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Short Blocks

Maths Year 3 Spring Place Value and Money

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are added value for Hamilton Friends and School Subscribers.

Unit 1 Understand PV in money; x 10 and ÷ 10 (suggested as 2 days)

Objectives

Understand place value in money; multiply and divide by 10 and 100
Unit 3: ID# 3547

National Curriculum
Num/PV (ii) (v)
Meas (iii)

Hamilton Objectives
2. Estimate quantities and represent numbers in different ways.
5. Solve number problems and practical problems involving place value.
32. Use both £ and p in practical contexts.

Teaching and Group Activities for Understanding

Day 1 Teaching
Use mock or Interactive Whiteboard coins to show £2.40 and £2.04. Explain that the zero in £2.40 shows that are no pennies, and the zero in £2.04 shows that there are no 10ps. Which is more money, £2.04 or £2.40? Model adding and subtracting amounts of money. Play the ‘Nasty Game’ to make the smallest and largest amounts of money.
Group Activities
-- Play the ‘Nasty Game’, making 3-digit numbers with money.
-- Solve and create word problems for addition and subtraction with 3-digit amounts of money.

Day 2 Teaching
Show pictures of priced toys (see resources). Children work out how much it would cost to buy 10 whistles at 34p each. Model writing 34p in a money place value grid and moving the digits to the left to multiply by 10. Repeat for other toys.
Group Activities
-- Multiply and divide shop prices by 10 and 100.

You Will Need

• Large mock or Interactive Whiteboard coins
• 0–9 cards, additional 0 cards
• ‘Nasty Game’ board sheet 1–3 (see resources)
• Mini-whiteboards and pens
• Place value grid (see resources)
• ‘Party bag toy shop’ sheet (see resources)
• Money place value grid (see resources)
• Multiplying by 10 and 100 sheets 1 and 2 (see resources)
• Real money

Mental/Oral Maths Starters

Day 1
Write amounts of money in pounds and pence (pre-requisite skills)

Suggested for Day 2
Division facts for 2 times table (simmering skills)

Procedural Fluency

Day 1
Order, add and subtract money using place value.

Day 2
Multiply and divide money by 10 and 100.

Mastery: Reasoning and Problem-Solving

• Write these numbers in figures:
(i) Two hundred and five.
(ii) Six hundred and sixty.
(iii) Nine hundred and ninety-one.
(iv) Three hundred and three.
• Write these amounts in figures:
(i) Four pounds and thirty pence.
(ii) Six pounds and seven pence.
(iii) Ten pounds and eleven pence.
• Write the missing numbers
£3.40 × 10 = ☐
☐ ÷ 10 = £5.50
100 × 9p = ☐
£7 ÷ ☐ = 7p

In-depth Investigation
No investigative activity with this unit.

Extra Support

Zeros Matter
Writing amounts of money in pounds and pence, including amounts with 0 in the 10ps or 1ps column

Unit 2 Represent 3-digit numbers in diff ways (suggested as 3 days)

Objectives

Represent 3-digit numbers in many different ways; round numbers to 10 and 100
Unit 4: ID# 3557

National Curriculum
Num/PV (iii) (iv) (v)

Hamilton Objectives
2. Estimate quantities and represent numbers in different ways.
5. Solve number problems and practical problems involving place value.
6. Round to the nearest ten and hundred, e.g. 34 to nearest 10 is 30, 276 to nearest hundred is 300.

Teaching and Group Activities for Understanding

Day 1 Teaching
Click on 700, 80 and 5 in arrowcards from www.ictgames.com . Show how to create 3-digit numbers using arrow cards. Then use Diennes and coins from www.topmarks.co.uk. Select HTU with Dienes and model making 3-digit numbers.
Group Activities
-- Understand and create pictorial representations of 3-digit numbers.
-- Make and compare 3-digit numbers.
-- Subtract 100s, 10s and 1s from a 3-digit starting number.

Day 2 Teaching
Split the class into two teams. Use a set of large 0–9 cards and ask each team to generate 3-digit numbers, looking for a winner whose number is biggest / smallest/ closest to 555, etc.
Group Activities
-- Make 3-digit numbers to place on a 1–1000 number line.
-- Identify 3-digit numbers that are higher, lower or in-between other numbers on a 1–1000 number line.

