Math lesson plan · 3rd grade (Year 4 in England) · 30 minutes
Find 10, 100 or 1000 more or less
Number sense
CCSS 3.NBT.A.2England: Y4 Number and place value
Objective and success criteria
Students will: Find 10, 100 or 1000 more or less.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Value of a digit in four-digit numbers
Leads to: Count forwards and backwards in powers of 10
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Value of a digit in four-digit numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- In 1037, which place is the digit 1 in? (ones / tens / hundreds / thousands) → thousandsPrompt: Name the places from the right: ones, tens, hundreds, thousands.
- What is the value of the digit 8 in 5086? → 80Prompt: Which place is the digit in?
- Which number has the digit 1 in the tens place? (2221 / 1242 / 3157 / 8212) → 8212Prompt: The tens place is 1 place from the right end.
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Find 10, 100 or 1000 more or less. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What is 100 more than 7884?
- Step 1: 7884 + 100 = 7984
- Answer: 7984
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What is 10 less than 7110? → 7100Prompt: Which digit changes when you take away 10?
- What is 100 more than 5994? → 6094Prompt: The hundreds digit is 9. What happens when it goes up by one?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What is 1000 less than 7453? → 6453Prompt: Which digit changes when you take away 1000?
- What is the missing number? 3615, 3715, 3815, __ → 3915Prompt: How much does the sequence go up by each time?
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Value of a digit in four-digit numbers.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Count forwards and backwards in powers of 10.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder