HanaHarding
Legacy Member
| Overview |
| In this lesson, pupils will practice the value of 3-digit numbers before exploring number lines and how to place numbers on them. |
| Time | 50-60 Minutes |
| Learning Objectives | I understand the value of 3-digit numbers I can place 3-digit numbers on a number line. |
| UK Curriculum: Year 3 Programme of Study | Pupils should be taught: - recognise the place value of each digit in a three-digit number (hundreds, tens, ones) - compare and order numbers up to 1000 |
| US Curriculum Links / Common Core Links | Grade 2 | (California) 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special case |
| Key Vocabulary |
| place value, 3-digit, hundred, tens, ones |
| Introduction- 5-10 mins |
| The main theme of this lesson is to place 3-digit numbers on a number line. It is always great to do a quick recap of their previous knowledge. This would be the place value of 3-digit numbers. Begin by discussing what they have already learnt about 3 digit-numbers. Using the power point presentation provided (not on slideshow as you can't move the base 10 blocks,) work with the class to put the correct amount of hundred blocks, ten blocks, and one blocks in the grid. Occasionally make a mistake so they can teach and correct you. Whilst sorting these into grids, make sure you are highlighting each time what the digits represent, e,g 354 - The 3 represent 300= three hundreds, the 5 represent 50= five tens and the 4 represents 4= 4 ones. Some of the grids have the numbers and you need to move the base 10 accordingly. Some of the grids have the base 10 and you need to find the 3 digit number. |
| Main Activities |
| The main body of the lesson is placing number on the number line. On the power point, or on a whiteboard if it's easier for you to demonstrate the number line. Talk the children through very slowly. -Mark on the 0 and the 1000. What would be halfway between? You can use the example that halfway between 100 is 50, so halfway between 1000 is 500. -Count along in 100's and write them on to show very clearly what each line is showing. - Give the children some rounded numbers,e,g 200, 400, 700 to place on the number line. This should be straight forward. - remove most of the number labels, leaving only 0, 500 and 1000. Give the children some different 'hundred' numbers to place on the number line. - Now introduce numbers such as 350, 850 to plot. Discuss where they would sit and why. Do a few so the children get a good understanding and plenty of practice. Lastly, if the children are not too restless -Remove the numbers and create a 0-500 number line. Where would 250 sit? Can the children plot numbers 175, 325, 975? Next: Children to go to their desks to complete worksheet which lead on from the carpet session. Organise the children as needed -Worksheet 1a = slightly lower ability -Worksheet 1b = higher ability |
| Extension Task |
| If the children complete this, they need to create their own number line, with numbers, for a friend to complete. This will begin to indicate whether they are moving towards mastery of the concept. |
| Plenary / Assessment |
| - Do the children know the value of the digits in the 3-digit numbers - Are the children able to plot the numbers correctly onto the number line? Moving towards mastery- -can they create a coherent number line, with correct markers and know where the given numbers should sit? |
| Resources and materials |
| power point presentation (or a whiteboard to draw on if preferred,) worksheets, pencils, base ten blocks if available |
| References |
| Base Ten images on power point from google images. |
| Worksheet/Handout Previews | ||
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