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Maths

Place Value: Hundreds, Tens and Ones to 1000

Overview

Using base-ten blocks or drawings, students build 3-digit numbers, understand the value of each digit by position, and order a set of numbers.

Learning Objective
Students represent, read and compare 3-digit numbers using hundreds, tens and ones, and place them correctly on a number line to 1000.

Resources needed

  • Base-ten blocks or drawn representations
  • Place value charts (H, T, O columns)
  • Mini whiteboards
  • Number cards 0–9

Lesson stages

0 / 7 done
  1. 1 Show 3 hundreds blocks, 4 tens, 7 ones. 'What number is this?' (347). 'How do you know?' Discuss how position determines value — the 3 is worth 300, not 3.
  2. 2 Students build four 3-digit numbers using blocks or drawings, write each in digits and in words. '4 hundreds, 2 tens, 6 ones = 426 = four hundred and twenty-six.'
  3. 3 Partition 583 = 500 + 80 + 3. Students partition five numbers. Recombine: 700 + 40 + 9 = 749. Mix up the partitioning to spot errors: 300 + 20 + 15 = ? (Not straightforward — discuss regrouping.)
  4. 4 Write 463. 'What is the value of the 4? Of the 6? Of the 3?' (400, 60, 3). Students repeat for their own numbers. Compare: in 346, the 4 is worth 40. In 463, the 4 is worth 400. 'Why are they different?'
  5. 5 Compare 427 and 472. 'Look at the hundreds first — same. Now look at the tens: 2 < 7. So 427 < 472.' Students order five 3-digit numbers from smallest to largest. Check by building with blocks if uncertain.
  6. 6 Display a number line from 0 to 1000 with only 500 marked. 'Where would 250 go? 750? 380?' Students estimate positions by reasoning about halfway and quarter points.
  7. 7 Write the largest 3-digit number you can using the digits 4, 8, 1. Then the smallest. Explain your reasoning.

Tap a step to mark it as done.

Variations

  • Extend to 4-digit numbers
  • Include zero as a placeholder (e.g. 403)
  • Compare 3-digit numbers using < > = symbols in context
More information

Teach: hundreds, tens, ones, digit, value, partition. Use sentence: 'The digit ___ is in the ___ column, so its value is ___.'

Restrict to 2-digit numbers for those needing support. Provide a labelled place value chart. Use physical base-ten blocks before diagrams.

Do students correctly state the value of each digit (not just the digit itself)? Can they order 3-digit numbers by comparing digits column by column? Do they understand zero as a placeholder?

Draw base-ten blocks on plain paper. Students can use finger counting for tens and ones if no blocks available.

Students may think 3 in 347 is worth 3. Reinforce: value depends on position. Use the prompt 'What column is it in?'

Activity details
Primary Easy 30 minutes 5 minutes prep Pairs, Small Group Indoor
Topics
Place Value Hundreds Number Representation Ordering