Number Mastery Challenge

Curriculum Area

• Mathematics and Statistics
• Level: NZ Curriculum Level 3
• Strand: Number and Algebra
• Achievement Objective: Students will develop understanding and fluency in counting forwards and backwards in sequences between 100 and 1000.

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Learning Intentions

By the end of this lesson, students will:

• Count forwards and backwards in steps of 10, 50, and 100 between 100 and 1000.
• Develop fluency and confidence in mental arithmetic.
• Identify patterns in number sequences.

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Success Criteria

• I can count forwards in steps of 10, 50, and 100 starting from a given number.
• I can count backwards in steps of 10, 50, and 100.
• I can explain patterns I notice in the number sequences.

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Materials

• Place value charts for each student
• Interactive whiteboard or large number line display
• Small whiteboards and markers for students
• Number cards (100–1000)
• "Mystery Number" envelopes with pre-prepared challenges

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Lesson Structure

1. Warm-Up: Number Dash (5 minutes)

Purpose: Engage students in quick recall of numbers between 100 and 1000.

• Display a starting number (e.g., 345).
• Ask students to count aloud in steps of 10 until they reach 1000.
• Switch it up—ask them to count backwards from 1000 in steps of 50.
• Challenge: Throw in a "random stop" where a student must say the next number.

Teaching Tip: Get students moving—point to different numbers on an interactive number line as they count.

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2. Group Challenge: The Mystery Number (10 minutes)

Purpose: Foster deeper thinking around sequences.

• Divide students into groups of 3.
• Each group receives a sealed Mystery Number Envelope containing a 3-digit number (e.g., 270).
• They must:
  1. Count forwards from their number in steps of 10, 50, and 100.
  2. Count backwards from their number in steps of 10, 50, and 100.
  3. Find a pattern in their sequence.
• Groups write answers on their whiteboards. Three groups will share their patterns.

Teaching Tip: Encourage students to verbalise their thinking—"We noticed that adding 100 always changes the hundreds digit!"

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3. Fast-Paced Consolidation: Beat the Teacher (8 minutes)

Purpose: Reinforce fluency through an engaging game.

• The teacher picks a starting number (e.g., 480).
• Students count upwards in steps of 50.
• The twist: Every time students hesitate or make an error, the teacher "scores a point".
• Repeat backwards counting with a new number—if students complete the round without mistakes, they "beat the teacher"!

Teaching Tip: Keep energy levels high by introducing time challenges—"Can we count in 50s up to 1000 in under 30 seconds?"

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Reflection (3 minutes)

• Ask: "What strategies did we use to count in 10s, 50s, and 100s?’’
• Pick two students to summarise their counting patterns.
• Students complete a self-check: Thumbs up (confident), sideways (okay), down (need help).

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Differentiation

Support:

• Provide number charts for students needing extra help with counting sequences.
• Work in pairs for peer support.

Extension:

• Introduce skip counting with decimal numbers (e.g., 105.5 → 155.5).
• Challenge students to find numbers that fit a rule (e.g., “Find a number between 600 and 700 that appears when skip-counting in 50s from 250”).

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Teacher Reflection

• Were students engaged and participating?
• Did they grasp patterns in number sequences?
• Who needs further support/challenge?

Next Steps:

• Explore multiplication connections to counting sequences.
• Apply counting patterns to real-life problems (e.g., money, measurements).

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This lesson balances interactivity, problem-solving, and fluency-building—making maths fun and meaningful! 🚀