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Calculations
Objectives
To place 3-digit numbers on a beaded line.
Resources
📄 101–200 square | Counters | 0–100 beaded line
Vocabulary
position | multiple of 10
Today's Lesson
Introduction
Show the 📄 101–200 square. Count from 101 to 200, pointing to the numbers as you do so.
Discuss how these numbers follow the same pattern as those from 1 to 100, that is, the multiples of 10 are at the end of the rows, and the ones digits are the same in a column.
Use counters to cover some numbers while your student closes their eyes.
Ask them to work out the missing numbers and explain how they did so.
Show a 0–100 beaded line.
Say:
- We’re going to change this 0–100 beaded line to be a 100–200 beaded line. What should we do?
Amend 0 to 100, and 100 to 200.
Ask:
- What should we change 10 to?
- And 20?
Repeat with all numbers of 10 to 100 and then count in 10s from 100 to 200.
Ask:
- Where should we mark 149 on this line?
- 125? 175? 199? How do you know?
Discuss how our knowledge of placing numbers between 0 and 100 can be applied to place numbers between 100 and 200.
Repeat, marking on other 3-digit numbers to 200.
Write 147, 174, 117, 170 and 140 on the board.
Ask:
- Which of these do you think is the biggest number?
- And the smallest?
Mark the numbers on the beaded line to check.