1. Place 2-digit and 3-digit numbers on lines
Place Value and Money
Place 2-digit and 3-digit numbers on lines
Objectives
Day 1
Read, write and locate any 2-digit number on a landmarked line from 0–100.
Day 2
Use a landmarked line from 0–1000 to order and compare 3-digit numbers.
Day 3
Compare and order 3-digit numbers using place value.
Before teaching, be aware that:
On Day 1 you will need beaded bars with tags, a visible landmarked line on which to draw, copies of 0–100 landmarked lines, one per child. Children will need whiteboards and pens.
On Day 2 you will need Beaded bars with tags, a visible landmarked line on which to draw, copies of 0–1000 landmarked lines, one per child.
On Day 3 you will need Place value cards – one set for each pair of children or group of three.
Year 3

2. Place 2-digit and 3-digit numbers on lines
Place Value and Money
Place 2-digit and 3-digit numbers on lines
Starters
Suggested for Day 1 Place value in 2-digit numbers (simmering skills)
Day 2 Count in 1s from 101 to 200 (pre-requisite skills)
Day 3 Count on and back in 10s from any 2-digit or 1-digit number (pre-requisite skills)
Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day.
Year 3

3. Place Value and Money Place 2-digit and 3-digit numbers on lines
Starter Place value in 2-digit numbers
Pre-requisite skills – to use this starter, drag these slides to the start of Day 1
Display 10s and 1s Place Value Grid (PV Grid) (see resources). Say thirty-two and ask children to write it on their own PV Grid on whiteboards. Check they have written the correct digit in each column and then repeat for other 2-digit numbers. Finish by saying five and check that they write the 5 in the ones, not the tens column.
Year 3

4. Place Value and Money Place 2-digit and 3-digit numbers on lines
Starter Count in 1s from 101 to 200
Pre-requisite skills – to use this starter, drag these slides to the start of Day 2
Count from 101 to 200, pointing to numbers on 101–200 square (see resources) as you do so. Remind children how these numbers have the same pattern as those from 1 to 100. Pass a bean bag around the class as you count from 101. Shout change and count backwards.
Year 3

5. Place Value and Money Place 2-digit and 3-digit numbers on lines
Starter
Count on and back in 10s from any 2-digit or 1-digit number
Simmering skills – to use this starter, drag this slide to the start of Day 3
Use your 1–100 square to support counting in 10s from any number. Remind children that Spider helps them count in 10s, he only goes up and down the square, adding or subtracting 10s. Pass a bean bag around the class as you count from 3. Shout change when you get to 93 and then continue around the class counting backwards in 10s.
Year 3

6. Place 2-digit and 3-digit numbers on lines
Place Value and Money
Place 2-digit and 3-digit numbers on lines
Objectives
Day 1
Read, write and locate any 2-digit number on a landmarked line from 0–100.
Year 3

7. Starting at 0 let’s count along the bead string in 10s…
Day 1: Read, write and locate any 2-digit number on a landmarked line from 0–100. 10 20 25 30 40 49 50 52 60 70 80 90
100
Starting at 0 let’s count along the bead string in 10s…
Where can we mark 25 on the line?
Halfway between 20 and 30!
Where can we mark 49 on the line?
Where can we mark 52 on the line?
Just before 50!
A little after 50!
Year 3

8. Talk to your partner – where would 45, 79, 95, and 23 go?
Day 1: Read, write and locate any 2-digit number on a landmarked line from 0–100. 10 20 23 30 40 45 50 60 70 79 80 90 95
100
Talk to your partner – where would 45, 79, 95, and 23 go?
Let’s check..
79 ….just before 80.
45 ….halfway between 40 and 50.
95 ….halfway between 90 and 100.
23 ….after 20.. getting towards halfway to 30.
Year 3

9. If you get stuck try to imagine the beads are there!
Day 1: Read, write and locate any 2-digit number on a landmarked line from 0–100. 10 20 23 30 40 45 50 60 70 79 80 90 95
100
If you get stuck try to imagine the beads are there!
Now try 45, 79, 95, and 23 on your
0-100 number line.
How close were you?
Let’s see...
Who can explain where the numbers go?
Year 3

10. Where would we mark 47 on this line?
Day 1: Read, write and locate any 2-digit number on a landmarked line from 0–100.
100 47 50
Where would we mark 47 on this line?
What would be a good number to mark on first?
47 will be a little before that.
Year 3

11. Now on your whiteboards draw a blank line from
Day 1: Read, write and locate any 2-digit number on a landmarked line from 0–100.
100 25 27 47 50 60 90
Now on your whiteboards draw a blank line from
0-100 and mark on 27, 60 and 90.
Mark on other numbers to help.
…27 will be a little after that.
25 is halfway between 0 and 50.
Today would be a great day to use a problem-solving investigation – ‘Reasoned Rounding’ from NRICH – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website.
Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Creating number lines and marking on 2-digit numbers (with support).
ARE: Creating number lines and marking on 2-digit numbers
GD: Marking numbers on line and writing inequality sentences about them.
90 is the last 10 before 100.
60 is the first 10 after 50.
Year 3

12. Day 1: Read, write and locate any 2-digit number on a landmarked line from 0–100.
The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Numbers up to 100 Sheet 1.
ARE: Numbers up to 100 Sheet 2.
GD: Numbers up to 100 Sheet 2.
Challenge
Year 3

