Place Value and Money Unit 1

Whole Class Teaching Input DAY 1

Objectives Place 3-digit numbers on a number line.

Resources Mini-whiteboards and pens

Teaching  Ask children to discuss then share with the class their top tips
for placing 2-digit numbers in order on a line.
 Suggest that thinking about the tens first and then the ones is
useful. Record their suggestions for a working
display/reference.
 Explain that you are now going to see whether these top tips
apply when working with 3-digit numbers.
 Show a line from 200 to 300 and draw a line to mark 275.
 Invite children to say what number you have marked. Mark on
250 to see if this helps.
 Discuss how 275 is halfway between 250 and 300, just like 75
is halfway between 50 and 100.
 Show a blank line (which only you know is from 400–500) and
draw a line to mark where 425 would be. Mark 500 at the end
of the line and ask if that helps. Mark 400 so that children can
work out that the marked number is 425.
 Instruct children to draw their own 400–500 line on their
whiteboards and to mark the intervals of 10. Then ask them to
mark the 3-digit number that you say, e.g. 437.
 Children check their answer with a partner and then all say
together the nearest 10 (440).
 Discuss how they knew which was the nearest 10.
 Repeat with a range of other 3-digit numbers.

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 Group activity notes DAY 1 Group activity notes DAY 1
Create a game placing hidden 3-digit numbers between hundreds on a Mark 3-digit numbers on landmarked lines.
landmarked line.
Objectives: Place 3-digit numbers on a landmarked line. Objectives: Place 3-digit numbers on a landmarked line.
You will need: Blank landmarked line (see resources), small sticky notes You will need: ‘Placing 3-digit numbers on a landmarked line’ sheet (see
resources)
Groups of 3 – with T Working at ARE Groups of 6 – with TA Working towards ARE
 Teacher supports children in groups of 3 to create a challenge
game for the other groups to play.  TA supports children to initially find the matching hundreds pairs
 Children draw a hundred line, e.g. 700–800, and as a group mark on the ‘Placing 3-digit numbers on a landmarked line’ sheet (see
on (but do not label) the 10s lines. resources), e.g. 501 and 575.
 Then each child writes a 3-digit number in the 700s on the back of  Children then select the correct landmarked line on the sheet for
a sticky note. each pair of 3-digit numbers.
 As a group, they put the sticky notes in the correct places on the  They label the tens markers to help position the number on the
hundred line (other children will not be able to see the numbers line.
on them).  Repeat with other numbers.
 Children swap landmarked lines with other groups and try to work
out the hidden numbers, using their knowledge of place value.
They should also round the numbers to the nearest 10.
 Discuss what a reasonable estimate is and repeat as time allows.

Greater Depth In pairs, children independently create a challenge game

as above for a 600–800 landmarked line. They then swap and work out
each other’s numbers, also rounding them to the nearest 10. Repeat as
time allows.
Outcomes: Outcomes:
 I can place 3-digit numbers between multiples of 100 on landmarked  I can say what each digit in a 3-digit number represents.
lines.  I can label each of the tens between multiples of 100 on landmarked
 I can round 3-digit numbers to the nearest 10. lines.
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 Whole Class Teaching Input DAY 2

Objectives Place 3-digit numbers on a number line.

Resources Pot containing a range of 3-digit numbers on cards, mini-whiteboards

and pens

Teaching  Review the top tips written yesterday to help place numbers
on a line then ask children if they have thought of other tips to
add.
 Explain that today you will see whether the top tips apply to 3-
digit numbers on a 0–1000 line.
 Draw 0–1000 line on the Interactive Whiteboard then ask a
child to pull out a 3-digit number card from your pot.
 Model how you would think about placing this on the line,
drawing in the hundred marks first to help and referring back
to notes made earlier. For example: Sam has got number 250.
So, first we will draw a line at halfway, showing the 500. Then,
we could either halve again, to get to a quarter (250), or draw
in the hundred lines to help us find 200. Then we draw the 50
between 200 and 300 to find 250.
 Invite children to come up and repeat this activity.
 Children should draw their own number line on their mini
whiteboards and mark where to place the number on the line.
 Children then support each other in checking how their
placement compares with the example on the Interactive
Whiteboard.
 Repeat with further 3-digit numbers.

