TOTOPPICIC
Place
Place
Value
Value
1
1
301
302
303
Place
PlaceValue
Value
1. numbers,
Read and 0–999.
write the numeral 5.
Explore and identify place value in whole
Read, write and order 3-digit numbers. 2. Present sets to match numeral.
Round whole numbers to the nearest 10 or 100.
1. Place value up to 199.
1. Applying and problem-solving: Select and apply a variety of strategies to complete tasks/
projects or solve problems.
2. Communicating and expressing: Discuss and record processes and results using a variety of
methods.
3. Understanding and recalling: Understand and recall terminology, facts and definitions.
4. Reasoning: Explore and investigate mathematical patterns and relationships.
Multi-link cubes, counters, dice, question cards, place-value mat, notation board
Units, tens, hundreds, value, rounding, column
Use 100, 10 and 1 blocks to demonstrate the relationships between hundreds, tens and units.
When rounding, ensure that the children understand that to round to 10, they should look at the
unit number, and to round to 100, they should look at the ten number.
Target board 3:
Round each number off to the nearest 10. Pick a target number, e.g. 25,
children have to say what they must do to each number to reach the target
number. Identify odd numbers and put them in order from the lowest to the highest and visa versa.
Repeat with odd and even numbers. What is the value of the digits in each number (revision)?
Counting stick:
Count in 10s, starting at various numbers, count forwards and then backwards.
25
25
Largest and smallest numbers:
Children make the largest and smallest numbers possible using 3 digits. Children roll a dice 3
times to generate the 3 digits. They can give the answer orally, in written form or using counters
and a ‘dartboard’ (where the inner circle is units and outer is hundreds). Numbers could also be
represented using notation boards and multi-link cubes.
Waddle and slide:
Children play this in pairs using 20 question cards, a dice, 2 different coloured counters and a
number square or place value mat. Players shuffle the question cards, place them face down on
the table and place both counters on Square 1. Taking it in turns, they roll the dice and move the
counter forward by that number. One partner asks a question and if the answer is correct, the
other partner moves (waddles) forward 5 places, if incorrect moves (slides) back 2 places. The first
player to land on 100 is the winner, but the person must roll the exact number to land on 100.
Put pairs of 3-digit numbers on the board, have some common digits in both.
Ask the class the following questions:
1. Which digit has the lowest value?
2. Which digit has the highest value?
3. Which number has the highest/lowest value?
4. What would be the value of the 10 number if it was increased by 2/3/4?
5. What would the number be if it was increased/decreased by 1/10/100?
Place value choir:
Divide class into 3 groups: the Hundreds, the Tens and the Units. Beginning with the Units get
them to count up and back in ones; then get the Tens count up and back in tens, etc. Like a
musical conductor, the teacher or a pupil points to a group and that group adds on either 1, 10
or 100 depending on their group. For example:
U, U, U, U, T, T, T, H, H, U, U, U,
T,
T,
H
1, 2, 3, 4, 14, 24, 34, 134, 234, 235, 236, 237, 247, 257, 357
The ‘choir’ could also count back and the activity can be made
as simple or as difficult as is required.
Lower attainers:
Separate activity sheet
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Topic
1
1. Put the following numbers in order starting with the smallest. Can you work out the secret
message?
! – 500
R – 223
S – 45
K – 478
L – 189
O – 151
C – 367
H – 101
O – 134
O – 267
C – 98
S – 488
2. What is the largest and smallest number you can make using these digits?
Largest
(a)
4
7
Smallest
2
Largest
(b)
0
5
Smallest
8
(c)
6
0
3
(d)
3
5
0
(e)
2
8
5
(f)
4
1
6
(g)
4
7
9
(h)
6
4
2
3. Round the following numbers to the nearest ten. Remember look at the unit number.
(a)
37
(b)
12
(c)
82
(d)
44
(e)
69
(f)
57
(g)
85
(h)
66
(i)
64
(j)
93
4. Round the following numbers to the nearest hundred. Remember look at the tens digit.
367
(b)
123
(c)
432
(d)
460
(e)
679
(f)
728
(g)
256
(h)
198
(i)
739
(j)
89
© Folens Photocopiables
(a)
105
Number: Operations (addition and subtraction of units, tens and hundreds)
Number decimals: Value of each digit
SESE Geography: Human environments: rounding population figures.
SESE History: Timelines, AD and BC.
Parents can encourage children to become more aware of numbers in the environment, e.g. in
carparks, on tickets, etc. They could ask questions such as, ‘What is the value of the 6 in that
number?’ Rounding – parents could ask children to round several items in a shopping basket
and add them.
Notes
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