Year 3 Maths Coversheet Week 1 Beginning: Learning objectives for this block: Number and place value •count from 0 in multiples of 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 1000 •identify, represent and estimate numbers using different representations •read and write numbers up to 1000 in numerals and in words •solve number problems and practical problems involving these ideas.

Monday Introduction Independence Application Mastery Learning Objective with link to end of year expectations: recognise the place value of each digit in a three- digit number (hundreds, tens, ones)   Success Criteria: I can point to a number when asked about h t u I can underline a digit and say what it stands for I can partition a 3 digit number. Mental Starter and input: Talk about what 100’s 10’s and ones means. Go over some examples of how to partition, what each digit stands for. HA to start their activity. Take it in turns whilst working with a partner to roll a dice and place it on a grid to create the biggest number possible. Give differentiated starting numbers and get the children to count on and back in ones or tens. Use number squares to help. Activity including differentiation: LA – work with a partner who shows a number on a number fan. Partner to explain how many tens and ones and record in books. Then swap. Ext: give partner a challenge for how to make a number using 3 tens etc. MA – look at a list of numbers and explain what the 4 means in each. Then partition and write the number of h t and ones. HA then explain what they have been doing and how this makes the biggest or smallest. Ext: take 3 digits and this time make the smallest no. Whole class play the dice game to create the smallest no/biggest no Plenary: number fan work – making numbers by giving place value eg can you make a number with a 4 in the 10’s position. Use of adults: TA- to support La children while they are introduced to the new vocabulary- move to extend HA through questioning. Teacher Evaluation: LSA short term intervention: Other support staff evaluation: LSA short term intervention feedback:

Autumn – Week 1 Learning objectives for this week: Recognise the place value of each digit in a three-digit number (hundreds, tens, ones). Compare and order numbers up to 100. Compare and order numbers up to 1000. Read and write numbers up to 1000 in numerals and in words.

Mental starter: Roll 2 dice - from your starting number, count on in ones. Roll 2 dice - from your starting number, count back in ones. Roll 2 dice - from your starting number, count on in tens. Roll 2 dice - from your starting number, count back in tens.

LO: to recognise the place value of each digit in a three-digit number (hundreds, tens, ones) Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what its value is. I can partition a 3 digit number.

What do we mean by 100’s 10’s and ones? LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) What do we mean by 100’s 10’s and ones? Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) 472 What is the value of each digit in H T Ones Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) What about these numbers? 627 H T Ones 318 976 Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) Can you identify the place value of these digits? 953 Tens Hundreds Ones Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) Your task: HA - roll dice make the biggest 3 digit number. Record in your books. Can you state how many of each is in it? e.g. 4 2 5 = 542 = 5 hundreds 4 tens 2 ones Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) What about these numbers? 321 H T Ones 293 638 Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) What about these numbers? 761 H T Ones 548 205 Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) Your task: MA 1.) 74 2.) 14 3.) 562 4.) 414 5.) 314 6.) 420 7.) 394 8.) 104 9.) 384 10.) 49 LA Work with a partner and take it in turns showing each other a number from your number fan. Your partner has to write down the number and say how many tens and ones are in it. What does the 4 mean in each of these numbers? Ext: can you partition them explaining how many tens, ones and hundreds are in the number? Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

What is the smallest number you can make? Biggest? LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) Dice game What is the smallest number you can make? Biggest? Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.

Can you make a number with a 4 in the tens position? LO: To recognise the place value of each digit in a three-digit number (hundreds, tens, ones) Plenary: Using a number fan: Can you make a number with a 4 in the tens position? Can you make a number with a 6 in the ones position? Can you make a number with a 2 in the hundreds position? Can you make a number with a 0 in the tens position? Success Criteria: I can point to a number when asked about h t o. I can underline a digit and say what it stands for. I can partition a 3 digit number.