Numbers to 1000: a week of ready-to-teach maths

Five days of lessons for Year 2 Number. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and every answer.

Start here: five minutes to Monday

1. Skim the week at a glance on the next page.
2. Print the five days. Each day is two A4 sheets: a plan and a worksheet.
3. Cut out the three card sheets once; they are reused all week.
4. Open the free interactive unit on your board. Every plan tells you which picture to show and when.
5. Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.

No maths background needed

This pack is written for the busy generalist teacher. Each plan explains the idea in plain words, lists the misconceptions children bring, and gives model answers, so you can walk in and teach it.

One day, one lesson

The five lessons fill a week of maths, one lesson of about 50 minutes a day. Run them in order: each day stands on the one before. Every lesson can also split into a short warm-up and a main session if your timetable runs small blocks.

The week at a glance

One lesson a day for a week. Each day stands on the day before, so run them in order.

How the week builds

Day 1 builds numbers from materials; Day 2 gives them their three names; Day 3 places them on a line; Day 4 orders them; and Day 5 makes and cracks them. It builds on Numbers to 120 from Year 1, and it opens the way to renaming, where 354 learns to be 35 tens and 4 ones.

Materials for the week (one trip)

• From the classroom: scissors, pencils, this pack printed.
• From home or the craft box: a handful of straws, matchsticks or dry pasta to bundle into tens, with elastic bands.
• Cut out once, use all week: the place-value cards, the digit cards and the number cards in this pack. No maths equipment to buy.

Dear families

This week in maths, Year 2 explores numbers to 1000. We build them from hundreds, tens and ones, say and write them, place them on a line, and put them in order.

Try this at home

• Pick a number of the day: a page number, a door number, a footy score. Say it aloud the Australian way, with and.
• Build it with coins or pasta: how many hundreds, tens and ones?
• Spot two numbers today (two prices, two scores) and ask which is bigger, and how you know.
• Choose any number and name the two hundreds it sits between.

My numbers this week

Fill one row a day. Tick when you have said it and built it.

Printed from the free seegongsik Numbers to 1000 teaching pack · seegongsik.com/au/y2/number/AC9M2N01/pack

Ten tens make one hundred

Children bundle ten tens into a hundred and build three-digit numbers from hundreds, tens and ones. Materials come first all week: hands convince faster than symbols.

We are learning to

• bundle ten tens to make one hundred,
• build a three-digit number from hundreds, tens and ones,
• say how many hundreds, tens and ones a number has.

Success criteria

• I can show a number with hundreds, tens and ones.
• I can say how many of each a number has.

You need

A handful of straws, matchsticks or dry pasta to bundle into tens, with elastic bands or bag ties. The place-value cards (cut-out sheet 1), one set per pair. The worksheet, one per child.

Lesson flow (about 50 minutes)

Two half-sessions instead? End Session A after the first order. Start Session B by rebuilding 354 from memory, then go on to 207 and 480.

Watch for these ideas

• Building 354 from thirty-five loose tens and four ones: counted correctly, but the bundling was missed.
• Reading 207 as the same as 27: the zero holds the empty tens place and cannot be dropped.
• Reading the digits as three separate numbers (3, 5, 4) instead of one quantity.

Answers

• 354 is 3 hundreds, 5 tens, 4 ones. 207 is 2 hundreds, 0 tens, 7 ones. 480 is 4 hundreds, 8 tens, 0 ones.
• 615 is 6 hundreds, 1 ten, 5 ones. 900 is 9 hundreds, 0 tens, 0 ones.
• Build-your-own varies: check no column holds ten or more, and the drawing matches the digits.

Build the order

Build each number with trays of 100, bags of 10 and single ones. Draw what you build, then write how many of each.

354

354 is ____ hundreds ____ tens ____ ones.

207

207 is ____ hundreds ____ tens ____ ones. Careful: what does the 0 tell you?

Just write how many

Your own number

Choose a number between 100 and 999. Build it, draw it, and write it here: ____

Say it, write it, show it

A number has three names at once: blocks, words and digits. Today children travel between them, and meet the quiet zero that the words hide but the numeral must show.

We are learning to

• say a three-digit number the Australian way, with the word and,
• write the numeral for a number I hear,
• match the blocks, the words and the digits for one number.

Success criteria

• I can write the numeral when I hear the words.
• I can explain why 506 needs a zero.

You need

The place-value cards and the word and number cards (cut-out sheets 1 and 2). The worksheet, one per child. A board for the class write.

Lesson flow (about 50 minutes)

Two half-sessions instead? End Session A after the match. Start Session B with the quick write.

Watch for these ideas

• Writing three hundred and six as 3006 or 36: hearing the parts, not the places.
• Dropping the zero, so 506 becomes 56 — the zero holds the empty tens place.
• Thinking the and means add: it is just how Australians say the number.

Answers

• 354 is three hundred and fifty-four. Five hundred and six is 506. Six hundred and forty is 640.
• 218 is two hundred and eighteen. 903 is nine hundred and three.
• 506 needs a zero because there are no tens: the zero holds the tens place so the 5 and the 6 keep theirs.

Three names, one number

Each row shows one name for a number. Fill in the missing name.

Draw the tricky one

Draw 506 with hundreds, tens and ones. Where are the tens?

Numbers on the number line

The number line is the second great picture of number, and children already read one every holiday: the distance signs on the highway. A number is a position, reached by jumps.

We are learning to

• place a number on a 0 to 1000 line,
• reach a number by jumps of 100, 10 and 1,
• say which two hundreds a number lives between.

