Maths Year 3/4 Autumn Place Value

Day 1 Teaching
Mark 2-digit numbers on 0–100 beaded, landmarked and empty lines. Mark 3-digit numbers on 0–1000 landmarked lines and place numbers between multiples of 100.
Group Activities: T with Y3
Y3 -- Place 2-digit numbers on empty and landmarked lines.
Y4 -- Place 3-digit numbers on empty and/or landmarked lines.

Day 2 Teaching
Use skills learned to place numbers between 0 and 100 to place numbers between 100 and 200, then on 0–1000 landmarked lines.
Further Teaching with Y4
Place 4-digit numbers on 0 to 10,000 landmarked lines.
Group Activities: T with Y4
Use the in-depth problem-solving investigation ‘Round the Three/ Four Dice’ from NRICH as today’s group activity.
Or, use these activities:
Y3 -- Mark numbers on 100–200, or 0–1000, landmarked lines.
Y4 -- Place multiples of 50 on 0–10,000 landmarked lines, find the number halfway between them; order 4-digit numbers.

Day 3 Teaching
Play a game comparing 3-digit numbers (Y3) and 4-digit numbers (Y4) and place them on landmarked lines.
Whole Class Activity: T to circulate
-- Play a game comparing 3-digit numbers (Y3) and 4-digit numbers (Y4) and place them on landmarked lines. The winner of each round wins a digit card, which they use to try to make the larger number once the game has finished.

• 0 to 100 beaded line (see resources)
• 0 to 100 landmarked line (see resources)
• 0 to 100 empty number line (see resources),
• Additional activity sheets (see resources)
• A4 paper
• 0–9 dice, or 10s and 1s place value dice
• Washing line/string, multiples of 100 (0–1000) on cards, blank cards, pegs
• 0–9 digit cards
• Flipchart and pens
• 0-100 bead bar with tags for 0, 100, 200 and multiples of 10 (10–90)
• A3 paper

Day 1
In between

Day 2
Count on and back

Day 3
Compare

Day 1
Y3: Place 2-digit numbers on landmarked or empty 0–100 lines.
Y4: Place 3-digit numbers on landmarked or empty 0–1000 lines.

Day 2
Y3: Place numbers on 100–200 landmarked lines. Place numbers on 0–1000 landmarked lines.
Y4: Place 4-digit numbers on 0–10,000 number lines.

Day 3
Y3: Compare 3-digit numbers and place them on lines between 100 and 200/ 0 and 1000.
Y4: Order 4-digit numbers and place them on lines.

Y3

• Sketch a line 0–1000. Mark 500. Draw arrows to 250, 350 and 850.
• 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?

Y4

• Sketch a line 0–10,000. Mark 5000. Draw arrows to 7500, 3200, 8700 and 5500.
• Count in 1s. Work out what digits a and b are. Write the next number: 54aa, 54ab, 54b0, _____

In-depth Investigation
Round the Three Dice
Which 100s number is your 3-digit number closest to? Round the Three Dice from nrich.maths.org.

Round the Four Dice
Which 1000s number is your 4-digit number closest to? Round the Four Dice from nrich.maths.org.

Y3: Bigger or Beaten
Partitioning and comparing 2-digit numbers

Y4: Walk the Line
Placing 3-digit numbers on a 100 to 200 line, then a 0 to 1000 landmarked line

Day 1 Teaching
Explore place value in 3-digit numbers using place value cards and grids, and worded place value charts.
Further Teaching with Y4
Explore value in 4-digit numbers using place value cards and grids, and worded place value charts.
Group Activities: T with Y4
Use the ‘No zero’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
Y3 -- Read 3-digit numbers in words and numerals, or use digit cards to create 3-digit numbers, then write corresponding place value additions. Order numbers.
Y4 -- Read 4-digit numbers in words and numerals, or use digit cards to create 4-digit numbers, then write corresponding place value additions. Order numbers.

