# Year 3 Short Place Value Unit

```Name of Unit:
Year Level:
Proficiencies:
Strand:
Achievement Standard:
Session 1
Learning Intention:
Students are to use
place value to recognise,
order and record threedigit numbers.
Session 2
Learning Intention:
Students develop early
rounding ideas to 20
Session 3
Learning Intention:
Students make models
of three-digit numbers
Warm up: Hand Out the Digits
1. Write digits 0 to 9 on flash cards.
2. Give cards out to ten students and
ask them to walk around in a circle,
keeping their digit card hidden.
3. Call out a group size, e.g. ‘Form
groups of three!’
4. Students group in threes and have
to make the largest (or smallest)
number they can with the collective
digits.
5. Repeat, calling for groups of 4 and
5; later extend activity by providing
two ‘0’ flash cards.
1. Begin the session by telling the
students that ‘when adding 1 things
can change’.
2. Create 2 teams.
3. 6 days add 1 more = 1 week
4. 99c add 1 more = \$1
5. 12 years add 1 more = a teenager
6. 59 seconds add 1 more = 1 hour...
Outline activity and key words
from the warm up session.
Model a strategy.
Logging companies can only transport logs
in even bundles/ groups. Each truck has
220 logs. How many different ways could
those logs be grouped together using your
understanding of place value?
Quick Write
I found out…
I really liked…
I’m still not too
Next time I would…
Outline activity and key words
from the warm up session.
Model a strategy.
What numbers can be rounded off to 20?
Extend using numbers in the hundreds
Choose 2 people to
share their strategy
Warm up: Hand Out the Digits
PLACE VALUE Making Numbers
1. Using a deck of cards students are
2. They are to write all the 3 digit
numbers their cards can make. Eg: 3
Outline activity and key words
from the warm up session.
Model a strategy.
Using base ten models, how many ways
can you make 263?
Gallery walk
5 ways = \$1
12 ways = \$2
15 ways = \$ 3
5 ways = \$1
12 ways = \$2
Session 4
Learning Intention:
Students group items in
tens and hundreds to
count larger collections
Session 5
Learning Intention:
Students use place value
to work with patterns on
a hundred number chart
6 and 2 can make 362 326 236
263....
number? who has made the smallest
number?
PLACE VALUE The Car Park Visit school car
park.
1. Each student to list ten number
plates. Students look at lists to find
number with largest 3-digit number.
Q: Who thinks they have the largest
3-digit number? Q: Who thinks they
might have a larger number? Q:
How do you know?
PLACE VALUE Counting by 10’s on a Number
Chart
1. Using 100 Chart ask Q: How are the
numbers on this chart organised? Q:
How can this help us count by 10s
from different starting points?
Record some patterns of skip
counting by 1o.
2. Using a 1000 Number Chart Q: How
are the numbers organised on this
chart? Q: What type of skipcounting pattern might this help us
find?
3. Record responses, check the 10s or
100s patterns suggested.
4. Hit the Target Given 2 dice students
throw to make a 2-digit number.
Students
15 ways = \$ 3
Outline activity and key words
from the warm up session.
Model a strategy.
How many numbers can you make with 8
in the hundreds and tens place? Attach a
5 ways = \$1
12 ways = \$2
15 ways = \$ 3
Outline activity and key words
from the warm up session.
Model a strategy.
Quick Write
I found out…
I really liked…
I’m still not too
Next time I would…
3 ways = \$1
7 ways = \$2
10 ways = \$ 3
5. then throw one dice to find the
number they will skip-count by.
6. They use this number to skip count
to the smallest 2-digit number.
7. Students are to record each
counting sequence looking for
8. pattern. They will need to repeat
the activity several times so they
9. can determine that a pattern will
always occur.
```