Autumn

Scheme of learning

Year 3

#MathsEveryoneCan
The White Rose Maths schemes of learning

Teaching for mastery Concrete – Pictorial – Abstract (CPA)

Our research-based schemes of learning are designed to Research shows that all children, when introduced to a new
support a mastery approach to teaching and learning concept, should have the opportunity to build competency
and are consistent with the aims and objectives of the by following the CPA approach. This features throughout our
National Curriculum. schemes of learning.

Putting number first Concrete

Our schemes have number at their heart. Children should have the opportunity to work
A significant amount of time is spent reinforcing number with physical objects/concrete resources, in
in order to build competency and ensure children can order to bring the maths to life and to build
confidently access the rest of the curriculum. understanding of what they are doing.

Depth before breadth Pictorial

Our easy-to-follow schemes support teachers to stay within Alongside concrete resources, children should
?
the required key stage so that children acquire depth of work with pictorial representations,
knowledge in each topic. Opportunities to revisit previously making links to the concrete. 5 7
learned skills are built into later blocks. Visualising a problem in this way can
help children to reason and to solve problems.
Working together
Children can progress through the schemes as a whole Abstract
group, encouraging students of all abilities to support With the support of both the concrete and pictorial 5+7
each other in their learning. representations, children can develop their
understanding of abstract methods.
Fluency, reasoning and problem solving
Our schemes develop all three key areas of the National If you have questions about this approach and would like to consider
Curriculum, giving children the knowledge and skills they appropriate CPD, please visit www.whiterosemaths.com to find a course
need to become confident mathematicians. that’s right for you.

© White Rose Maths 2022

Teacher guidance

Every block in our schemes of learning is broken down into manageable small steps, and we provide
comprehensive teacher guidance for each one. Here are the features included in each step.

Year 5 | Autumn Term | Block 1 – Place Value | Step 1

Roman numerals to 1,000 Key questions that can

Notes and guidance
that provide an overview be posed to children
Notes and guidance Key questions
of the content of the In Year 4, children learned about Roman numerals to 100. • What patterns can you see in the Roman number system?
to develop their
In this small step, they explore Roman numerals to 1,000, and

step and ideas for the symbols D (500) and M (1,000) are introduced. • What rules do we use when converting numbers to
Roman numerals?
mathematical vocabulary
Children explore further the similarities and differences

teaching, along with between the Roman number system and our number system, • What letters are used in the Roman number system?
What does each letter represent?
and reasoning skills,
learning that the Roman system does not have a zero and does

advice on progression not use placeholders. • How do you know what order to write the letters when using
Roman numerals?
digging deeper into
Children use their knowledge of M and D to recognise years

and where a topic fits

using Roman numerals. Asking children to write the date in
Roman numerals is one way to reinforce the concept daily.
• What is the same and what is different about representing the content.
the number “five hundred and three” in the Roman number

within the curriculum.

system and in our number system?

Things to look out for

Possible sentence stems
• Children may mix up which letter stands for which number.
• The letter represents the number
• Children may add the individual values together instead
of interpreting the values based on their position, for • I know is greater than because
example interpreting CD as 600 instead of 400

• It is often more difficult to convert numbers that require

large strings of Roman numerals. National Curriculum links
• • Read Roman numerals to 1,000 (M) and recognise years written in Possible sentence stems
Things to look out
Children may think that numbers such as 990 can be
written as XM instead of CMXC. Roman numerals

for, which highlights © White Rose Maths 2022

to further support
common mistakes, children’s mathematical
misconceptions and language and to develop
areas that may require National Curriculum links their reasoning skills.
additional support. to indicate the objective(s)
being addressed by
the step.

© White Rose Maths 2022

Teacher guidance

A Key learning section, which provides

plenty of exemplar questions that can be
used when teaching the topic. Reasoning and problem-solving activities and
questions that can be used in class to provide
1 – Place Value | Step 1
further challenge and to encourage deeper
Year 2 | Autumn Term | Block
understanding of each topic.
Numbers to 20
Year 3 | Autumn Term | Block 1 – Place Value | Step 4
Key learning
• What numbers are shown? Hundreds
• Complete the number tracks.

0 1 2
Reasoning and problem solving
10 11 12
and words.
Give your answers in numerals
Mo is counting in hundreds.
8 13 Rekenrek?
7
• What number is shown on each I am going
to count in 100s … 8 hundred,
Mo should have
from zero. 9 hundred,
said 1 thousand.
• What numbers are shown? 10 hundred
10 hundreds is
equal to
Dora 1 thousand.
Write two numbers that Dora will say. any two multiples How should Mo have said the
and words.
Give your answers in numerals of 100 last number?
and words.
Give your answers in numerals

t ways.
Make each number in three differen No
es. Balloons come in bags of 10
• Use words to complete the sentenc
eleven
16 Rosie has 300 balloons.
The number after four is 19 fifteen
Dora will
The number before eight is say the number

The number after nine is

© White Rose Maths 2022
Tiny
160
10 Rosie has 30 bags
of balloons.
Is Tiny correct?
How do you know?
How many bags does she have?

© White Rose Maths 2022

Activity symbols that

indicate an idea can be
explored practically Answers provided
where appropriate

© White Rose Maths 2022

Activities and symbols

Key Stage 1 activities Key Stage 1 includes more hands-on Key Stage 1 and 2 symbols
activities alongside questions.
The following symbols are used to indicate:

An activity to be led Use a Rekenrek in the concrete resources might be useful

by the teacher ready position.
to help answer the question

Ask children to show a number

a bar model might be useful to
on their Rekenrek.
help answer the question
Can they write the number in
numerals?
An outside activity Find some seeds and leaves to represent Autumn.
Can they write the number in words?
or one that uses
Can they say the number out loud? drawing a picture might help
resources from nature
Get children to work with a partner children to answer the question
Ask children to sort the objects in three different ways
to make numbers and write them in
both and then compare
numerals their answers with a partner.
and words.
Encourage them to talk about how
they have made the number, for children talk about and compare
An activity introduced ReadtoThe
example makeButton Boxneed
13, they by MtoReid. their answers and reasoning
by a reading from pushGive
1 whole ten and then 3
children a selectionmore.
of buttons and
an appropriate fiction ask them to sort the buttons in as many
or non-fiction book different ways as they can.
a question that should really
Encourage them to think about size, shape,
colour and number of holes.
make children think. The question
may be structured differently or
require a different approach from
An investigation Give children a selection of 3D shapes. others and/or tease out common
Ask children to sort the objects into misconceptions.
two groups and then challenge
a partner to say how the objects have
been sorted.

