OMR landing pages sample pages combined

UNIT 1: TOPIC 1

Place value

5

5367 is the same as:

t ho

u s an ds

3

hun

dr eds

t ens

6

ones

7

or Can you think of any other ways to rename 5367?

5

hun

3

dr eds

t ens

6

ones

7

or

5

3

t ens

6

ones

7

or

3

6

ones

7

PL

E

5

Guided practice

Show these numbers on the numeral expanders.

a

2431 u s an ds

hun

dr eds

ones

t ens

SA

t ho

M

1

hun

ones

t ens

dr eds

b

8276 t ho

u s an ds

hun

hun

ones

t ens

hun

6

dr eds

ones

t ens

ones

ones

t ens

dr eds

ones

t ens

dr eds

ones

ones

hun

dr eds

ones

Oxford University Press

Independent practice Write each number: in words.

2

a

4568

TTh

b

8043

c

17 109

Th

H

T

O

PL M

How do the numbers in words connect with the place value chart?

SA

3

on the place value chart.

E

1

How many?

a

Oxford University Press

b

7

4

Rewrite the number of people in the table from largest to smallest.

WORLD PARTICIPATION RECORDS

Event number

Number of people

Most people dressed as Smurfs

4891

2

Longest Riverdance line

1693

3

Largest Thai dance

5255

4

Largest umbrella dance

1688

5

Largest lion dance

3971

6

Largest scarecrow display

3812

Number of people

PL

E

1

Event number

Make the largest number possible with 1, 7, 8 and 0.

6

Use the number from question 5 to find: b

c

SA

M

5

20 more.

d

20 less.

e

100 more.

f

100 less.

g

200 more.

h

200 less.

i

1000 more.

j

1000 less.

7

Make the smallest number possible with 3, 8, 2, 1 and 3.

a

8

Event

10 more.

10 less.

Oxford University Press

Number and algebra

Place value

Pre-requisite skills

Learning intentions

Before beginning this topic, students need to: • be able to count on and back to 999 • understand the number 10 as a unit • understand the place value of at least 2-digit numbers.

1 We are learning how to read, write and break down numbers to 1000 and beyond.

2 We are learning the language of place value.

Key language

• I can explain what place value is and what a ten and a hundred is.

• I can break 3-digit numbers into hundreds, tens and ones in different ways.

• I can explain why one number is larger than another.

• I can add tens and hundreds to numbers up to 1000.

• I can apply my knowledge to numbers beyond 1000.

Potential misconceptions

Materials

M

PL

• Students rarely have the opportunity to count beyond 100, meaning that the number sequence into the thousands is less-often understood. Watch for students for whom the counting sequence has not been well-established.

• Students may be able to count by 10s or by 100s but may not understand that the numbers are increasing in value by that unit. Students who count on by ones when adding 10s or 100s may be having difficulty with this concept.

E

column, hundreds, largest number, ones, place value, smallest number, tens

Success criteria

Priming for knowledge

SA

Activate prior knowledge

Show students a BLM 1: 0–99 chart and ask them to tell you what they know about it. Ask students: • how the numbers on the chart are organised, both vertically and horizontally • to describe any patterns they see • which number is the smallest/largest and how they know • what number comes after the largest number on the chart • what each digit in one of the 2-digit numbers represents.

As a group, discuss what the chart shows about how our number system works.

Explore the language Present students with a copy of BLM 2: Place value chart with labels. This BLM has columns for tens and ones and includes the numbers 18, 35 and 83. Ask students to label the parts of the diagram that represent the following key language for the unit: column, largest number, ones, smallest number, tens.

Explain how the chart shows the concept of place value and ask students to describe to a partner what 14

Number and algebra

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• • • • •

BLM 1: 0–99 chart BLM 2: Place value chart with labels BLM 3: Place value chart (hundreds, tens and ones) base-10 materials 10-sided dice

place value is in their own words. Model the three numbers on the chart using concrete materials and discuss the fact that the ‘3’ in ‘35’ represents 3 tens while the ‘3’ in ‘83’ represents 3 ones. Ask students to use the same idea to explain the difference between the ‘8’ in ‘18’ and the ‘8’ in ‘83’. Have students model and write a number with 2 tens and 5 ones, and then model and write a number with 5 tens and 2 ones. Discuss which number is larger and why this is. Repeat with other numbers if students need further practice.

If students are ready, introduce BLM 3: Place value chart (hundreds, tens, ones) – which has the addition of a hundreds column. Repeat the same sequence of activities to model and compare the size of numbers using the chart, guiding students to articulate that a digit written in the hundreds column represents that many hundreds, and so on.

Consolidating knowledge and skills Exploration Renaming numbers Being able to rename numbers is a critical foundation for many mathematical operations such as addition OXFORD UNIVERSITY PRESS

13/5/20 2:00 pm

Zero

Make a 3-digit number with an internal zero using base-10 materials on a place value chart. Ask students to write the number. Roll a 10-sided dice, and then invite a student to add that number of ones to the number on the chart. Discuss whether any regrouping is required and record the new number. Continue several times, discussing which digits/place value columns stay the same and which change each time.

In pairs, have students repeat the same activity, using base-10 materials for support. After five or 10 minutes, invite pairs to share any numbers they made that contain zeroes and ask the group to check how those numbers are represented and recorded. If students are ready, they could repeat the same activity with a 4-digit number.

Check for understanding Write a 3-digit number on a place value chart (BLM 3), such as 746. Ask students to work with a partner to record: • the number that is one more/one less than 746 • the number that is 10 more/10 less than 746 • the number that is 100 more/100 less than 746 • the number that is 1000 more than 746.

