### Planning and Activities

**Day 1 Teaching**

Write on the board 3.33. Discuss what each 3 represents. Write it on a place value grid to check.

Split the class into two groups. For each team, write on the board ☐.☐☐. Using number cards 0–9, teams take turns to choose, and then place a card in their number. The aim is to make largest number possible, then the smallest number.**Group Activities**

-- Complete a short investigation to revisit 2-place decimals.

**Day 2 Teaching**

Display a place value chart and labels. Discuss the new ‘thousandths’ label. Ask children what happens to the digit 5 as each number is multiplied or divided by 10. Circle a number on each line and record the total of the circled numbers. Repeat, this time missing out a number on one or more rows.**Group Activities**

-- Write place value additions to match numbers with three decimal places.

-- Write place value additions to match numbers with three decimal places. Derive missing numbers.

**Day 3 Teaching**

Show a place value grid on the IWB. Write 6.426 and read it together. Give four children number cards, e.g. 1, 2, 3 and 4 to show 1.234. They stand either side of another child holding a large decimal point. Now multiply the number by 10 and children move accordingly. Repeat to multiply and divide by 10 or 100.**Group Activities**

Use the in-depth problem-solving investigation ‘Greater Than or Less Than?’ from NRICH as today’s group activity.

Or, use these activities:

-- Move digit cards on a place value grid to ×/÷ by 10 and 100.

-- Multiply and divide a number by 10, 100 and 1000. Divide capacities in ml to convert to litres.