© White Rose Maths 2022

Free supporting materials

Year 2 2 Match the numerals to the

correct word.
Place value Assessment 1 Brett makes this number.

Name
End-of-block assessments 1 How many cookies are there? Autumn progress check Write Brett’s number using numerals.

to check progress and

1 mark
3 Complete the part-whole
models. Year 5
identify gaps in knowledge
1 mark

Write Brett’s number in words.

45 30
and understanding. Mathematics
1 mark
1 mark
Paper 1: Arithmetic
How many cakes are there altoget
her? 40 6 2 Circle the number that is 10 times the size of six hundred
2 marks and five.
First name

Middle name
6,500 605 6,005 650 6,050
4 Circle the greatest number. Last name

Date of birth Day 1 mark

Month Year

18 27 33 19 23
Teacher

1 mark
This assessment has been
designed by White Rose
Maths.
For more information, please
visit www.whiterosemaths.co
m
1 mark
Page 4 of 16 © White Rose Maths 2022

Each small step has an accompanying End-of-term assessments for a more

home learning video where one summative view of where children are
of our team of specialists models succeeding and where they may need
the learning in the step. more support.
These can also be used to
support students who are
absent or who need to
catch up content from
earlier blocks or years.

© White Rose Maths 2022

Free supporting materials

• •
• •
•
•
+ + =
•
•

• •
• •
• •

National Curriculum progression to indicate Calculation policies that show

how the schemes of learning fit into the wider
• • •
• •
how key approaches develop
• picture and how learning progresses within and from Year 1 to Year 6.
between year groups.

© White Rose Maths 2019

Ready to progress mapping

that shows how the
schemes of learning link to
curriculum prioritisation.

© White Rose Maths 2022

Premium supporting materials

Adding decimals within

1
2 Complete the sentences.
Partition numbers to 100
a) The whole is 1 Work out the additions.
Use the number line 3 Complete the additions.
to help you.
One part is
Use place value charts
to help you.

The other part is 0 0.1 0.2 0.3 0.4 0.5 0.6 Ones Tenths
0.7 0.8 0.9 1 Hundredths
1 Complete the sentences.
= +
a) a) 0.3 + 0.2 =

Display versions
64 = tens + ones
b) 0.1 + 0.4 =
64 = +
b) The whole is
c) 0.2 + 0.1 + 0.2 =
a) 0.42 + 0.3
b) 0.28 + 0.32

of the worksheet
One part is c) 0.28 + 0.36
What do you notice
about your answers?

Worksheets to
2 Complete the part-whol 4 Use the column method
b) The other part is e models. to work out the additions.
83 = tens + ones
a) a)

questions for front

c) c)
83 = + = +
0.4

accompany every small

0 4 2
0 4 0 2
+ 0 3
+

of class/whole
3 Complete the part-whole models and number sentences. 0 0 3
0.1 0.3
c)
25 = tens + ones a) b) 0.5

step, providing relevant 25 = +

b)
d) b)

class teaching.
4 Complete the part-who d)
le models and sentences.
a) 6 Complete the number

practice questions for each

sentences.
91 0 0 4
0 4 2
d) 91 has tens +
40 = tens + and
ones ones. 0.7 0.2 0 3 3
0.05 0.5 + 0 0 3 3
0.005
90 91 = + 45 =

topic that will reinforce

40 = + +
72 = + = +
b)
4 © White Rose Maths 2022

84 has

learning at every stage.

84 tens and ones. 45 = + © White Rose Maths
2020

= +

c)
45 = +
57
has tens and ones.

= +
45 = +

5 Complete the sentence

s.
a) 74 is equal to
tens and ones. 7 Aisha has four digit
cards.
b) is equal to 9 tens
and 6 ones.
e numbers in
6 7 0 3 read and writ
to 100 and
c) + = 56
She makes a 2-digit Count objects
even number.
words
numerals and
d) 80 is equal to
tens and ones. a) What numbers
could Aisha have
made?
e) is equal to 7 ones
and 1 ten.

PowerPoint™ versions of
f) 28 = + b) Partition each
number in two different
ways.

cils are there?

1 How many pen

the worksheet questions

© White Rose Maths
2022

to incorporate them
Place value into lesson planning.
e?
d rolls are ther
2 How many brea pencils.
There are

Maths 2019
© White Rose

Y2 – Autumn – Block
1 – Step 1 – Count objects
to 100 Answers
bread rolls.

Also available as printed

Question Answer
There are
1 There are 17 pencils.

count them?
How did you 2 There are 33 bread rolls.

workbooks, per block.

Children may have counted
28 3 tens and 3 rolls.
3 twenty-eight

© White Rose
Maths 2019
62
4 sixty-two

5 4 tens and 5 ones

a) seventeen

Answers to all the

b) twenty-one
6 c) thirty-five
d) eighty-two

Autumn Term Block 1

worksheet questions.
a) 12
b) 80
c) 100
7 d) 9
e) 27
Class f) 14
Name
79, 80, 81, 82, 83, 85
8 70, 79, 66, 64, 63

Eva has 45 sweets.

