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 9287, which place is the digit 2 in? (ones / tens / hundreds / thousands) → hundredsPrompt: Name the places from the right: ones, tens, hundreds, thousands.
- What is the value of the digit 3 in 3721? → 3000Prompt: Which place is the digit in?
- Which number has the digit 9 in the tens place? (4069 / 1893 / 6942 / 9044) → 1893Prompt: 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 4620? → 4610Prompt: Which digit changes when you take away 10?
- What is 100 more than 3920? → 4020Prompt: 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 the missing number? 1372, 1472, 1572, __ → 1672Prompt: How much does the sequence go up by each time?
- What is 1000 less than 4148? → 3148Prompt: Which digit changes when you take away 1000?
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