Day 3 Teaching
Two children hold number cards 600 and 700 at either end of the room. A third child stands where 684 might be on an imaginary line from 600 and 700, keeping the number secret. Children discuss in groups what the number might be. Round the number to nearest 10. Repeat.
Group Activities
Use the in-depth problem-solving investigation ‘Guess my number’ as today’s group activity.
Or, use this activity.
-- Round 3-digit numbers to the nearest 10 and 100.

You Will Need

• Internet access, mini-whiteboards and pens
• Base 10 equipment (e.g. Dienes)
• ‘Place value’ sheet (see resources)
• Place value cards
• Online dice 0–9 (or use a ten-sided dice) and tablets
• Set of 0–9 digit cards, sticky tack
• 0–1000 landmarked line (see resources)
• Sets of 3-digit number cards
• ‘Round to the nearest 10 and 100’ sheet (see resources)

Mental/Oral Maths Starters

Day 1
Count in steps of 100 (pre-requisite skills)

Suggested for Day 2
Multiply and divide by 10 (simmering skills)

Suggested for Day 3
Ordering Months of the year (simmering skills)

Procedural Fluency

Day 1
Understand and create pictorial representations of 3-digit numbers.

Day 2
Make 3-digit numbers and order them.

Day 3
Round 3-digit numbers to the nearest 100 and 10.

Mastery: Reasoning and Problem-Solving

• Use drawings or equipment to represent 562 in three different ways.
• Write the missing numbers:
529 – ☐ = 509
406 + ☐ = 446
801 – ☐ = 1
418 – ☐ = 400
990 + ☐ = 999
302 + ☐ = 302
• Write two numbers which round to 300 as the nearest 100. One must be less than 300, and one must be more.
• Write two numbers that round to 120 as the nearest 10. One must be less than 120, and one must be more.
• Round 448 to the nearest 10. Round the same number to the nearest 100.

In-depth Investigation: Guess my Number
Children use their knowledge of 3-digit numbers, rounding, and properties of numbers to work out a mystery number.

Extra Support

Picture the Number
Understanding place value in 3-digit numbers; Beginning to compare 3-digit numbers

Tag to 200
Placing numbers between 100 and 200 on a 0 to 200 beaded line

Unit 3 PV in money; add/subtract amounts (suggested as 2 days)

Objectives

Represent place value in money; add and subtract amounts using place value
Unit 5: ID# 3571

National Curriculum
Num/PV (iv) (vi)
Meas (iii)

Hamilton Objectives
2. Estimate quantities and represent numbers in different ways.
5. Solve number problems and practical problems involving place value.
32. Add and subtract amounts of money; use both £ and p in practical contexts.

Teaching and Group Activities for Understanding

Day 1 Teaching
Remind children how we write amounts in pounds and pence, using a place value grid on the board. Ask children to write an amount in-between two given values and then order the amounts from smallest to largest.
Group Activities
-- Investigation: Work out how many amounts of money from £1 to £10 have the digit 9.

Day 2 Teaching
Use IWB £1, 10p and 1p coins to make £3.65. If I bought something for 60p, how much would I have left? Children write the subtraction on their whiteboards: £3.65 – 60p = £3. Repeat to show other additions and subtractions using place value.
Group Activities
-- Add and subtract multiples of 10p to and from given prices.
-- Making £10.00 challenge: make three amounts using rolls of a dice and add them to make a price closest to £10.00.
-- Count up and back in steps of 10p.

You Will Need

• Mini-whiteboards and pens
• Calculators
• ‘Adding and subtracting money’ sheet (see resources)
• ‘Adding and subtracting’ sheet (see resources)
• Money place value grid (see resources)
• £1, 10p and 1p coins and dice

Mental/Oral Maths Starters

Suggested for Day 1
Measure a line in cm (simmering skills)

Suggested for Day 2
Count in steps of 20 (simmering skills)

Procedural Fluency

Day 1
Find amounts ‘in-between’ two prices.

Day 2
Add and subtract £1s, 10ps and 1ps.

Mastery: Reasoning and Problem-Solving

• What is the smallest number of coins you can use to give me:
£2.31
£1.09
£4.40?
• Write these amounts on a place value grid. Then add 50p to each one.
(i) Three pounds and sixteen pence.
(ii) Five pounds and fifty pence.
(iii) Two pounds and two pence.
• What do I subtract from six pounds sixty-one pence to get five pounds ninety pence?

In-depth Investigation
Use the Group activity on Day 1.

Extra Support

This unit has no separate Extra Support activities.