Understanding Place Value

Lesson Overview

Year Level: Year 3
Curriculum Area: Mathematics and Statistics
Achievement Objective: Number Strategies – Level 2

• Use place value partitioning to solve simple addition and subtraction problems.
• Recognise and understand the place value of digits in three-digit numbers up to 1,000.

Lesson Duration: 60 minutes
Class Size: 22 students

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Identify the place value (hundreds, tens, and ones) in three-digit numbers.
2. Decompose numbers into hundreds, tens, and ones.
3. Represent three-digit numbers using materials and verbal/written descriptions.

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Materials Needed

• Place value blocks (base ten blocks)
• Whiteboards and markers
• Digit cards (0-9)
• Large number chart (1-1,000)
• A3 paper and coloured pencils
• Small counters

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Lesson Structure

1. Warm-Up Activity – Number Patterns (10 minutes)

Objective: Activate prior knowledge of number sequences.

1. Write the number 350 on the whiteboard. Ask:

   • What comes before this number?
   • What comes after it?
   • What is 10 more? What is 100 more?
   • Students answer verbally and explain their thinking.

2. Provide each student with a digit card (0-9). Call out a number between 100 and 999 and ask students to physically arrange themselves in the correct order to represent that number (e.g., 456).

3. Discuss how the numbers are read and introduce place value terms: hundreds, tens, and ones.

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2. Explicit Teaching – Understanding Place Value (15 minutes)

Objective: Break numbers into hundreds, tens, and ones using hands-on materials.

1. Show a three-digit number (example: 786) on the board.
2. Use place value blocks to represent 786:
   • 7 hundreds blocks
   • 8 tens rods
   • 6 ones cubes
3. Explain how each digit has a different value based on its place. Ask:
   • What happens if we remove a tens rod?
   • What if we add another ones cube?
4. Write the number breakdown: 700 + 80 + 6 = 786.
5. Repeat with different numbers and involve students in placing the correct blocks.

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3. Group Activity – Partitioning Race (15 minutes)

Objective: Students practise breaking numbers into their place value components.

1. Divide the class into five groups of four to five students.
2. Give each group a set of number cards (e.g., 243, 569, 812, etc.).
3. Each group picks a number card and uses:
   • Base ten blocks to show the number.
   • A whiteboard to write the breakdown (e.g., 500 + 60 + 9 for 569).
4. Rotate numbers every 2 minutes until all groups complete five numbers.
5. Award a simple point per correct answer to keep engagement high.

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4. Independent Task – Personal Number Maps (15 minutes)

Objective: Apply knowledge by creating visual number breakdowns.

1. Each student picks a number between 100 and 999 (or teacher assigns one).
2. On an A3 sheet, they must:
   • Write the number in large bold letters at the top.
   • Colour and label hundreds, tens, and ones using diagrams.
   • Use drawings of base ten blocks to model the number.
3. Circulate to support students who need guidance.
4. Encourage early finishers to create another number or write word representations.

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5. Reflection and Wrap-Up (5 minutes)

Objective: Reinforce learning through discussion.

1. Pose questions:
   • "What did you find easy about place value today?"
   • "What was tricky?"
   • "Can you explain to a buddy what the tens place is?"
2. Do a quick whiteboard challenge where students must break down a number you give on the board (e.g., 452 → 400 + 50 + 2).

Exit Ticket: Before leaving, students must tell the teacher one thing they learnt.

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Assessment & Next Steps

• Formative assessment: Teacher observations during group activities.
• Student work: Check A3 number maps for understanding.
• Next Lesson (2 of 4): Expanding knowledge of partitioning by linking to addition and subtraction strategies.

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Teacher Notes & Adaptations

• Differentiation:
  • Support: Pair struggling students with peers or provide simplified numbers.
  • Extension: Challenge students to explore four-digit numbers.
• Cross-Curricular Link: Numeracy in financial literacy by discussing the money value of numbers (hundreds = dollars, tens = 10c etc.).
• Cultural Relevance: Incorporate Te Reo Māori numbers (tahi, rua, toru…) and relate partitioning to patterns found in Māori art.

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This lesson is designed to be highly interactive, engaging, and aligned with New Zealand’s mathematics curriculum. Teachers will find it effective in reinforcing place value concepts in a way that is accessible and enjoyable for Year 3 students. 💡🎉