Day 2 Teaching
Use place value cards to help solve and write place value additions and subtractions (3-digit numbers).
Further Teaching with Y4
Use place value grids to help solve and write place value additions and subtractions (4-digit numbers).
Group Activities: T with Y4
Y3 -- ‘Zap’ digits in 3-digit numbers using a calculator.
Y4 -- ‘Zap’ digits in 4-digit numbers using place value subtractions.

Day 3 Teaching
Use a place value grid to support ‘zapping’ two digits in 3-digit and 4-digit numbers.
Further Teaching with Y3
Write amounts between £1 and £10 using £p notation and in PV grid.
Group Activities: T with Y3
Y3 -- Identify a given amount of money and write it in £ and p notation … or … Identify two coins from clues and explore zero as a placeholder in money amounts.
Y4 -- Find missing numbers and functions in place value additions and subtractions.

Day 4 Teaching
Write amounts of money in place value grids. Write place value additions and subtractions for these amounts.
Group Activities: T with Y3
Y3 -- Solve word problems or missing number problems involving place value additions and subtractions of money.
Y4 – Explore place value calculation with money, adding and subtracting multiples of £10, £1, 10p and 1p.

• Mini-whiteboards and pens
• 1000s, 100s, 10s and 1s place value cards
• ‘Worded place value chart: 3-digits’ (see resources)
• ‘Worded place value chart: 4-digits’ (see resources)
• Flipchart and pens
• Counters
• 0–9 number cards
• 0–9 digit cards, with extra 0 card (1 set of cards per pair)
• large 100s, 10s and 1s place value cards
• Calculators
• Mobile keypad (see resources)
• Additional activity sheets (see resources)
• Real coins: £1s, 10ps and 1ps
• Sticky notes

Day 1
Place value

Day 2
Place value 2

Day 3
Count in steps of 25

Day 4
Place 2-digit numbers on an empty 0–100 line

Day 1
Y3: Place value additions, words and numerals (3-digit numbers).
Y4: Place value additions, words and numerals (4-digit numbers).

Day 2
Y3: Place value subtractions (3-digit numbers).
Y4: Place value subtractions (4-digit numbers).

Day 3
Y3: Money place value additions (3 digits).
Y4: Money place value additions (4 digits).

Day 4
Y3: Solve money problems.
Y4: Money place value additions and subtractions.

Y3

• Rings slide down onto the rods on a counting frame to make 3-digit numbers (see images on download). How many different 3-digit numbers can you create with three rings? Four rings? Five rings? Describe any patterns you notice.
• ☐ + 108 = 148
  238 – ☐ = 38
  ☐ + 40 = 846
• Jo has more than £1.50 and less than £2. She has three coins, all different. None are brown. How much could she have?
• £2 – ☐ = £1.55
  ☐ + £1.23 = £2.30
  £4 + ☐ = £4.51
  £6.02 – ☐ = £5.00

Y4

• Draw a place value grid. Use digits 9 and 0 (must use both) and create the largest and smallest 4-digit numbers possible. Use the same digits to write 2 numbers in between.
• What is the largest possible 4-digit number that has digits which add to 10? It must not contain a 0 and no two digits are the same. What is the smallest possible number like this?
• Write the missing numbers:
  ☐ + 4040 = 9099
  6166 – ☐ = 6001
  £45.79 – ☐ = £39.99
  ☐ – £4.07 = £40.30
• Megan has an amount between £10 and £30. She has one note and three coins. What is the most she could have? And the least?

In depth Investigation: No Zero
Children investigate how many numbers between one and ten thousand have a zero. They use their understanding of place value in numbers with up to 4-digits.