9 Eva’s friend gives her
7 sweets.

© White Rose Maths 2022

Premium supporting materials

Fewer, more, same

Teaching slides that mirror the content of our home

There are more sheep than cows.
learning videos for each step. These are fully animated and
editable, so can be adapted to the needs of any class. A true or false
question for every
small step in the
scheme of learning.
These can be
used to support
new learning or
as another tool for revisiting
knowledge at a later date.

Year 4 | Week 5 | Day 1

Flashback 4 starter activities
to improve retention. 1) Round 6,495 to the nearest 10, 100 5×2
and 1,000
Q1 is from the last lesson; 6,500 6,500 6,000
2) Round 38 to the nearest 10 40
Q2 is from last week;
Q3 is from 2 to 3 weeks ago; 3) Complete the part-whole model. 7,631
Topic-based CPD videos
Q4 is from last term/year.
As part of our on-demand CPD package,
There is also a bonus question 7,000
600 31

4) Multiply 38 by 4 our maths specialists provide helpful hints

on each one to recap topics 152
and guidance on teaching topics for every
such as telling the time,
block in our schemes of learning.
times-tables and Roman numerals.

© White Rose Maths 2022

Meet the characters
Our class of characters bring the schemes to life, and
will be sure to engage learners of all ages and abilities.
Follow the children and their class pet, Tiny the tortoise,
as they explore new mathematical concepts and ideas.

Mrs Smit
h

Alex Sam
Teddy Dora
Ron Rosie
Tommy Kim

Jack Eva
Mo Whitney
Amir Annie

Dexter

Jo Max
Tiny
 The yearly overview provides suggested timings for each
Yearly overview block of learning, which can be adapted to suit different
term dates or other requirements.

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

Number Number Number

Place value Addition and subtraction Multiplication

Autumn

and division A

Number Measurement Number Measurement

Multiplication Length and Fractions A Mass

Spring

and division B perimeter and capacity

Number Measurement Measurement Geometry

Consolidation
Fractions B Money Time Shape Statistics
Summer

© White Rose Maths 2022

Autumn Block 1

Place value

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value

Small steps

Step 1 Represent numbers to 100

Step 2 Partition numbers to 100

Step 3 Number line to 100

Step 4 Hundreds

Step 5 Represent numbers to 1,000

Step 6 Partition numbers to 1,000

Step 7 Flexible partitioning of numbers to 1,000

Step 8 Hundreds, tens and ones

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value

Small steps

Step 9 Find 1, 10 or 100 more or less

Step 10 Number line to 1,000

Step 11 Estimate on a number line to 1,000

Step 12 Compare numbers to 1,000

Step 13 Order numbers to 1,000

Step 14 Count in 50s

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 1

Represent numbers to 100

Notes and guidance Key questions

Children have already represented numbers to 100 in Year 2. • How have the beads been grouped? How does this help
This small step provides the opportunity to revisit and consolidate you to count?
their learning before moving on to numbers beyond 100
The main focus of this step is to ensure that children get a sense
• Is it quicker to count in ones or tens?

of the size of numbers to 100 and can see clearly the number of • How many tens do you have? How many ones do
tens and ones each number is made up of. Children should be you have?
confident using a range of manipulatives, such as straws, a bead
string and base 10, alongside their own drawings and jottings.
• How many ones make 1 ten?

Place value counters are not used in this particular small step, • How else can you show this number?
as they do not show the relative sizes of numbers, and children
cannot see that 1 ten is made up of 10 ones. Possible sentence stems

Things to look out for • There are tens and ones.

The number is
• Children may count 1 ten as 1 rather than 10
Using bundles of straws is useful here as children can • The represents groups of ten.
physically count out 10 ones and then bundle them The represents extra ones.
to make 1 ten.

• When asked to draw, children can often draw too much

detail. Ensure you give clear instructions, for example
a line means 1 ten; a dot means 1 one. National Curriculum links
• Children may not recognise that when there are 10 or
• Identify, represent and estimate numbers using different
more ones they need to make an exchange. representations

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 1

Represent numbers to 100

Key learning

• Here is part of a bead string. • Complete the sentences for the number 67
There are tens.
There are ones.
Complete the sentences.
There are tens. • Dora has used lines and dots to draw the number 43
There are ones.
The number is
Represent 45 on a bead string and complete the
same sentences.

• Match the pictures to the numbers. Use lines and dots to draw each number.

26 52 74
1 ten and 5 ones

• These two numbers are the same.

thirty-five

25 Explain why.

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 1

Represent numbers to 100

Reasoning and problem solving

Which picture does not show 23? Here are three digit cards.

A B

7 0 2

List the 2-digit numbers that can

be made using these digit cards. 20, 27, 70, 72

What is the greatest 2-digit number

C C does not show
you can make? 72
23, it shows 32

What is the smallest 2-digit number

you can make? 20

Why can the zero not be used

for the number of tens?

How do you know?

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 2

Partition numbers to 100

Notes and guidance Key questions

In this small step, children learn what each digit represents when • Which part do you know? How can you use the whole and
partitioning a number. Concrete resources are useful to help this part to work out the missing part?
children physically explore this, as they can break a number
apart and put it back together. Part-whole models can be used
• How can you use base 10 or draw a picture to help
you partition?
alongside these resources, to represent the number and its parts.
It is important that children can partition numbers into tens and • How can you complete the part-whole model in
a different way?
ones, for example 58 has 5 tens and 8 ones. They should be able
to write this as an addition sentence such as 58 = 50 + 8
Children who are confident with partitioning in this way could Possible sentence stems
begin to partition flexibly, for example 58 is made up of 5 tens and
8 ones, or 4 tens and 18 ones, or 2 tens and 38 ones, and so on. • There are tens and ones.
The number is

Things to look out for • The whole is

• When representing a 2-digit number, children may not One part is . The other part is
understand that tens and ones have a different value.
For example, they may use 5 ones to represent 50 instead • tens and ones is the same as tens and

of using 5 tens. ones.

