# We can do maths 16

## Year 3 Place Value. Place value is important for understanding of numbers and the number system. Without a good understanding of place value everything is so much harder. This is a big jump from Year 2 Place Value, so it will have to be done in a way that still feels familiar. I need Tiny to continue to grow in confidence with maths, and not block that confidence now by pushing too hard. So we will start very much in the same way as we did for the year two place value work.

## First let's look at what the NC Objectives are for this year group.

Identify, represent and estimate numbers using different representations.

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 and ones)

Compare and order numbers up to 1000.

Read and write numbers up to 1000 in numerals and in words.

Solve number problems and practical problems involving these ideas.

Count from 0 in multiples of 4, 8, 50 and 100.

I know there are going to be areas of this that Tiny will really struggle with, but my aim is to hit some of these targets over the next three weeks. I will have to find ways to make it real and most important achievable and fun.

Things I will be using over the next few weeks are - Arrow Cards, Hundred Square, Post-it Notes, Counters, Pound Coins, 10 pence coins, 1 pence coins and our Numicon set.

If you want to print out your own arrow cards there is a link for that here

https://www.whyplay.co/topics look under links for place value year 1 and 2.

Print out the arrow cards and if possible laminate them.

**What is 100?**

First we need to reinforce what 100 is. We are going to talk about the 0 being a place holder and when we write 100 it shows us 1 hundred - no tens - no ones.

### In his book I will write some number tracks like this.

This may seem simple, but the understanding is still very deep.

I plan to see if he can see the pattern on his own, but if he is struggling then we will use the arrow cards for this. Going up to 1000 gives us a chance to talk about moving from 100's to 1000's.

**Problem Solving**

These are the sort of questions I will write in his book for him to read and answer.

## I have 4 boxes.

## In each box there are 100 lego bricks.

## How many lego bricks do I have altogether?

## I have 700 stamps.

## I can put 100 stamps in each book.

## How many books will I need?

**Place Value Grids**

Next I will draw some place value grids in his book and will will use the < > and = signs to compare the numbers. First the top set and then the set underneath.

So far everything should be relatively easy and provide plenty of discussion about patterns and things being the same.

We don't have a base ten set so instead we draw our base ten to represent our numbers like this:

I will ask him to represent the following numbers in his book by drawing the Base 10. As we did this a lot the last time we looked at place value I am hoping that he will find this task easy.

Show me:-

## 800

## 120

## 240

## 999

**Problem Solving**

## I will give him 3 number cards like 7 and 0 and 4.

I want him to find out how many different numbers he can make with these three digits.

This will help to reinforce using the 0 as a place holder and always making sure the numbers are in the correct position.

We will also talk about the value of each digit when in a certain position.

For example if we made the number 470 - What is the value of the 7 in this number?

**Counting Forward and Back**

Crossing the hundred is a problem for Tiny. It's something we need more practise with. Lots of counting up and down this week, both during our lessons and any other chance in the day we get.

I will ask him to count on 40 in tens starting with -

## 30

## 54

## 80

## 450

At first we will use his arrow cards to help with this and I will do the recording for him.

Next I will ask him to count back 40 in tens starting with -

## 80

## 72

## 590

## 724

We will talk about how the ones have stayed the same but the tens and sometimes the hundred numbers change. Counting back is always harder for Tiny.

Now we will do the same with 100. I will ask him to count on 400 in hundreds etc.

**Arrow Card Fun**

Next we are going to have some fun with the arrow cards. He loves to show how he can add numbers using these.

We will take one of the hundred cards - one of the tens and one of the ones and put them on top of each other to make our number.

For example 500 and 40 and 6 to make 546. then he can split them and write out the sum in his book

500+40+6= 546

He loves doing this because he finds it easy.

After he has done this a few times with different amounts I will ask him something like

## What is 546 plus 10? or plus 20?

I will make sure when we have done it a few times before I ask him a question that will mean he has to cross the 100 boundary.

So it will be a question like -

## What is 546 plus 60?

It will very much depend on how hard he is finding the questions as to how far I extend it this week. I don't want to go back to the stage where we are frightened to even try with numbers, but on the other hand I do want to extend his learning. I know that by taking it step by step is the best way. I will have a better judge at the end of the week to inform my planning for next week.

**Reading and writing Numbers to 1000**

There is one more area that we will have to cover, but it can be done as part of our spelling time, and that is writing out numbers. This is going to be a long task and an ongoing task.

Next week we will be looking at number lines and money and place value amongst other things. Please join us and hopefully you have found something useful here.