Ages 7-9 | KS2.i Hundreds, tens and ones using Base 10

[HanaHarding]

Overview

In this lesson, the children will be focusing on 3 digit numbers broken down into hundreds, tens and ones. They will use a grid to partition the numbers in order to visualise how many hundreds, how many tens and how many ones there are in a 3-digit number. Children will use Base 10 as their main resource. This is because it very clearly shows what each 3-digit number is comprised of. As the children gain confidence in this, they will be able to use different methods to demonstrate this concept.

Learning Objectives	I understand that 3-digit numbers are made up of hundreds, tens and ones. I can make a 3- digit number using base 10 I can partition a 3 digit number into hundreds, tens and ones
UK Curriculum Links from the Year 3 programme of study	Children should be able to: recognise the place value of each digit in a three-digit number (hundreds, tens, ones) compare and order numbers up to 1000
Links to US Common Core Standards	Grade 2 (California) CCSS.MATH.CONTENT.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases CCSS.MATH.CONTENT.2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Key Vocabulary

Hundreds, tens, ones, base 10, column, value

Procedure

Introduction (5- 10 minutes)

Children will begin this lesson at their desks. They should already be familiar with Base 10. If not do a quick demonstration/ recap of the different pieces and what they represent. Show the children a hundreds, tens and ones grid - either drawn on the board or printed. Discuss the columns and demonstrate placing a number such as 345 into the correct columns. Let them help you to succeed. Demonstrate this a few times if needed. Discuss- Why is it important to put the values in the correct column? What happens if they are not? Can you place 10 blocks in a column?

Main Activities

Time to explore (10 minutes) Allow the children time to explore the base 10 themselves. For this, the children need a set of Base 10, a grid and a whiteboard. The children will work in pairs. One child in the pair makes a visual number using base 10. The other writes their answer on a whiteboard. The partners share and discuss, especially if they have differing answers. They can also do this the other way around. One child writes a number on the board and their partner demonstrates it. They can take it in turns. Mini plenary- Choose some willing volunteers to show the rest of the class.

Carpet Time (10 minutes)Ask the children to come back onto the carpet with mini-whiteboards and dry-wipe pen from the last activity. - Create/show a grid and demonstrate the partitioning of the 3-digit number Below is an example of how to display this. for e,g 365 show that it is made up of 300 and 60 and 5 - 300 +60+5= 365

Time to Practice (20-25 minutes) -Children to complete the worksheets provided. It is differentiated for lower and higher depending on your class. -worksheet 1a for lower ability -worksheet 1b for higher If they complete this successfully they can try the challenge card with requires them to problem solve and reason.

Plenary / Assessment

-Come together as a class and if ICT is available, enjoy the game: Children who successfully complete the worksheets will be working within the year 3 curriculum. - Children who successfully complete the challenge card are working more towards greater depth.

Resources and materials

Base 10, grids, whiteboard, mini whiteboard, worksheets, pencils,

References

No images used.

Worksheet/Handout Previews
Worksheet 1a	Worksheet 1b	Challenge Card
Hundreds, tens and ones grid	Example display question