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# Week 1 - 3 Place value

National curriculum content

• Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
• Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
• Compare and order numbers up to 1,000
• Identify, represent and estimate numbers using different representations
• Read and write numbers up to 1,000 in numerals and in words
• Solve number problems and practical problems involving these ideas

Lesson objectives

1. Represent numbers to 100
2. Partition numbers to 100
3. Number line to 100
4. Hundreds
5. Represent numbers to 1,000
6. Partition numbers to 1,000
7. Flexible partitioning of numbers to 1,000
8. Hundreds, tens and ones
9. Find 1, 10, 100 more or less
10. Number line to 1,000
11. Estimate on a number line to 1,000
12. Compare numbers to 1,000
13. Order numbers to 1,000
14. Count in 50s

What we want children to know

• Represent numbers to one thousand in different ways
• Read and write numbers to one thousand in numerals and words
• Know the value of each digit to order and compare
• Partition numbers in different and unfamiliar ways using the whole-part model
• Explore finding one, ten and a thousand more or less than a given number
• Use comparative language and symbols to determine which number is the greatest/smallest
• To explore ordering a set of numbers from smallest to greatest and greatest to smallest
• Use knowledge of 5 times table to count in steps of 50

What skills we want children to develop

Use knowledge to solve Reasoning and Problem Solving questions such as:

Spot the mistake:

50, 100, 115, 200

What is wrong with this sequence of numbers?

Do, then explain:

835, 535, 538, 388, 508

If you wrote these numbers in order starting with the smallest, which number would be third?

Explain how you ordered the numbers.

Make up an example/Give further examples:

Create numbers where the digit sum is three.

E.g. 120, 300, 210

What is the largest or smallest number?

Mathematical talk

• What clues are there in the calculations? Can we look at the tens number or the ones number to help us?
• If we continue counting in tens, what do we say after 100?
• Why is it important to put the values into the correct column on the place value chart?
• What is the value of each interval on the number line?
• What strategy did you use to compare the two numbers?
• What is the connection between the 5 times table and the 50 times table?
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