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 Group activity notes DAY 2 Group activity notes DAY 2
Place 3-digit numbers on 0–1000 landmarked lines. Make and use a 0–1000 number line.
Objectives: Place 3-digit numbers on a landmarked line. Objectives: Place 3-digit numbers on a landmarked line.
You will need: Pot containing a range of 3-digit numbers on cards, ‘0–1000 You will need: Strips of paper, counters, felt tip pens, place value cards
landmarked lines’ sheet (see resources)
Groups of 3 – with TA Working at ARE Groups of 6 – with T Working towards ARE

 Give each group a selection of 3-digit numbers from your pot to  Work with children to create a class 0–1000 line, using a long strip
mark on 0–1000 landmarked lines (see resources), which have the of paper (printer off-cuts are ideal for this.)
hundreds marked but not labelled.  Ask children to mark 0 and 1000 then discuss how we could
accurately mark the 500, 250 and 750.
Greater Depth As above then ask children to also mark 100 less and 100  Then add marks for each hundred to help.
more. They should record these as number sentences, for example:  Show children a 3-digit number and ask them to put their counter
247 + 100 = 347, 247 – 100 = 147. If this goes well, they can mark the where they think this number belongs on the line.
Play a game to find mystery numbers on a string ‘number line’.
numbers 10 more or 10 less and write the matching sentences.
Objectives: Place 3-digit numbers on a number line.  Discuss placement and agree the correct place, marking this with
You will need: String, pegs a felt tip pen. Repeat and discuss.
Groups of 3 – independently in groups of 4 or 6, divided into two teams  Ask children how they know where to put the numbers and what
Working at ARE / Greater Depth: they are using to help them (place value, order of digits).

If children are struggling, offer them place value cards to make the
 In mixed ability groups of 3, children use a piece of string to create
number first, then break it down in order to help place it.
a large 0–1000 line. One child holds each end.
 They clip a peg at the points where they think 500, 250 and 750
Outcomes: Outcomes:
should be.
 I can place 3-digit numbers on a 0–1000 line.  I can say what each digit represents in a 3-digit number.
 Children then challenge each other to find which number they are  I am beginning to place 3-digit numbers on a 0–1000 line.
thinking of (which they should secretly write down). They place a
peg as close as possible to represent their number and ask
Group activity notes DAY 2
another group to estimate the number.
 If children are within the correct 100s, they score 2 points.
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Outcomes:
 I can place 3-digit numbers on a 0–1000 line.
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 Whole Class Teaching Input DAY 3

Objectives Partition 3-digit numbers into 100s, 10s and 1s;

Compare and order numbers.

Resources 0–9 cards, sticky tack

Teaching  Play the Nasty Game with 2 teams.

 Draw the following table on the board, big enough to stick
number cards on with sticky tack.

100s 10s 1s

Team A

Team B

 Each team shuffles 0–9 cards into a pile face down.

 They take turns to take a card and place it either in their row
or in the other team’s row.
 The aim of each team is to make the larger number.
 When each team has placed all 3 digits, compare the resulting
3-digit numbers. Which is bigger? How do you know?
 Repeat, but this time both teams aim to make the smaller
number.
 Model placing numbers on a line to check which is
larger/smaller.

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 Group activity notes DAY 3
Play the Nasty Game to make and compare 3-digit numbers.
Objectives: Partition 3-digit numbers into 100s, 10s and 1s;
Compare (and order) numbers.
You will need: 2- and 3-player Nasty Game sheets (see resources), sets of 0–9
cards
Pairs – independent, T or TA supporting less confident

Working at ARE
 Groups of 4 children play the ‘Two Player Nasty Game’ (see
resources).
 Children agree at the beginning of each game whether they will
win with the higher or lower number.
 Children score 2 for a win. The pair with the highest number at
the end of the game wins.

Working towards ARE Initially cover the 100s on the playing grid and play
with just 10s and 1s. When children are confident, go on to using the
100s, 10s and 1s version.

Greater Depth Add a Team C, so there are three pairs of children and use
the ‘Three Player Nasty Game’ sheet (see resources). As well as aiming for
the highest or lowest number children could choose to aim to have the
middle number of the three.

Outcomes:
 I can understand place value in 3-digit numbers.
 I can compare (and order) two or three 3-digit numbers.

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 Whole Class Teaching Input DAY 4

Objectives Use place value to compare and order 3-digit numbers;

Find a number between two 3-digit numbers.

Resources Mini-whiteboards and pens

Teaching  Use the Compare pairs of 3-digit numbers starter and ask
children: What were you looking at to help you work out which
was the bigger or smaller number? Yes, you start with the
hundreds. What happens if both are the same? Yes, you look at
the tens.
 Write 125, 387, 742 on the Interactive Whiteboard, in 100s,
10s and 1s columns.
 Ask children to write them in order on their whiteboards (vary
from biggest to smallest or smallest to biggest).
 Check and discuss strategies.
 Repeat with another group of 3-digit numbers which have
different digits in the hundreds column.
 Then try 482, 274, and 245.
 Check who is quick and confident in using the tens column
when they realise that there are two 200s.
 Repeat but this time without placing the three numbers in
columns; instead write them randomly around the board.
 Now look at some of the sets of ordered 3-digit numbers. Ask
children to write on their whiteboards a number which would
go in-between each ordered pair of their numbers for example
in the set 245, 274, 482 children have to write a number
between 245 and 274 and one between 274 and 482.