Success criteria

• I can mark a number in about the right place on a line.
• I can name the two hundreds a number is between.

You need

The worksheet, one per child (it carries the number lines). The number cards from cut-out sheet 2 for a floor line, if you have space.

Lesson flow (about 50 minutes)

Two half-sessions instead? End Session A after driving to the sign; start Session B with the marking task.

Watch for these ideas

• Spacing marks evenly by count, ignoring value, so 900 sits too near 100.
• Thinking a big ones digit sends a number further along: 95 is not past 500.
• Reaching a target with the wrong mix of jumps: check the tens and ones land too.

Answers

• 870 is 8 jumps of 100 and 7 jumps of 10 from 0.
• 467 is between 400 and 500 (nearer 500). 138 is between 100 and 200 (nearer 100).
• 905 is between 900 and 1000 (nearer 900). 350 is between 300 and 400 (halfway).
• Marked dots: 250 a quarter along, 600 just past the middle, 480 just before the middle.

Every number has a place

Drive to the sign

The Sydney sign is at 870 km. Reach it with jumps: ____ jumps of 100 and ____ jumps of 10.

Mark the numbers

Mark each number on the line with a dot and label it: 250, 600, 480.

Between which two hundreds?

Bigger, smaller, in order

To order three-digit numbers, read like a judge: hundreds first, and only on a tie do the tens get a vote, then the ones. Ordering is not a new skill; it is place value, read left to right.

We are learning to

• compare two numbers with the signs <, > and =,
• read like a judge: hundreds first, then tens, then ones,
• put three numbers in order, smallest first.

Success criteria

• I can write <, > or = between two numbers.
• I can order three numbers and say why.

You need

The number cards from cut-out sheet 2, one set per group. The worksheet, one per child.

Lesson flow (about 50 minutes)

Two half-sessions instead? End Session A after the trap set; start Session B with the signs.

Watch for these ideas

• Comparing by the ones digit, so 95 seems to beat 500: the hundreds decide first.
• Counting how many digits, not reading the places: 95 has two digits, 905 has three.
• Pointing the sign the wrong way: the open mouth faces the bigger number.

Answers

• 384 > 348. 216 < 261. 509 < 590. 700 > 698.
• 145, 380, 506. Then 95, 905, 950. Then 267, 627, 672.
• The hundreds digit decides first.

Read like a judge

Write <, > or = between the numbers

Put each set in order, smallest first

Digit cards and mystery numbers

Three digit cards, six possible numbers, and the difference between the largest and the smallest is nothing but seating. Today the week’s four pictures of number come together in a game of clues.

We are learning to

• make the largest and smallest number from three digit cards,
• explain why zero cannot take the front seat,
• use place-value clues to find a mystery number.

Success criteria

• I can make the largest and smallest number from three cards.
• I can find a number from clues about its hundreds, tens and ones.

You need

The digit cards from cut-out sheet 2, one set per pair. The worksheet, one per child.

Lesson flow (about 50 minutes)

Two half-sessions instead? End Session A after front seat first; start Session B with the mystery numbers.

Watch for these ideas

• Putting 0 in the hundreds seat for the smallest number: zero cannot lead, so 205 is the smallest from 5, 0 and 2.
• Swapping the tens and ones when ordering the digits.
• Using only one clue and stopping: a mystery number needs every clue.

Answers

• From 3, 5, 8: largest 853, smallest 358. From 2, 7, 4: largest 742, smallest 247.
• From 5, 0, 2: largest 520, smallest 205 (zero cannot lead).
• Mystery 1 is 406. Mystery 2 is 650. Own clue varies: check it points to exactly one number.

Make it and find it

Make the largest and the smallest

Use each digit once. Watch the set with a zero.

Mystery numbers

1. I have 4 hundreds and no tens. My ones digit is 6. I am ____.

2. I am between 600 and 700. My tens digit is 5. My ones digit is 0. I am ____.

Place-value cards

Cut out the cards. To build a number, put a hundreds card down, lay a tens card to its right, then a ones card. Read the number they make. One set per pair is plenty.

Hundreds

Tens

Ones

Teacher note: the cards get shorter as the place gets smaller, so a built number reads left to right like the digits do. This is the same tool the lamington stall uses on screen.

Digit and number cards

Cut out the cards. Use the digit cards to make numbers (Day 5). Use the number cards to order numbers on the floor (Day 4) and to place them on a line (Day 3).

Digit cards (two sets)

Number cards

Teacher note: the number cards are the mobs from the kelpie muster, so the floor game and the screen match.

What we know: Numbers to 1000

Work on your own. Show your thinking if you can.

1. 428 is ____ hundreds, ____ tens and ____ ones.
2. Write the numeral for six hundred and three: ____
3. Write 250 in words: ____________________________________
4. Which two hundreds is 615 between? ____ and ____
5. Put these in order, smallest first: 305, 350, 53. ____, ____, ____
6. Write <, > or = between them: 480 ____ 408
7. Use the digits 7, 1 and 5 once each. Largest: ____ Smallest: ____
8. I am between 300 and 400. I have no tens. My ones digit is 6. I am ____

Answers and marking guide

Answers

1. 4 hundreds, 2 tens and 8 ones.
2. 603 (the zero holds the empty tens place).
3. two hundred and fifty.
4. 600 and 700.
5. 53, 305, 350.
6. 480 > 408.
7. Largest 751, smallest 157.
8. 306.

A quick three-level guide

Eight questions, four ideas. A child at standard answers most questions and can say why, hundreds first.

Weekly class record

Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.

The five columns are the five days: build, read and write, place on a line, order, and make.