Maths Year 3 Weekly Plan: Autumn
Week 1: Number, place value and money
Objectives: Place two and three-digit numbers on a line; Order and compare three-digit numbers; Understand place value in three-digit numbers; Understand and use place value with
Week 1 Tuesday
Week 1 Monday
money
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Place value in two-digit
Revise placing two-digit numbers on an empty number line
Most children /Harder
Sketch a 0numbers
Revise counting in tens from 0 to 100 along the 100 bead
Ask chn to sketch their own 0-100 line across the length of a
1000 line and
Display Place Value Grid (PV
bar. Write 49 on a tag. Where should I hang this tag? And
page. They roll a pair of 0-9 dice to make a 2-digit number.
mark 500.
Grid) with tens and ones column 25? 52? Show a 0-100 beaded line. Ask chn to mark
They can mark other numbers (e.g. 50 and other helpful
Then draw an
(see resources). Say thirty two
numbers such as 45, 79, 95, and 23 by drawing a tag after
multiples of 10) to help them. Repeat.
arrow to 250.
and ask children to write it on
the appropriate number of beads. Repeat using a
What number
GUIDED: Easier
their own PV Grid on
landmarked line (10s labelled). How are you working out
do you think
Sketch a 0-100 line. Ask chn to help you mark multiples of 10.
whiteboards. Check they have
where to put 45? 23? Imagine 10 beads between 20 and 30, Draw an arrow and question mark where you think 26 might be I’ve marked
written the correct digit in each
where would 3 beads come up to? Draw out language such
on this line?
marked. What number do you think I’ve marked on this line?
column and then repeat for
as ‘half-way’, ‘closer to’, ‘just before/after’. Next draw a line Why? Repeat with other 2-digit numbers. Draw empty 0-100
Why? Repeat
other two digit numbers. Finish
from 0-100 with only 0 and 100 labelled and no other
with other
line. Draw an arrow to 53. What number do you think I’ve
by saying five and check that
marks. Where can we mark 47? What number could we
numbers.
marked on this line? Why? Ask chn to choose 2 multiples of 10
they write the 5 in the ones, not place on the line to help? And 27? 60? 90?
for you to mark on the line. Which multiple of 10 is it closer to?
the tens column.
Repeat with other numbers: 61, 45, 89, 77, each on a new line.
Count in 1s from
Place three-digit numbers on a landmarked line
Most children
Sketch a 0 to 200 line
101 to 200
Show a 0-100 beaded bar with tags 0 and 100. Tell chn
Children mark 50, 150, 250…950 on their 0-1000 landmarked lines
and draw an arrow
Count from 101 to
to imagine we have two beaded bars side by side.
(see resources), then roll a 0-9 dice 3 times to generate a 3-digit
where you think 149
200, pointing to
Roughly draw the first one on the board and then hold
number and mark its approximate location on the line. They mark 5
might be. What
numbers on 101 to
you actual beaded bar to be the second one. Change the numbers on each line.
number do you think
200 square (see
labels to 100 and 200. Ask what 10 is now (110). And
GUIDED: Medium
I’ve marked on this
resources) as you do 20? (120) Repeat for each multiple of 10. Count in 10s
Sketch a 0-1000 line. Ask children to help you mark multiples of 50
line? Why? Children
so. Remind chn how from 100 to 200. Where should we mark 149 on this
and 100. Draw an arrow and question mark where you think 260
choose 2 multiples of
these numbers have line? 125? 175? 199? How do you know? Discuss how
might be marked. What number do you think I’ve marked on this line? 10 for you to mark.
the same pattern as they can use their knowledge of placing numbers
Why? Repeat with other 3-digit numbers. Draw empty 0-1000 line.
What do you think it
those from 1 to 100. between 0 and 100 to place numbers between 100 and
Draw an arrow to 530. What number do you think I’ve marked on this
might be now? Which
Pass a bean bag
200. Show a 0-1000 landmarked line with 100s labelled
line? Why? Repeat with other numbers: 610, 450, 890, 770.
multiple of 10 is it
round the class as
(see resources). Use it to count on in 100s from 0 to
closer to? Repeat with
Easier
Harder
you count from 101. 1000. Where should we mark 50 on this line? 150? 250?
other numbers such
Children choose 5
Children draw 5 arrows on a 0-1000
Shout change and
350... 950? Ask chn to mark on other numbers such as
as 199, 125, 176, 161,
numbers to mark on
landmarked line (see resources), then
count backwards.
25, 125, 425, 725, 199, 299, 599, 999 encouraging chn
145, 189. Repeat with
each 100-200
challenge their partner to work out what
to use their knowledge of ordering numbers 0 to 100
landmarked line (see numbers they are pointing to. Can they guess a 200 to 300 line.
and of ordering numbers 100 to 200 to place them.
resources).
to within 20 of the mystery number?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y3 Week 1 Autumn
Week 1 Wednesday
Maths Year 3 Weekly Plan: Autumn
Starters
Count on and back in
tens from any single
or two-digit number
Use the 1-100 square
to support counting in
tens from any
number. Remind
children that Spider
helps us count in tens,
he only goes up and
down the square,
adding or subtracting
10s. Pass a bean bag
round the class as you
count from 3. Shout
change when you get
to 93 and then
continue round the
class counting
backwards in tens.