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 Group activity notes DAY 4 Group activity notes DAY 4
Order numbers using number lines and place value. Find numbers between pairs Ask questions to determine a mystery 3-digit number.
of 3-digit numbers.
Objectives: Use a landmarked line to compare and order 3-digit numbers. Objectives: Use a number line to compare and order 3-digit numbers.
You will need: Place value cards, 0–1000 landmarked line (see resources) You will need: Sticky notes
Pairs – independent Working at ARE Groups of 6 – independent: Working at ARE / Greater Depth
 Children work in pairs to pick three 3-digit number cards.  Children work in mixed ability groups of six.
 One child plots them onto a landmarked 0–1000 line, the other  Three children from each group have a sticky note placed on their
orders them using place value. heads, with a 3-digit number on it (these can either be pre-made
 Children then check that they both have the numbers in the same or the other children in the group can generate them).
order.  Their task is to ask questions of their group members to work out
 Can they find another number that would go in between each their number and then put themselves in order.
ordered pair of their numbers?  They can only move themselves, not the others.
 Encourage children to think of good questions to ask e.g Is my
Working towards ARE With T or TA. Use the 0–1000 line that this group
hundreds number bigger than 5?
made on Day 2. Pick three 3-digit number cards and work together to put
 Repeat with children switching roles in the game.
them in order, using place value. Then check by placing each card on the
line. Are they still in the same order? Discuss. Repeat.
Working towards ARE T or TA to have a sticky note placed on their head,
Greater Depth Children use a 0–9 dice to generate four 3–digit numbers. with a 3-digit number on it. Two further 3-digit number sticky notes are
They put the numbers in order using place value. Children could sketch a on the table placed on a 0–1000 number line (children can place these on
line to check their ordering. Can they find another number that would go together). T or TA models questions to help them work out where on the
between each ordered pair of their numbers? 0–1000 number line their number should go (between which two 100s).
Repeat, then support children to have a go themselves.
Outcomes: Outcomes:
 I can order three 3-digit numbers using place value.  I can order three 3-digit numbers using place value.
 I can find a number between two 3-digit numbers.
 I can order three 3-digit numbers using place value (with support).
Working towards ARE

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 Whole Class Teaching Input DAY 5

Objectives Understand place value in 3-digit numbers.

Resources Mini-whiteboards and pens

Teaching  Write the following question on the board: What is the largest
odd 3-digit number that can be made using digits 0 to 9? Each
digit can only be used once.
 Children discuss this in pairs. Take feedback. What digit did
they decide to put first and why? Do they realise that only the
last digit needs to be odd?
 Through discussion, agree 987 is the largest number.
 Write the following questions on the board: What is the
largest even number that you can make? What is the smallest
multiple of 5 that you can make? What is the number closest to
800 that you can make?
 Talk through the criteria for each target number, checking the
children are comfortable with the terms used. They do not
have to answer the questions at this stage.
 Explain that this is a trial-and-improvement activity and they
will need to move the digits around to experiment with them.

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Group activity notes DAY 5
Use the in-depth problem-solving investigation for this unit – ‘Counter Place Value’ – as today’s group activity, or use
the activity below.
Investigate making 3-digit numbers with given criteria.
Objectives: Partition numbers into 100s, 10s and 1s. Understand place value in 3-digit numbers.
You will need: 0–9 cards, mini-whiteboards and pens
Pairs – independent Working at ARE
Whole class investigation
 Children work in pairs (mixed ability) with a whiteboard to find numbers which meet each criterion
from the whole-class teaching activity (using digits 0–9 to make a 3-digit number, remind children that
they can only use a digit once in a number):
o What is the largest even number that you can make?
o What is the smallest multiple of 5 that you can make?
o What is the number closest to 800 that you can make?
 Stop children at intervals to take their ideas and note some of these on the board.
 Model experimenting with the digits, rather than just staying with the first number they come up
with.
 Children share their solutions and discuss whether there is more than one possible set of answers.

Working towards ARE With T or TA. Check that children understand all of the vocabulary used. If needed,
children can use digit cards to make the numbers then compare with the criteria.

Greater Depth Once children have answered the questions, challenge them to think of their own criteria,
which can then be added to the list on the board for others to try.

Outcomes:
 I can solve a problem using knowledge of place value.

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ADDITIONAL RESOURCES
 Mini-whiteboards and pens
 Blank landmarked line (see resources)
 Sticky notes
 ‘Placing 3-digit numbers on a landmarked line’ sheet (see resources)
 Pot containing a range of 3-digit numbers on cards
 ‘0–1000 landmarked lines’ sheet (see resources)
 Strips of paper
 Counters
 Felt tip pens
 Place value cards
 String
 Pegs
 0–9 cards
 Sticky tack
 2- and 3-player Nasty Game sheets (see resources)

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