• Children may complete a part-whole model or number

sentence incorrectly, forgetting the zero that is needed to
represent tens, for example 58 = 5 + 8 instead of 58 = 50 + 8 National Curriculum links
• Representations may be interpreted incorrectly, for
• Recognise the place value of each digit in a 3-digit number (hundreds,
example 40 + 2 = 402 tens, ones)

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 2

Partition numbers to 100

Key learning
• Here is a part-whole model. • Complete the sentences.
Complete the sentences. 67 has tens and ones. 67 = +
The whole is 91 has tens and ones. 91 = +

One part is

The other part is • Complete the part-whole models.

= +
60

• Draw base 10 in a part-whole model to show the number.

37

92 50
The whole is 42
37
One part is 40. The other part is 2
92

Complete the number sentence.

10
= +

• Match the partitions to the numbers.

• Complete the part-whole model.
28
Write four number sentences
20 + 19 10 + 4 40 + 0 90 + 3
for the part-whole model.

40 14 93 39 20

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 2

Partition numbers to 100

Reasoning and problem solving

Complete the part-whole model.

40 + 2 = 402 76
40 + 2 = 42

Explain the mistake Tiny

has made.
Use base 10 to show the
correct answer.
40, 36

Fill in the missing numbers.

30 10
1 ten + 3 ones = 13
3 ones
2 tens + ones = 23
33
3 tens + 3 ones = 4 tens
tens + 3 ones = 43
Can you see a pattern? 5 tens + 3 ones = 53
What will the next number sentence be?

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 3

Number line to 100

Notes and guidance Key questions

In this small step, children revisit learning from Year 2, looking • What is the start point? What is the end point?
at the number line to 100
• How many intervals are there? What is each interval worth?
It is important that children explore a variety of examples
within 100, including number lines that do not start from zero
• What is the number line counting up in? How do you know?

and number lines with increments other than 1 or 10 • Where would be on the number line?
How do you know?
Children identify or estimate the position of a given number on
a number line, understanding why they can accurately position • Why can you only estimate the position of on the
numbers that lie exactly on a division, but the position of number line?
numbers within an interval can only be estimated.
When children are identifying and/or estimating the position Possible sentence stems
of a number on a number line, encourage them to label the
divisions to support their thinking. • The start point is and the end point is

• There are intervals on the number line.

Things to look out for • Each interval is worth

• The number line is counting up in

• Children may assume that all number lines count in 1s or
10s and hence incorrectly label the divisions.

• Children may count the number of divisions, rather than National Curriculum links
the intervals.
• Count from zero in multiples of 4, 8, 50 and 100; find 10 or 100 more or

• Children may incorrectly count the number of intervals less than a given number
and therefore label the positions of numbers incorrectly. • Identify, represent and estimate numbers using different representations

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 3

Number line to 100

Key learning
• Complete the number lines. • Draw an arrow to show where each number belongs on the
number line.

20 70 90
0 40 50 100

0 100
0 20 25 50

• Draw an arrow to estimate where each number belongs on the

number line.
20 22 30
23 75 99

• What numbers are the arrows pointing to?

0 100
A
Why can you only estimate where each number belongs?

0 100
• Estimate the numbers the arrows are pointing to.
B A B

0 50 50 100

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 3

Number line to 100

Reasoning and problem solving

What numbers are the arrows pointing to?

0 50 100 A

10 20
0 100 B

0 50 30 60

A + B + C = 100
20 30

The position of 25 Draw an arrow to estimate where C belongs on the

is the same on each number line.
number line.

Do you agree with Tiny? 0 100

Explain your answer.

A = 15 B = 50
C
No

0 100

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 4

Hundreds

Notes and guidance Key questions

In Year 2, and previous small steps, children have counted in tens • When counting in 10s, what number comes after 90?
within 100. This small step provides the opportunity to explore 100
explicitly for the first time. Children should be able to confidently
• If you count from zero in 100s, will you say 40?

count in 100s before looking at the structure of 100 • When counting in 100s, what comes after 500?
How do you know?
By the end of this small step, children should understand that
10 tens are equivalent to 1 hundred, and that 100 is 10 times the size • How many tens are there in 100?
of 10. They will then use this knowledge to explore other multiples of
100 within 1,000
• If there are 10 tens in 100, how many tens are there in 200?

By unitising the hundred, children should be able to state the • How does the base 10 show that 100 is 10 times the size of 10?

number of tens that make up any 3-digit multiple of 100. Base 10

can be used to support understanding, allowing children to see the Possible sentence stems
tens making up each hundred.
• There are tens in 100 and hundreds in
This means there are tens in
Things to look out for

• Children may not recognise or distinguish between a

10 piece and a 100 piece in base 10, and count each
piece as “1”
National Curriculum links
• Children may not be using the most efficient method
• Count from zero in multiples of 4, 8, 50 and 100
of counting.
• Identify, represent and estimate numbers using different

• Children may not be using placeholders when writing representations

numbers in numerals. • Read and write numbers up to 1,000 in numerals and words

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 4

Hundreds

Key learning

• How many marbles are there? • How many tens are there in 100?

100 100 100

100 100 100
Write your answer in numerals and in words. • How many tens are there in 200?

• Complete the number track.

200 300 500 800

• Complete the sentences to describe the number.

• How many cupcakes are there?

10 10 10 10 10

10 10 10 10 10 There are tens in 100

There are hundreds in 500
Write your answer in numerals and in words. There are tens in 500

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 4

Hundreds

Reasoning and problem solving

Mo is counting in hundreds.
I am going
to count in 100s … 8 hundred, Mo should have
from zero. 9 hundred, said 1 thousand.
10 hundred
10 hundreds is
equal to
Dora
1 thousand.

Write two numbers that Dora will say. any two multiples How should Mo have said the
of 100 last number?