Whole class teaching
Place value and ordering three-digit numbers
Ask children to use their place value cards to
make 23. Say: Show me! Now show me 123.
What have you done? Now show me 223.
Which card have you changed? And now 323.
On board write the 4 numbers the children
have just made (23, 123, 223, 323). Ask: Which
is the biggest number? Which is the smallest?
Check children have understood that they use
the hundreds, tens and ones columns to help
work out the comparative size. Model using <
and > to write number sentences about the 4
numbers, e.g. 23 < 123, 23 < 223, 323 > 223).
Ask three children to come up to the front and
each make any three-digit numbers that they
like. They stand at the front and show the class.
Chn discuss in pairs which they think is the
smallest numbers and which is the biggest. Ask
a pair to come and move the children in order
from least to greatest. Do the rest of the class
agree? Repeat with three different children.
Week 1: Number, place value and money
Guided group and independent paired/indiv practice activities
Plenary
Whole class investigation
Draw 2 columns with <
This is a 2 part investigation. Most children and those working at a
and > as the headings.
Harder level should achieve both parts. Those working at an Easier level
Ask children to select one
might stay focused on the first part and could be given number cards to
of the comparative
help them manipulate the digits into different 3 digit numbers.
number sentences they
Part 1: Children investigate how many different ways they can arrange 3
have made during the
digits which they generate by rolling a 0-9 dice three times. Eg: Roll 3, 7,
investigation, write it on a
4. You can make these three digits into: 374, 347, 473, 437, 743, 734. Ask: Post-it noteTM and then
How can you be sure you have all the combinations? They check their
stick it in the correct
solution by trying three different digits and seeing if they can make the
column, e.g. 734 > 374
same amount of 3-digit numbers. They should conclude that with 3 digits
would go in the > column.
you can make 6 different 3-digit numbers. They then put them in order.
As they bring up their
Repeat.
sentence, each child
Easier: Chn write the biggest number and the smallest number it is
should say their sentence,
possible to make and then make a number in between these two.
“seven hundred and
Part 2: Children choose three numbers from one of the number sets they thirty four is greater than
generated in Part 1 (e.g. 374, 347, 473) to investigate how many
three hundred and
comparative number sentences they can write using just those 3-digit
seventy four”. Check
numbers, e.g. 473 > 374, 473 > 347, 374 > 347, 374 < 473, 347 < 374, 347 they are able to say the 3
< 473). Ask: How can you be sure you have all the combinations? You may digit numbers in words
need to guide the children to be systematic, suggest they start with the
AND that they have
biggest number and then compare that to all the others, then take the
understood what the <
next biggest etc. If time, repeat with three different numbers.
and > means.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y3 Week 1 Autumn
Week 1 Friday
Week 1 Thursday
Maths Year 3 Weekly Plan: Autumn
Week 1: Number, place value and money
Starters
Place value in
three-digit
numbers
Use the
Spreadsheet Place
value and
partitioning tool.
Choose 100s, 10s
and 1s. Highlight a
number from each
row. Children use
place value cards
to make the total.
Repeat. Include
numbers such as
404 and 350.
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Write amounts in pounds and pence
Most children
Secretly put a pound coin and 50p coin
Show 3 large pound coins, a 50p coin and a 2p coin (or Children write amounts in £ and p which match the
in your pocket. I’ve got two coins in my
IWB coins). How much money is here? How can we
different purses shown. The purses contain notes and
pocket. I’ve got more than £1 but less
write it? Revise how we write this as £3.52. The
coins to make given amounts under £10 including
than £2. How much money might I
number of pounds is written before the decimal point,
amounts such as £2.50 and £2.05 (see resources).
have? Ask chn to write some
and the pence after it. The 5 represents five 10ps and
possibilities on your whiteboards. I’ve
Easier
GUIDED: Harder
then we have two 1ps. Repeat with 2 pound coins, a
got more than one pound forty. What
Children select an Say: ten pounds and twenty five
20p coin, a 10p coin, a 5p coin and a 2p coin. Repeat
purse from a
pence and ask children to write this do you think I have now? How do we
with similar amounts also including a £5 note. Show 3
write that? Show children the coins.
selection
using £ and p. Repeat with other
pound coins and 3 10p coins. How much is here? How
Repeat with a £2 coin and a 5p coin. Say
prepared with
amounts larger than £10, making
can we write it? Repeat this time showing 3 pound
that this time you’ve got more than two
amounts under
sure to include opportunities for
coins and 3 pennies. Write £3.3. Is this right? Discuss
pounds and less than three pounds.
