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
- Represent numbers to 100
- Partition numbers to 100
- Number line to 100
- Represent numbers to 1,000
- Partition numbers to 1,000
- Flexible partitioning of numbers to 1,000
- Hundreds, tens and ones
- Find 1, 10, 100 more or less
- Number line to 1,000
- Estimate on a number line to 1,000
- Compare numbers to 1,000
- Order numbers to 1,000
- 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?
- 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?