No
Balloons come in bags of 10
Rosie has 300 balloons.
Dora will
say the number

Tiny
160
10 Rosie has 30 bags
of balloons.

Is Tiny correct?
How do you know? How many bags does she have?

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 5

Represent numbers to 1,000

Notes and guidance Key questions

In this small step, children build on their learning from Year 2, • What is the value of each of the base 10 pieces?
and the earlier steps in this block, to represent numbers to 1,000
They use base 10 as the main concrete representation, along
• How many hundreds are in the number? How many tens are
in the number? How many ones are in the number?
with a variety of pictorial representations. Using base 10 helps
children to see that hundreds are 10 times the size of tens, in • Why do you need to make an exchange when you have
the same way that tens are 10 times the size of ones. Building 12 tens?
numbers in a variety of ways emphasises these relationships.
Children need to see numbers with zeros in different columns
• Does the order in which you build the number matter?

and be able to represent these using both concrete and pictorial • How else can you represent the number?

representations. The idea of a placeholder is explicitly addressed

in the next small step. Possible sentence stems

• There are hundreds, tens and ones.

Things to look out for The number is

• Children may write numbers incorrectly, for example • is made up of hundreds, tens and
writing 423 as 400203 ones.
• Children may not understand the value of each part of
a number, for example confusing 240 and 204

• Children may miscount the number of hundreds, tens National Curriculum links
and ones in a number.

• Children may have difficulty exchanging when • Read and write numbers up to 1,000 in numerals and words

representations show more than ten of one part of • Identify, represent and estimate numbers using different
representations
a number.

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 5

Represent numbers to 1,000

Key learning

• How many crayons are there? • Complete the table.

Base 10 Number
100
100
crayons
100
100
crayons 100
100
crayons 100
100
crayons

10 10 10 10 10 10
10
cra
yo
ns
10
cra
yo
ns
10
cra
yo
ns
10
cra
yo
ns
10
cra
yo
ns
10
cra
yo
ns

• What numbers are shown?

• Alex is drawing numbers.

Complete each of her drawings.
246 390 706

• Use base 10 to show each number.

700 120 407 999

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 5

Represent numbers to 1,000

Reasoning and problem solving

Who has made the number 315? Teddy has used base 10 to
make the number 420
Some of the base 10 pieces are
covered up.
Dora
110

multiple possible
answers, e.g.
Dora and Mo have 1 hundred and
both made the 1 ten
number 315
11 tens
Mo
10 tens and
10 ones
50 ones and
6 tens
Work out the amount that is covered up.
Find some different ways you can make
Explain how you know. the missing amount using base 10

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 6

Partition numbers to 1,000

Notes and guidance Key questions

In this small step, children partition numbers to 1,000 into • How many hundreds/tens/ones are there in 465?
hundreds, tens and ones.
• How do you write a number that has zero tens?
Children represent numbers in a part-whole model and identify
missing parts and wholes. They write numbers in expanded
• How do you write a number that has zero ones?

form, using a part-whole model as support where needed, and • What number is equal to 300 + 70 + 9?
identify the number of hundreds, tens and ones in a 3-digit • What is the value of the missing part? How do you know?
number. Examples that include zero as a placeholder should be
explicitly looked at to build on learning from the previous step. • What is the value of the digit 6 in 465?

Children should be able to identify the value of any given digit

in a 3-digit number. Possible sentence stems
Base 10 can be used to support children’s understanding.
• There are hundreds, tens and ones.
The number is
Things to look out for
• has hundreds, tens and ones.

• Children may not correctly assign place value to each = + +

digit of a number, for example 423 = 4 + 2 + 3

• Where the parts of a part-whole model are not given in

value order, children may incorrectly interpret the number.

• Children may be confused by the language relating to National Curriculum links

place value, for example saying that 423 has 20 tens
rather than 2 tens.
• Read and write numbers up to 1,000 in numerals and in words

• Recognise the place value of each digit in a 3-digit number

• Children may omit zeros needed as placeholders. (hundreds, tens, ones)

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 6

Partition numbers to 1,000

Key learning
• Complete the sentences to describe each number. • Complete the part-whole models.
There are hundreds, tens and ones.
564 837
The number is
= + +

500 4 30

• Complete the number sentences.

847 = 800 + 40 +
615 = + 10 + 5
324 = 300 + +
560 = 500 +
= 400 + 70 + 9

• Use base 10 to make each number. = 300 + 2

259 340 506 400 • What is the value of the hundreds digit in 864?
What is the value of the ones digit in 72?
Complete the sentences to describe each number.
What is the value of the tens digit in 530?
There are hundreds, tens and ones.
Write in numerals the number that has 7 hundreds, 2 tens
= + + and 1 one.

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 6

Partition numbers to 1,000

Reasoning and problem solving

Tiny is completing a part-whole model. Dexter has made a 3-digit number using base 10

I used 8 pieces
of base 10 in total.
I used 5 tens.

What number could Dexter have made?

Compare answers with a partner.
700 5

152, 251, 350

705

Use the digit cards to make

a 3-digit number.
3 7 8
The whole
Partition your number into hundreds, tens and ones.
is 75
Compare answers with a partner.

Explain the mistake that Tiny How many numbers can you find?
has made.
What is the whole? various possible answers, e.g. 378 = 300 + 70 + 8
378 has 3 hundreds, 7 tens and 8 ones

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 7

Flexible partitioning of numbers to 1,000

Notes and guidance Key questions

In the previous step, children partitioned numbers up to 1,000 in • Can you partition the number in more than one way?
the standard way, considering how many hundreds, tens and
ones were in each number. In this small step, children build on this
• How do you write a number that has zero tens?

understanding and begin to partition numbers flexibly. • How do you write a number that has zero ones?