£10 in, they count children to place 0s in every
how it is not right as the 3 is in the 10ps column, not
How much might I have? Chn write
the money in it
position as a placeholder, e.g.
the pennies column. Rewrite it as £3.03. Point out that then write the
some possibilities on w/bs. I’ve got less
eleven pounds and six pence. You
there are 3 pounds, no 10ps, and 3 pennies. We write
than two pounds ten pence, and one
amount using £
could extend this to hundreds and
a zero in the tens place to show that there are no 10s.
and p.
thousands of pounds depending on coin is silver. What do you think I have?
Repeat showing amounts such as £2.40 and £2.04.
Show me on your whiteboards.
the ability of your group.
Count in 10s between Place value and comparing amounts of money written in pounds and pence
Whole class practice
Say: Bill has £4.20,
100 and 200 using
Display PV Money Grid (see resources). Remind children of their work on Day 4, writing amounts in £
Display pairs of similar
Zoe has £4.02 and
101 to 200 square
and p. On Day 4 they wrote £3.30 and £3.03. Write these amounts on to your PV Money grid:
amounts written in
Clare has £2.40.
Use the 101 to 200
words (see resources).
Who has the most?
£
. 10p
1p
square (see resources)
Children need to write
Initially do this
3
. 3
0
to support counting in
them in PV Grids and
without writing it
3
. 0
3
tens from 103 to 193.
then write comparative
down, then as
Ask children to tell you which amount is which. Ask Which is the bigger amount of money?
Children close eyes.
children explain
Demonstrate that the PV Grid can easily help you to compare amounts of money, compare the £s, then number sentences
Use Post-itsTM to
underneath, exactly as
their answers,
the 10ps then the 1ps. In this example the £s are the same, so we need to look at the 10ps. Here there
cover some numbers
in Whole Class Teaching. model how to note
are 3 x 10p in the top amount, 0 x 10p in the bottom, so you can tell that the top amount is the bigger.
including those round Remind children of the work on Day 3, using symbols to represents greater than and less than. Model
Harder: Ask chn to also
down the numbers
145. Children work
write an amount in
and compare
using these to write sentences comparing the two amounts, e.g. £3.03 < £3.30 and £3.30 > £3.03.
out the missing
between each pair of
them.
Repeat with other pairs of amounts of money, this time asking children to write the amounts up on the
numbers.
amounts.
board for you as you say them in words: £6.72 and £6.27, £7.08 and £7.80, etc.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y3 Week 1 Autumn
Maths Year 3 Weekly Plan: Autumn
Week 1: Number, place value and money
Resources
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PV Grid with tens and units (see resources)
0 to 9 dice
101-200 square (see resources)
100 bead bar and tags
0-1000 landmarked line (see resources)
Day 2 Activity Sheet Most & Harder Placing 3-digit numbers (0 to 1000 landmarked lines, see resources)
Day 2 Activity Sheet Easier Placing 3-digit numbers (100 to 200 landmarked lines, see resources)
1-100 grid
Bean bag
Place value cards
Big Money Coins or IWB coins
Day 4 Activity Sheet Most Write amounts in £ and p (see resources)
Day 5 On board Place Value Money Grid (see resources)
Day 5 Activity Sheet Writing and comparing amounts of money (see resources)
Selection of purses/wallets with amounts of money totalling less than £10
Spreadsheet Place Value and partitioning tool (see resources)
Post-it notes™
Abacus Year 3 Textbook 1
Abacus Textbook Pages for Alternative/Additional Practice
Day
Monday
Group
Most children
Page
Textbook 1, page 40
Tuesday
Easier
Most children
Harder
Easier
Most children
Harder
Textbook 1, page 41
Textbook 1, page 42
Textbook 1, page 76
Textbook 1, page 59
Textbook 1, page 60
Textbook 1, page 61
Thursday
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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y3 Week 1 Autumn
Maths Year 3 Weekly Plan: Autumn
Week 1: Number, place value and money
Outcomes
Monday
Tuesday
1. Say what each digit in a 2-digit
number represents.
2. Place 2-digit numbers accurately
on a 0-100 line.
1. Place 3-digit numbers accurately
on a landmarked 0-1000 line.
Outcomes for most children
Wednesday
1. Say what each digit represents in
a 3 digit number.
2. Use this knowledge to compare 3digit numbers.
Thursday
1. Write amounts in £ and p
including using zero as place holder.
Friday
1. Write amounts in £ and p.
2. Compare amounts of money
using place value knowledge.
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Say what each digit in a 2-digit
number represents.
2. Use place value to work out the
value of a given point on a 0-100
line.
1. Place 3-digit numbers accurately
on a landmarked 100-200 line.
1. Say what each digit represents in
a 3-digit number.
2. Begin to use this knowledge to
order 3-digit numbers.
1. Write amounts in £ and p.
1. Write amounts in £ and p.
Only record names of children who struggled or exceeded these outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y3 Week 1 Autumn