Y3: Coin Count Up
Writing amounts of money in pounds and pence

Y4: Digit Do-it
Partitioning 3-digit numbers, and combining 100s, 10s and 1s to make 3-digit numbers

Day 1 Teaching
Add/subtract 1, 10, 100 to/from 3-digit numbers using place value cards (Y3) and to/from 4-digit numbers (Y4), then also add/subtract 1000 (Y4). Calculations do not 10s, 100s, or 1000s.
Group Activities: T with Y3 or Y4
Y3 -- Play a dice game, or complete an investigation, adding and subtracting 1, 10 and 100.
Y4 -- Play a dice game, or complete an investigation, adding and subtracting 1, 10, 100 and 1000.

Day 2 Teaching
Write 3-digit numbers (Y3) or 4-digit numbers (Y4) in place value grids. Add/subtract 1, 10 and 100, crossing 10s and 100s.
Further Teaching with Y4
Add and subtract 100, crossing through multiples of 1000.
Group Activities: T with Y3
Y3 -- Play a choice of games, adding and subtracting 1, 10 and 100.
Y4 -- Play a choice of games, adding and subtracting 1, 10, 100 and 1000.

Day 3 Teaching
Write 3-digit numbers (Y3) or 4-digit numbers (Y4) in place value grids. Add/subtract 2, 3, 20, 30, 200 or 300. Add/subtract using place value to end up with 555 or 5555.
Group Activities: T with Y3 or Y4
Y3 -- Use an inverse operation to work out what multiple of 1, 10 or 100 has been added/subtracted.
Y4 -- Use an inverse operation to work out what multiple of 1, 10, 100 or 1000 has been added/subtracted.

• Mini-whiteboards and pens
• 1000s, 100s, 10s and 1s place value cards
• Flipchart and pens
• 1–6 dice
• 0–9 cards, one set per pair
• Tug of war: 495 to 505, 495 to 615, 150 to 950 number lines (see resources, copy onto A3 paper)
• Tug of war: 4995 to 5005, 5495 to 5615, 1850 to 3050 and 62 to 10,062 number lines (see resources, copy onto A3 paper)
• Counters
• Coins
• +/– 2, 3, 20, 30, 200 and 300 cards (see resources)
• +/– 2, 3, 20, 30, 200, 300, 2000 and 3000 cards (see resources)

Day 1
Count on and back in 1s

Day 2
Count on and back in steps of 10

Day 3
Time quiz

Day 1
Y3: Add/subtract 1, 10 and 100, not crossing 10s or 100s.
Y4: Add/subtract 1, 10, 100 and 1000, not crossing 10s, 100s or 1000s.

Day 2
Y3: Work out what has been added/ subtracted.
Y4: Count through 10s, 100s and 1000s in steps of 1, 10 and 100.

Day 3
Y3: Complete addition and subtraction grids, adding/subtracting multiples of 1, 10 and 100.
Y4: Complete addition and subtraction grids, adding/subtracting multiples of 10, 100 and 1000.

Y3

• Add sequences of 1s, 10s, and 100s: 473 + 1 – 10 + 100. Use different starting numbers. Look for patterns.
• Start at 375. Add a multiple of 10 which only changes one digit. Add a multiple of 10 which changes two digits.
• Do three identical subtractions to get from 285 to 225. What number are you subtracting?

Y4

• Write the missing digits in this sequence of numbers:
  4865, 48☐5, 4☐85, 48☐5, 4☐☐5
• True or false? If you start with a 4-digit number and subtract 10 nine times, you will always have to change the hundreds digit.
• Complete this sequence by adding 30 each time.
  2467, ______, ______, ______, 2587
• Do 3 identical subtractions to get from 3265 to 2365. What number are you subtracting?

In depth Investigation
Complete the Day 1 or Day 2 Group Activities.

Y3
Spider Sums
Adding 10s to 2-digit numbers (answers less than 100); Subtracting 10s from 2-digit numbers

Y4
Flipping Fun
Place value in 3-digit numbers. Adding and subtracting 1, 10 and 100

Tens Chains
Adding and subtracting 10s to and from 3-digit numbers