Maths Year 3 Autumn Place Value and Money

Each unit has everything you need to teach a set of related skills and concepts.

Place 2-digit & 3-digit numbers on lines (suggested as 3 days)

Planning and Activities

Day 1 Teaching
Revise placing 2-digit numbers on a 0–100 landmarked line. Understand place value in 2-digit numbers and use this to place numbers on the line.
Group Activities
Use the in-depth problem-solving investigation ‘Reasoned Rounding’ from NRICH as today’s group activity.
Or, use these activities:
-- Mark 2-digit numbers on 0–100 lines.
-- Mark 2-digit numbers on lines and create inequality sentences. Also write numbers in between.

Day 2 Teaching
Use number lines 0–100, then 100–200 and then 0–1000.
Show on a beaded bar and use this to count by 10s. Children place given numbers on their own landmarked lines.
Group Activities
-- Mark 3-digit numbers on lines with accuracy. Compare.
-- Mark numbers on 0–100 grids and landmarked lines and check each other’s work.

Day 3 Teaching
Children use place value cards (or arrow cards) to create 3-digit numbers. Compare the numbers. Then write the numbers on a place value grid and use this to compare them. Which number has the most hundreds? The most tens? Children then order three 3-digit numbers.
Group Activities
-- Make greatest and least possible 3-digit numbers from 3 digits.
-- Whole class investigation looking at combinations of numbers possible using three digits.

You Will Need

  • Beaded bars with tags
  • A visible landmarked line (e.g. on IWB)
  • 0–100 landmarked lines (see resources)
  • 0–9 dice & 0-9 cards
  • 0–1000 landmarked lines (see resources)
  • Landmarked lines, preferably on A3 paper
  • Post-it notes
  • Number grids (see resources)
  • Arrow or place value cards

Mental/Oral Maths Starters

Day 1
Place value in 2-digit numbers (pre-requisite skills)

Day 2
Count in 1s from 101 to 200 (pre-requisite skills)

Suggested for Day 3
Count on or back in 10s from any 2-digit or 1-digit number (simmering skills)


Day 1
Mark numbers on number lines 1–100.

Day 2
Mark given numbers on lines 1–1000 / Identify numbers marked on number lines.

Day 3
Mark numbers on empty number lines. Write numbers in between two numbers.

Mastery: Reasoning and Problem-Solving

  • Sketch a line 0–1000. Mark 500. 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 just 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?

In-depth Investigation: Reasoned Rounding
Which 10s number is your 2-digit number closest to? Reasoned Rounding from

Extra Support

Bigger or Beaten
Partitioning and comparing 2-digit numbers