Children learn that a number can be broken apart, or partitioned, • Explain why 300 = 200 + 100
in a variety of different ways. Base 10 and part-whole models are • Is 200 + 100 + 50 + 16 equal to 300 + 60 + 6? How do you know?
particularly useful here, as children can experiment with different
ways of partitioning and record their results. Challenge children to • What number is made of 3 hundreds and 15 tens?

partition the same number in two, three, four and five parts.
Being able to flexibly partition a number will support children later Possible sentence stems
in the year when performing calculations that require an exchange.
• hundreds can be partitioned into hundreds and
hundreds.

Things to look out for • tens can be partitioned into tens and tens.

• Without the support of concrete resources, children can • can be partitioned into , and
find this concept difficult. Ensure children have access = + +
to concrete resources for support in working out and
checking answers.
National Curriculum links
• Children may be confident experimenting with different
amounts of full hundreds, tens and ones such as • Read and write numbers up to 1,000 in numerals and in words
452 = 300 + 100 + 40 + 10 + 2, but struggle when
partitioning numbers further such as 452 = 340 + 110 + 2
• Recognise the place value of each digit in a 3-digit number
(hundreds, tens, ones)

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 7

Flexible partitioning of numbers to 1,000

Key learning
• Complete the part-whole models to match each picture. • Here is the number 417 partitioned in three different ways.
Draw a part-whole model and complete the number sentence
235
for each.

417 = + + +
200

417 = + +

235

417 = + +

100
Find another way to partition 417
Draw a part-whole model and write a number sentence for
235 your partition.

• Complete the number sentences.

100 625 = 500 + + 20 + 5 701 = 301 +
430 = 100 + + 30 937 = 900 + 20 +

Is it possible to partition 235 in any other ways? 701 = + 201 259 = 100 + + 39

Is it possible to partition 235 into more than three parts?

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 7

Flexible partitioning of numbers to 1,000

Reasoning and problem solving

What is the whole? Tiny is thinking of a number.

My number can be
partitioned into 3 hundreds,
16 tens and 12 ones.

300 200 70 20 9

599

Complete the number sentence to partition Tiny’s number in

Partition 367 in five different ways.
a different way.
Compare answers with a partner.
= + + +
What is the same? What is different?

multiple possible answers, e.g. multiple possible answers, e.g.

200 + 160 + 7 472 = 100 + 200 + 170 + 2
220 + 130 + 17

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 8

Hundreds, tens and ones

Notes and guidance Key questions

In this small step, children look at the structure of a number by • What is the same about representing a number using base 10
considering how many hundreds, tens and ones it is made up and using place value counters? What is different?
of. As part of this, they are introduced to place value counters
for the first time. Children should be encouraged to consider
• How do you know the value of the counter?

the similarities and differences between more familiar concrete • How do you know which column to place the counter in?
resources, such as base 10, and place value counters. • How many hundreds, tens and ones is made up of?
By describing numbers such as 253 as being made up of
2 hundred counters, 5 ten counters and 3 one counters,
• How can you use plain counters to represent a number in a
place value chart?
children can more easily begin to think of this as 2 hundreds,
5 tens and 3 ones.
This is the first time children will see a place value chart that Possible sentence stems
has a hundreds column, so this will need formally introducing.
• can be made using hundred counters,
ten counters and one counters.
Things to look out for
• is made up of hundreds, tens and
• When working with place value counters, the fact that the
ones.
physical size of the object does not reflect its value may
cause some difficulties.

• Children may place counters in the wrong columns of a

place value chart. National Curriculum links
• Children may think that plain counters cannot be used to • Read and write numbers up to 1,000 in numerals and in words
represent a number in a place value chart because they
do not have a value.
• Recognise the place value of each digit in a 3-digit number
(hundreds, tens, ones)

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 8

Hundreds, tens and ones

Key learning
• Use base 10 to make 235 • What numbers are shown?
Use place value counters to make 235 H T O H T O
What is the same? What is different?
How many pieces of base 10 did you use?
How many counters did you use?

H T O H T O
• What numbers are shown?

How many hundreds are there in each number?

How many tens are there in each number?
How many ones are there in each number?

• Use a place value chart to help you describe each number.

243 615 907 840

• Make the numbers using place value counters.

251 316 250 306 470 is made up of hundreds, tens and

ones.
© White Rose Maths 2022
Year 3 | Autumn term | Block 1 – Place value | Step 8

Hundreds, tens and ones

Reasoning and problem solving

Dexter and Kim are each thinking

of a number.
Hundreds Tens Ones
My number is
made of 4 hundreds,
5 tens and 2 ones.
231
Dexter
Tiny has not 2 hundreds,
My number noticed the parts 3 tens and 1 one
What number is represented in the
is made of 4 tens, are in a different
place value chart?
5 ones and Kim order.
2 hundreds. How many hundreds, tens and ones multiple possible
are there? answers, e.g.
Dexter: 452
What other numbers can be made 6, 42, 150, 141,
Kim: 245 using exactly six counters? 132, 123, 114, 105,
Dexter and Kim
are thinking of the How many hundreds, tens and ones 240, 222, 213, 330
same number! are there in each number?
Tiny

Explain the mistake Tiny has made.

What numbers are Dexter and Kim
thinking of?

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 9

Find 1, 10 or 100 more or less

Notes and guidance Key questions

In Year 2, children found 1 more and 1 less than a given • How can you show this using base 10?
number. In this small step, they find 1, 10 or 100 more or less
than a given number.
• How can you show this using a place value chart?

The use of concrete resources supports understanding, as • When finding 1/10/100 more/less, which place value columns
does this effect?
children can see “more” or “less” as physically adding or
removing pieces of equipment. Take this opportunity to revisit • Which digit(s) changes when you find 10 more?
place value counters and charts that were introduced earlier
in the block, in order for children to recognise the effect that
• What is the same and what is different about finding
1/10/100 more and 1/10/100 less?
finding 1, 10 or 100 more or less has on this representation.

