):

• Station A (diagram): 297 + 154 (use partitioning and regroup).
• Station B (number sentence): 623 − 258 (show your regrouping clearly).
• Station C (check): Estimate then calculate: 398 + 210. Students write an estimate and then the exact answer, and a checking statement.

5. 40–52 min · Whole-class debrief: checking and explaining. Teacher chooses 2–3 student strategies (anonymous if needed). Students answer:

• “What did you partition first?”
• “Where did regrouping happen?”
• “How do you know your answer is reasonable?” Teacher explicitly teaches the idea of inverse checking: if you add to get the total, subtraction should return the original number (when appropriate).

6. 52–58 min · Independent “practice test” mini-worksheet. Students complete 3 questions in silence, applying the routine: underline key information, plan (partition), solve, and write a brief check. Teacher uses a checklist to observe method and accuracy.

7. 58–60 min · Exit ticket (quick evidence). Students answer one prompt:

• “In one sentence, explain how partitioning helps you solve 3-digit + 3-digit or 3-digit − 3-digit problems.” Teacher collects to gauge whether students can articulate regrouping and checking.

Resources

• Board/chart paper with the study skills routine checklist
• Place value manipulatives (hundreds/tens/ones) or base-ten blocks
• Part-part-whole diagram templates (hundreds/tens/ones sections)
• Station cards with 2–3 calculations (Year 3 level, requiring regrouping)
• Mini-worksheet for the “practice test” (3 questions)
• Highlighters/markers for underlining key words
• Student books and pencils
• Timer for station rotations

Assessment

• During stations, teacher listens for correct place value partitioning and whether regrouping is shown when needed.
• During debrief, teacher checks students can explain their thinking using appropriate language (hundreds, tens, ones, regroup, inverse/check).
• Exit ticket collects evidence of whether students can articulate a strategy and a checking method.

Differentiation

• Support:
• Provide a partially completed part-part-whole diagram for the first guided example.
• Sentence starters: “First I partitioned…”, “I regrouped when…”, “To check I…”.
• Offer base-ten blocks or a drawn place value grid for students who need concrete representation.
• Targeted practice:
• For students needing extra scaffolding, reduce to 2-digit + 2-digit within the same routine before returning to 3-digit tasks.
• Extension (for advanced learners):
• Ask students to create their own “test question” using the same method, then write a model solution and one different checking method (estimate vs inverse).
• Provide a mixed set: one addition and one subtraction where students choose which part to regroup (ones-first or tens-first) and justify their choice.
• Language/EAL:
• Keep problem wording consistent across station cards; underline key numbers on the card for students who need it, then remove scaffolds gradually.

Exit ticket (optional wording for teacher use)

• “Explain how you partition and regroup to solve 485 + 365, and name one way you check your answer.”