The middle of something. The point halfway along.

Use a number line to position and estimate the numbers 20-99

Maths

In this unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways including marking the position on a number line. They learn to represent 20-99 as a length. In the future unit pupils consolidate their counting across and on from 100. They will learn to represent a three-digit number up to 199 in different ways.

In the prior unit pupils extended their counting to 100 They explored pattern in counting, focused on the end of the decade and the start of the new decade numbers. In this unit pupils will explore the counting sequence for counting to 100 and beyond representing numbers from 20-99 in different ways including marking the position on a number line They will learn to represent 20-99 as a length

Counting and representing the numbers 20 to 99

Which number has a ones digit larger than the tens digit? 

The top line represents 100   Use this line to estimate the length of the other line

The top line represents 100   Which line matches this estimate? 
"I think it is about 35"

Which representation matches the number on the chart correctly?

What do you notice about all of these numbers?    66    65    64    63

Which one hundred square is representing 3 rows of ten and 2 more ones?

Which description matches the one hundred square?

Jun has these Base 10 blocks. Which of these numbers could he make using them?      

Laura has these Base 10 blocks. Which of these numbers could she make using them?      

This lesson will be removed by end of Summer Term 2025.

Use a number line to position and estimate the numbers 20-99

Lesson outcome

This lesson will be removed by end of Summer Term 2025.