Possible sentence stems

Things to look out for • more/less than is

• Children may struggle when the result of finding 1, 10 or • is more/less than

100 more or less crosses a boundary within the number.
For example, 10 more than 297 is 307. The concept of an • When finding more/less than a number, the

exchange should be reinforced here. digit(s) changes.

• In questions such as “10 more than is 297”,

children may find 10 more than 297 National Curriculum links
• When calculating 1, 10 and 100 more or less than a
• Count from zero in multiples of 4, 8, 50 and 100; find 10 or 100 more
number, children may not refer to the original starting or less than a given number
number and instead find 1 more, then 10 more than the • Recognise the place value of each digit in a 3-digit number (hundreds,
result and so on. tens, ones)

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 9

Find 1, 10 or 100 more or less

Key learning
• Here are three numbers shown in base 10 • Here are three numbers.
A B C
550 724 302

Find 10 more and 10 less than each number.

Find 100 more and 100 less than each number.

Which picture shows 1 more than 236? Which numbers were the hardest to find?

What is 1 more than 236?

Which picture shows 10 more than 236? • Complete the tables.

What is 10 more than 236? 10 less Number 10 more

Which picture shows 100 more than 236?
What is 100 more than 236?
Explain your answers.
100 less Number 100 more

• The place value chart shows

H T O
the number 425
What is 1 less than 425?
What is 10 less than 425?
What is 100 less than 425?

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 9

Find 1, 10 or 100 more or less

Reasoning and problem solving

Jack is thinking of a number. Annie and Teddy are using a function machine.

input output
10 more than
my number is equal to 1 more 100 less 10 more
100 less than 320 210

My input
What is Jack’s number? is 100
Explain your thinking.
Annie

What is Annie’s output?

One counter has fallen off the
place value chart.
My output
is 206
Hundreds Tens Ones 401
Teddy
311 What is Teddy’s input?
302
11

What could the number have been?

295

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 10

Number line to 1,000

Notes and guidance Key questions

In this small step, children build on their understanding of • What is the start point? What is the end point?
number lines and focus on using the number line to 1,000
Children read and interpret exact values positioned along the
• How many intervals are there? What is each interval worth?

number line. There is no need at this stage to estimate the • What is the number line counting up in? How do you know?

position or value of numbers on a number line, as this will be • Where would be on the number line?
covered in the next small step. How do you know?
Children are exposed to a variety of number lines, both to and • What number would be halfway along the number line?
within 1,000 and with different start and end point values, How do you know?
and can work confidently with these. Remind children of the
benefit of always starting by labelling the divisions on their
number line. Possible sentence stems

• The start point is and the end point is

Things to look out for • There are intervals on the number line.

• Children may assume that all number lines count in 1s, • Each interval is worth
10s or 100s and hence incorrectly label the divisions.
• The number line is counting up in
• Children may count the number of divisions, rather than
the intervals.

• Children may incorrectly count the number of intervals National Curriculum links
and therefore label the positions of numbers incorrectly.
• Count from zero in multiples of 4, 8, 50 and 100; find 10 or 100 more or

• Children may just look at the end point of the number line less than a given number
rather than both the start and end to find the difference. • Identify, represent and estimate numbers using different representations

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 10

Number line to 1,000

Key learning
• Complete the number lines. • Draw an arrow to show where each number belongs on the
number line.

0 100 500 300 600 800 900

0 100 400 1,000 0 500 1,000

• What numbers are the arrows pointing to?

A
0 400 1,000

0 500 1,000

500 700 1,000

600 700

800 850 860 500 505

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 10

Number line to 1,000

Reasoning and problem solving

Label 200 on each number line.

500 1,000

The number line is 0 1,000

counting up in 100s.

0 500
Do you agree with Tiny?
Explain your answer.

0 500
No

What number is the arrow pointing to? 100 400

200 400 180 184

How did you work this out? What do you notice?

300 arrows drawn in the correct positions

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 11

Estimate on a number line to 1,000

Notes and guidance Key questions

Building on the previous small step, children estimate the • What is the number line counting up in? How do you know?
position of numbers on number lines within and up to 1,000
Children use their existing number sense to complete their
• Where would be on the number line?
How do you know?
estimates and can explain their thinking. Initially, they
consider key intervals that are factors of 1,000, including • Is closer to or ? How do you know?

but not limited to multiples of 100. Thinking beyond this, • Why can you only estimate?
they should try to be as accurate as possible, using their
knowledge of the midpoint of intervals and which of the two
• What number is halfway between and ?

divisions a number is closer to. • How accurate do you think your estimate is? How could you
be more accurate?
Children should understand that their answer might not be
exactly the same as their partner’s, as they are only able to
estimate the positions or values. Possible sentence stems

Things to look out for • is closer to than , so the position of

on the number line is closer to than
• Children may think that values cannot fall between
• is more/less than halfway along the interval, so the
divisions at all.
position of is closer to
• Children may identify the value of the nearest division
rather than considering the values that lie between
divisions on the number line. National Curriculum links
• Children may position any number that lies between two
• Count from zero in multiples of 4, 8, 50 and 100; find 10 or 100 more or
divisions exactly at the midpoint of the interval, rather less than a given number
than considering which division the number is closest to. • Identify, represent and estimate numbers using different representations

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 11

Estimate on a number line to 1,000

Key learning
• Estimate the numbers that the arrows are pointing to. • Estimate the numbers that the arrows are pointing to.
A A

0 100 200 300 400 500 600 700 800 900 1,000 0 1,000

B B

600 610 620 630 640 650 660 670 680 690 700 500 1,000

C C

0 100 200 300 400 500 200 300

Why are your answers only estimates?

• Estimate where the numbers belong on the number line.

• Estimate where the numbers belong on the number line.
230 554 838 999
250 550 850 990

0 1,000

0 100 200 300 400 500 600 700 800 900 1,000

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 11

Estimate on a number line to 1,000

Reasoning and problem solving

Here is a number line from 0 to 1,000 Huan and Aisha have estimated where 130 belongs on the
same number line.
Huan Aisha
130 130
0 1,000

Estimate where the numbers belong on the number line. 100 200 100 200

Can Huan and Aisha both be correct?

