Number Ways

Overview

Students learn to represent three-digit numbers using drawings, base-ten blocks, and numerals. They share their representations and explain how the number is built.

Learning intentions

• Students will represent a three-digit number in at least three ways (drawings, blocks, and numerals).
• Students will recognise that the digits in a three-digit number show how many tens and ones are in the number.
• Students will discuss and compare representations with a buddy.
• Students will record their thinking clearly for a classmate to understand.

Success criteria

• I can show a three-digit number using base-ten blocks (hundreds, tens, ones).
• I can draw a representation that matches my blocks.
• I can write the numeral that matches my representation.
• I can explain what my digits mean using simple language (for example: “2 hundreds, 3 tens, 5 ones”).

Curriculum links

• Students use number representations to build understanding of three-digit numbers.
• Students develop counting, place value, and number sense using concrete materials and symbols.
• Students communicate mathematical thinking using words, drawings, and numerals.
• Students apply simple problem-solving and reasoning by making and checking representations.

Lesson structure (30 minutes)

1. 0–3 min: Warm-up counting Students sit in a circle with you. Display a three-digit numeral (for example, 245). Ask students to “count on” from the hundred (200, 201, 202…) and then to reach the tens and ones using finger counting. Quick prompts: “How many tens do you reach before the ones?” and “What does the first digit tell us?”

2. 3–7 min: Model “three ways” Choose one number (for example, 312). Model on the board:

• Base-ten blocks: show 3 hundreds, 1 ten, 2 ones.
• Drawing: represent hundreds as grouped pictures, tens as lines/rows, ones as single items.
• Numeral: write 312. Say: “My blocks match my drawing, and my drawing matches the numeral.”

3. 7–10 min: Guided practice with mini-cards Give each table a set of number cards (three-digit numerals). In pairs, one student builds with blocks while the other finds the matching numeral. Both students record a quick drawing of the blocks on scrap paper. Circulate and check that the hundreds–tens–ones structure is correct.

4. 10–20 min: Main task—Represent & Explain Each student chooses (or is assigned) one three-digit number card. They complete a simple “Number Ways” sheet (or three boxes on paper):

• Box 1: Build with blocks (or use counters if blocks are limited).
• Box 2: Draw the number (hundreds, tens, ones).
• Box 3: Write the numeral. Add a sentence starter for support: “I made ___ because I have ___ hundreds, ___ tens, and ___ ones.” Students who need it may use word banks (hundreds, tens, ones; is/are; more/less).

5. 20–26 min: Buddy share and teacher check Students move into buddy pairs and “teach back” using their own work: one shares blocks, the buddy checks the numeral and points to where the ones and tens are. Teacher calls out 2–3 students to share with the class. Ask questions such as:

• “Which digit tells you how many hundreds?”
• “Show me the ones in your drawing.”
• “How do you know your numeral matches your blocks?”

6. 26–30 min: Quick exit—Match the representation Give each student a short exit task: show a drawing or blocks image for one number and ask them to write the matching numeral (one minute) and then, on the second minute, circle the correct digit meaning (hundreds/tens/ones) from three options you display. Collect to plan next lesson support.

Resources

• Base-ten blocks (hundreds flats, tens rods, ones cubes) or place-value counters
• Three-digit number cards (range appropriate for Year 1–2: include 100–999, with emphasis on multiples and common place-value combinations)
• Paper “Number Ways” sheet or three-box template
• Scrap paper for drawings
• Coloured pencils or crayons
• Sentence starters and simple word banks (hundreds, tens, ones)
• Display board/whiteboard and markers
• Timer and visual schedule cards
• Exit task slips (blocks/drawings plus numeral writing space)

Assessment

• Formative observation during the main task: check that students match hundreds/tens/ones correctly to the numeral.
• Exit task: written numeral and digit meaning (hundreds/tens/ones) to identify misconceptions (for example, swapping tens and ones).
• Buddy explanations: listen for correct use of language linking digits to place value.

Differentiation

• Buddy pairs: intentionally pair students so each has a supportive partner; assign roles (Builder/Recorder) and rotate halfway through the main task.
• Support for neurodivergent students: provide a visual structure (three boxes), model “what to do next” with short steps, and allow use of coloured place-value materials.
• EALD support: use sentence starters, word banks, gestures (pointing to hundreds/tens/ones), and repeat key phrases (“2 hundreds, 3 tens, 5 ones”).
• Scaffold for students needing extra help: provide a partially completed example number sheet and limit the number cards to smaller, easier ranges (for example, 100–399) initially.
• Extension for advanced learners: offer an additional card set (larger or more challenging combinations) and require a brief explanation of what changes when you add or remove tens (for example, “If I add 1 ten, what happens to the numeral and blocks?”).

Extension (optional)

• Advanced learners create a short number story using their three-digit number (for example: “I have 3 hundreds of stickers, 1 ten of…”). They must include a representation they built and finish by writing the numeral that matches the story.