In this Year 3 Number Line to 1000 lesson, children identify, represent and estimate numbers using different representations
The Year 3 Number Line to 1000 PowerPoint guides both teachers and children through the lesson, including use of the varied fluency, reasoning and problem solving, deeper reasoning and scaffolded resources. Key learning information about this step:
Key Vocabulary
number line: A horizontal or vertical line which has numbers placed at equal points. Number lines can be used to show either positive or negative numbers. Most number lines begin at 0.
divisions: The marks along a number line that show where numbers are placed.
intervals: The equal spaces between the divisions on a number line.
midpoint: The point on a number line that is exactly halfway between the start and end values.
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
Scaffolded Examples
Guided practice working out what a number line is counting up in, using gradually reducing scaffolds to break each question into single steps.
Support
• Q1: Complete a number line; starts at 0; one missing number; interval value given.
• Q2: Read the number an arrow is pointing to; every division labelled.
• Q3: Draw an arrow to show where a number belongs; some divisions labelled.
Core
• Q1: Complete a number line; does not start at 0; two missing numbers.
• Q2: Read the number an arrow is pointing to; some divisions labelled.
• Q3: Draw an arrow to show where a number belongs; only the ends labelled.
Stretch
• Q1: Complete a number line; only the ends labelled.
• Q2: Read the number an arrow is pointing to; only the ends labelled.
• Q3: Draw arrows to show where two different numbers belong; ends only.
Reasoning and Problem Solving
Support
• Q1: Reasoning - explain if what a number line counts up in has been found correctly; number line starts at 0.
• Q2: Reasoning - explain whether working is correct; divisions labelled.
• Q3: Problem Solving - find three numbers an arrow could point to; the start point is given.
Core
• Q1: Reasoning - explain if what a number line counts up in has been found correctly; number line does not start at 0.
• Q2: Reasoning - explain whether working is correct; the intervals must be counted from the number line.
• Q3: Problem Solving - find three possible start or end points from one labelled division.
Stretch
• Q1: Reasoning - explain if what number line counts up in has been found correctly; start of number line not labelled; midpoint and end number labelled.
• Q2: Reasoning - explain whether working is correct; subtraction not given.
• Q3: Problem Solving - find three possible start or end points from a labelled division and a second condition.
Deeper Reasoning
The questions in this set focus on investigating where different numbers could be placed on a number line to deepen understanding in identifying and representing numbers.
This lesson is designed to align to White Rose Maths version 3. Classroom Secrets Limited is not affiliated with, endorsed by, or in any way connected to White Rose Education Limited. Our products are original to Classroom Secrets Limited and any reference to White Rose Maths is solely for the purpose of indicating compatibility and does not imply any association with White Rose Education.
