Count forwards and backwards in multiples of 2, 20, 5, 50 and 25

Maths

In this unit pupils will use knowledge of place value to represent a 3-digit number in different ways. They will compare and order 3-digit numbers and position on number lines and unmarked number lines. In the future unit pupils will compare and order 4-digit numbers. They will learn what rounding is and will round 4-digit numbers to the nearest thousand, hundred and ten.

 In the prior unit pupils explored the counting sequence to 100 and beyond representing the numbers from 20-99 in different ways including on a number line They learned to represent 20-99 as a length In this unit pupils will use knowledge of place value to represent a 3-digit number in different ways They will compare and order 3-digit numbers and position on number lines and unmarked number lines

Representing 3-digit numbers, comparing and positioning on number lines

Which multiple of 20 comes next: 240, 260, 280, {{ }}? 

What number is missing from the number track? 

Sofia counts backwards in multiples of 25 from 325. What are the next three numbers she will say? 

Andeep counts backwards in multiples of 20. What number has he missed from his count? 

What number comes next: 30, 35, 40, {{ }}? 

What number comes next: 20, 22, 24, {{ }}? 

What number is subtracted from 420 to equal 380? Use the number line representation to help you.  

This lesson will be removed by end of Summer Term 2025.

Count forwards and backwards in multiples of 2, 20, 5, 50 and 25

Lesson outcome

This lesson will be removed by end of Summer Term 2025.