13. Place 2-digit and 3-digit numbers on lines
Place Value and Money
Place 2-digit and 3-digit numbers on lines
Objectives
Day 2
Use a landmarked line from 0–1000 to order and compare 3-digit numbers.
Year 3

14. The second bead bar starts at 100. What number goes at the end?
Day 2: Use a landmarked line from 0–1000 to order and compare 3-digit numbers. 10 20 30 40 50 60 70 80 90
100
100
110
120
130
140
150
160
170
180
190
200
The second bead bar starts at 100. What number goes at the end?
Let’s count in 10s from 0 to 100.
Let’s count in 10s from 100 to 200.
Year 3

15. 49 is just before 50 so 149 is just before 150.
Day 2: Use a landmarked line from 0–1000 to order and compare 3-digit numbers.
100
110
120
125
130
140
149
150
160
170
175
180
190
199
200
49 is just before 50 so 149 is just before 150.
Where should we mark 149 on this line? 125? 175? 199? How do you know?
175 is halfway between 150 and 200.
25 is halfway between 0 and 50 so 125 is halfway between 100 and 150.
199 is just before 200!
Year 3

16. What number would be halfway along this line?
Day 2: Use a landmarked line from 0–1000 to order and compare 3-digit numbers.
100
200
300
400
500
600
700
800
900
1000 50
250
550
750
What number would be halfway along this line?
Let’s count in 100s.
Where can we put 250? 750? 550? 50?
Halfway between the 100s!
Year 3

17. How can you place those ending 25?
Day 2: Use a landmarked line from 0–1000 to order and compare 3-digit numbers.
100
200
300
400
500
600
700
800
900
1000
How can you place those ending 25?
Now on your own
number line mark on these numbers:
25, 125, 425, 725, 199, 299, 599, 999.
How can you place those ending 99?
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: ???WT: Identifying and placing numbers on a number line.
ARE: Marking and identifying numbers on number line.
GD: Marking numbers on a number line and writing inequality sentences.
Year 3

18. Day 2: Use a landmarked line from 0–1000 to order and compare 3-digit numbers.
The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Numbers up to 1000 Sheet 1.
ARE: Numbers up to 1000 Sheet 2.
GD: Numbers up to 1000 Sheet 3.
Year 3

19. Place 2-digit and 3-digit numbers on lines
Place Value and Money
Place 2-digit and 3-digit numbers on lines
Objectives
Day 3
Compare and order 3-digit numbers using place value.
Year 3
Year 3 Place Value and Money

20. Use your place value cards to make 23.
Day 3: Compare and order 3-digit numbers using place value.
2 0 3
Use your place value cards to make 23.
2 0 3
Now show me 123.
2 0 3
Now show me 223.
2 0 3
Now show me 323.
What has changed each time? What has stayed the same?
Year 3

21. Write the numbers on a place value grid.
Day 3: Compare and order 3-digit numbers using place value.
100s
10s 1s
23, 123, 223, 323….which is the largest number, which the smallest, how do you know? 2 3 1 2 3 2 2 3 3 2 3
Write the numbers on a place value grid.
Which number has the most 100s?
Year 3

22. Let’s read these number sentences.
Day 3: Compare and order 3-digit numbers using place value.
We can use these symbols to compare numbers:
< less than
> greater than
Let’s read these number sentences.
23 < 123
323 > 223
23 < 223
Year 3

23. In pairs read them aloud and agree the order smallest to largest.
Day 3: Compare and order 3-digit numbers using place value.
2 0 6
3 0 7
9 0 8
In pairs read them aloud and agree the order smallest to largest.
Let’s make three numbers with the place value cards:
9 0 8
2 0 6
3 0 7
Let’s check.
Year 3

24. How do you order them if the 100s are the same?
Day 3: Compare and order 3-digit numbers using place value.
4 0 9
3 0 6
4 0 9
How do you order them if the 100s are the same?
Now try with these 3 numbers...
3 0 6
4 0 9
4 0 9
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: ???WT: Creating, reading and writing 3-digit numbers.
ARE/GD: Finding 3-digit numbers from a set of 3 cards; writing comparative number sentences.
Let’s check...
Year 3

25. Day 3: Compare and order 3-digit numbers using place value.
The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: More Numbers up to 1000 Sheet 1.
ARE: More Numbers up to 1000 Sheet 2.
GD: More Numbers up to 1000 Sheet 3.
Year 3

26. Place 2-digit and 3-digit numbers on lines
Place Value and Money
Place 2-digit and 3-digit numbers on lines
Well Done! You’ve completed this unit.
Objectives
Day 1
Read, write and locate any 2-digit number on a landmarked line from 0–100.
Day 2
Use a landmarked line from 0–1000 to order and compare 3-digit numbers.
Day 3
Compare and order 3-digit numbers using place value.
You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide.
Year 3

27. Problem solving and reasoning questions
Place Value and Money
Unit 1
Problem solving and reasoning questions
Sketch a line Mark Draw an arrow pointing to the position of 250.
Ask: What number have I marked?
Repeat with other positions on the line.
True or false
• There are always four numbers between two
multiples of 5
• There are always nine numbers between two
multiples of 10
• The number before a multiple of 10 always ends
in 9
What number will be marked halfway between 125 and 151 on the number line?
Can you identify the number halfway between 333 and 344?
Year 3