If necessary, support students to use base-10 materials to model each of the numbers. Ask students to put a blue circle around the smallest number in their list and a red circle around the largest number.

If students are struggling to do this, repeat with a 2-digit number, such as 46. Students who are still having difficulty need more time with the ‘Exploration’ and ‘Application’ activities.

Visit Oxford Owl for access to digital resources to help support students’ understanding of this topic.

SA

M

PL

The role of zero becomes very important in 3- and 4-digit numbers. Write the number 408 on the board and ask students to explain how they would write this number on a place value chart. In pairs, have students model the number using base-10 materials on a place value chart (BLM 3), and then write the digits in the correct column. Highlight that there are no materials in the tens column and therefore they need to write a zero in this column. Practise with other 3-digit numbers with internal zeroes (i.e. zeroes in the tens column). If students are ready, extend their thinking by exploring a 4-digit number with an internal zero in the tens column, and another with an internal zero in the hundreds column. Discuss the similarities and differences between the two numbers, both in terms of how they look when made with base-10 materials and how they are recorded.

Give students a number with a zero in the ones column for them to represent and record.

Zero

E

and subtraction. Show students base-10 materials representing 152. Discuss what the number is and how it would be written on a place value chart. Invite students to suggest other ways that 152 could be made using base10 materials. If students come up with a way, discuss how you could check that the materials still represent 152 of the smaller squares and follow through to ensure they have correctly renamed the number.

If students have difficulty suggesting a different way to make the number, model taking away one of the tens and swapping it for 10 ones. Ask students whether you still have the same number of blocks overall and how they can tell this. Reinforce that you now have one hundred, four tens and 12 ones but the total is still 152.

Together, model and discuss other ways to rename 152, including renaming the hundred so that you have 15 tens and 2 ones.

Application

Renaming numbers

Using base-10 materials, put out 2 hundreds, 13 tens and 8 ones. Ask students how many ones there are in total and how to write the number on a place value chart.

Guide a student to remake the number by swapping 10 tens for an 1 hundred block so you have 3 hundreds, 3 tens and 8 ones.

Put out 3 hundreds, 21 tens and 2 ones and ask students to discuss with a partner how the number would be represented on a place value chart and why.

Ask students to represent the number using base-10 materials as they have written it on the place value chart. Talk about how they went about this and provide support to any students who are still having difficulty.

Repeat with further examples, including where tens have been renamed as ones.

OXFORD UNIVERSITY PRESS

FAC_OMR3_TB_25084_TXT_SI.indd 15

Number and algebra

15

13/5/20 2:00 pm

Name: Class:

3

oxford maths ready

8

9

BLM 1

0–99 chart 1

2

3

4

5

6

7

10

11

12 13 14 15 16 17 18 19

E

0

PL

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

M

40 41 42 43 44 45 46 47 48 49

SA

50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99

Oxford Maths Ready Year 3 © Oxford University Press 2020.

Permission has been granted for this page to be photocopied within the purchasing institution only.

3

Name: Class:

BLM 2

M

3

PL

1

E

Place value chart with labels

5 3

SA

8

8

column

largest number

ones

column

tens

smallest number

Oxford Maths Ready Year 3 © Oxford University Press 2020.

Permission has been granted for this page to be photocopied within the purchasing institution only.

oxford maths ready

3

oxford maths MASTERY TASK 8

Toys for babies Perhaps you can remember some of the toys you had when you were a baby. Toys are sometimes used to try to make babies happy.

1

a In the picture, what does antique toys mean?

Toy trains have always been popular. In the olden days they were made of wood. The numbers on this train show how many boxes are in each carriage. a

+ 5 70 0 0 + 30 0 + 80

M

2

Are any types of antique toys still popular today? If so, which ones?

PL

c

E

b These antique toys are from 1940.

How long ago was that?

How many boxes are in the pink carriage?

c

SA

b Is the total number of boxes 7835, 7358 or 7385?

If another five boxes were put on the train, how many would there be?

d If 100 boxes were taken from the green carriage, how many would be left in that carriage?

3

Babies like to play with blocks. They always seem to want to put them in their mouths. a

Baby blocks are usually cubes. Why do you think they are not triangular prisms?

b Why do you think babies like to put blocks in their mouths? c

Why would it not be a good idea to let a baby play with 1 cm blocks? (continued)

Oxford Maths Teacher Dashboard Year 3 © Oxford University Press 2019. This sheet may be photocopied for non-commercial classroom use.

3

oxford maths

MASTERY TASK 8 4

The way these blocks are stacked makes a pattern. a

Three-tenths of these blocks are red. What fraction is green?

b Following the pattern, if another row were put at the bottom, how many blocks would there be altogether? c

Draw the stack of blocks with five rows. Colour the top four rows like the picture.

d On the bottom row, colour two blocks red, two blocks yellow and one block green.

As they get older, babies begin to play with blocks of different shapes. a

PL

5

Write a sentence comparing the fractions of each colour in the pattern.

E

e

What type of prism is the red roof?

b There are three blue blocks. What fraction of the blocks is that?

What colour are one-eighth of the blocks?

M

c

SA

d Use shape names to describe the way that the red and blue house is made.

Extension task 6

When the blocks in the picture below are sold, they are neatly arranged in a box. After they have been unpacked, it might be difficult to fit them all back in the box properly. One way to pack the blocks properly would be to copy the starting pattern. a

Using the grid drawn over the shapes, copy the pattern onto grid paper.

b Which rectangular blocks take up the same amount of space as a cube block? c

Write a sentence or two to compare the sizes of the three types of green blocks.

Oxford Maths Teacher Dashboard Year 3 © Oxford University Press 2019. This sheet may be photocopied for non-commercial classroom use.