A multiple is the result of multiplying a number by another whole number.

A pattern is when objects or numbers are arranged following a rule. A pattern is a repeated set of numbers, shapes or objects.

Solve problems by counting forwards and backwards in multiples of 2, 20, 5, 50 and 25

Maths

Represent a 3-digit number up to 1,000 in different ways

Count forwards and backwards within 3-digits

Position 3-digit numbers on number lines

Estimate the position of 3-digit numbers on unmarked number lines

Comparing and ordering numbers with 1, 2 and 3 digits

Ordering sets of 3-digit numbers

Use known facts to add and subtract multiples of 100 within 1000

Write a 3-digit multiple of 10 as a multiplication equation

Partition 3-digit numbers in different ways

Use known facts to solve problems involving partitioning numbers

Use known facts to add and subtract to and from multiples of 100

Add and subtract to and from a 3-digit number bridging 100

Solve problems by adding and subtracting to or from 3-digit numbers

Count forwards and backwards in multiples of 2, 20, 5, 50 and 25

In this unit pupils will use knowledge of place value to represent a 3-digit number in different ways. They will compare and order 3-digit numbers and position on number lines and unmarked number lines. In the future unit pupils will compare and order 4-digit numbers. They will learn what rounding is and will round 4-digit numbers to the nearest thousand, hundred and ten.

 In the prior unit pupils explored the counting sequence to 100 and beyond representing the numbers from 20-99 in different ways including on a number line They learned to represent 20-99 as a length In this unit pupils will use knowledge of place value to represent a 3-digit number in different ways They will compare and order 3-digit numbers and position on number lines and unmarked number lines

In this unit pupils will use knowledge of place value to represent a 3-digit number in different ways. They will compare and order 3-digit numbers and position on number lines and unmarked number lines.

Representing 3-digit numbers, comparing and positioning on number lines

...the ones digit is always 2, 4, 6, 8 or 0

...the tens digit is always 2, 4, 6, 8 or 0

Which of these numbers are multiples of 25? 

Look at the number line. The count is in multiples of {{ }}

Look at the number line. What are the three missing numbers?

The graph shows the number of children who went to the park over the weekend. If 150 children went on Saturday, how many children went on Sunday?

Which multiple of 20 comes next: 120, 140, 160, {{ }}? 

Order the numbers so that the count is in the correct order, starting with the smallest. 

What number is missing from the number track?

What are the next three numbers in this count: 585, 590, 595, ___, ___, ___

Andeep counts backwards in multiples of 25. What number has he missed from his count?

Solve problems by counting forwards and backwards in multiples of 2, 20, 5, 50 and 25

Lesson outcome