100 250 330 500 20 670
Talk about it with a partner.

Compare answers with a partner.

Yes
Which number was the easiest to estimate?

20 100 250 330 500 670 400 900

I estimate that the
arrow is pointing to 685
0 1,000
Explain why Ron cannot be correct.
500 is the easiest to estimate because it is the midpoint.
685 is past the midpoint of the interval.

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 12

Compare numbers to 1,000

Notes and guidance Key questions

In this small step, children compare numbers using concrete • How do you know which number is greater?
resources, pictorial representations, words and symbols.
• Do you start comparing hundreds, tens or ones first? Why?
When given two numbers represented by objects, children use
comparative language and symbols to determine which is greater/
• What strategy did you use to compare the two numbers?
Is this the same as or different from your partner’s?
smaller. Encourage children to use prior learning to help them
choose an efficient method to compare. For example, children • Are the base 10 and place value counters showing the same
may choose to place the numbers on a number line, make them number? How do you know?
using concrete resources or draw them in a place value chart.
By the end of this step, children can explain why they always Possible sentence stems
start with the highest place value when comparing numbers.
• is greater than because …

• is less than because …

Things to look out for
• When comparing numbers, I start with the

• When comparing numbers using concrete resources, place value column.

children may think that the more pieces of equipment If they are the same, I will look at the place
they have, the greater the number. For example, they
value column.
may think that 1 hundred and 9 ones is greater than
2 hundreds because they have 10 individual objects
compared to 2

• The greater than (>) and less than (<) symbols may
National Curriculum links
need recapping with smaller numbers before comparing
numbers up to 1,000 • Compare and order numbers up to 1,000

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 12

Compare numbers to 1,000

Key learning
• Which number is greater? • Write <, > or = to make the statements correct.

316 361

H T O H T O

is greater than
Explain how you know.
• Nijah has used lines and dots to show a number.
Draw lines and dots to make the statement correct.

• Use place value counters to make and compare the numbers.

>
452 542

H T O H T O
• Which is the greater number in each pair?

nine hundred and two 920

500 and 68 563

7 hundreds and 6 ones 76 tens

452 is than 542
© White Rose Maths 2022
Year 3 | Autumn term | Block 1 – Place value | Step 12

Compare numbers to 1,000

Reasoning and problem solving

Mo has three jars of sweets. Rosie is thinking of a number.

A B C

It is between
300 and 500

Jar A has 235 sweets. The difference

any number of between the greatest
Jar C has 175 sweets.
sweets between digit and the 446 or 464
smallest digit
176 and 234
Jar A has the is 2
most sweets. The digits
sum to 14

Jar C has the

fewest sweets. What could Rosie’s number be?
Is there more than one answer?
How many sweets could be in jar B?
Explain each step of
Explain how you know. your thinking.

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 13

Order numbers to 1,000

Notes and guidance Key questions

In this small step, children order a set of numbers up to 1,000 • Can you show each number using base 10?
Children order numbers from smallest to greatest, and from • What is the same about each number? What is different?
greatest to smallest. For consistency, use the word “greatest”
rather than “biggest” or “largest” when describing numbers.
• Which number is the greatest? Which number is the
smallest? How do you know?
Children are also introduced to the language “ascending”
and “descending”.
• When comparing two numbers, if the first digits are equal
in value, what do you look at next?
A secure understanding of place value is vital for this step, as
children need to understand that a digit in the hundreds column,
• What is different about comparing numbers with the
same number of digits and comparing numbers with
for example, is worth more than a digit in the tens column.
different numbers of digits?
Children can continue to use concrete resources, such as base 10,
to justify their decisions.
Possible sentence stems

• hundreds is greater than hundreds, so

Things to look out for is the greater number.

• Children tend to order numbers from smallest to • The numbers are ordered from smallest to greatest.
greatest, so ensure attention is drawn to those questions They are in order.
where they need to order from greatest to smallest.
• The numbers are ordered from greatest to smallest.
• Children may just look at the digits and not consider
They are in order.
their place values.

• When comparing numbers with different numbers of

National Curriculum links
digits, children may focus only on the first digit of each
number and not consider the place value of this digit. • Compare and order numbers up to 1,000

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 13

Order numbers to 1,000

Key learning
• What numbers are shown? • Make each number using base 10

59 401 143

Write the numbers in order. Start with the smallest number.

Write the numbers in order again. Start with the greatest number.

• Use the word “ascending” or “descending” to complete

the sentences.
Write the numbers in order. Start with the smallest number. When a plane is coming in to land, it is
Scott is walking up a mountain. He is the mountain.
• Write the numbers in order. Start with the greatest number.
When a set of numbers is ordered from smallest to greatest,
they are in order.
H T O H T O H T O
When a set of numbers is ordered from greatest to smallest,
4 4 2 3 9 7 4 1 8
they are in order.

• Here are three numbers in base 10 • Here are the heights of five children.

122 cm 120 cm 119 cm 124 cm 121 cm

Write the heights in ascending order.

Write the numbers in order. Start with the smallest number. Write the heights in descending order.
© White Rose Maths 2022
Year 3 | Autumn term | Block 1 – Place value | Step 13

Order numbers to 1,000

Reasoning and problem solving

Alex has written six numbers in Is the statement true or false?

ascending order.

When ordering numbers, you only

I have
need to look at the place value False
spilt ink on two of
column with the highest value.
the numbers!

first number: Explain your answer.

between 215
and 242
second number: The numbers are in
between 257 descending order.
214, 123, 243, 256, 123, 289 and 288

32 3 2 2 3 32 23
0 or 1

What could the hidden numbers be?

Explain how you know. The same digit is missing in each number.
What could the missing digit be?

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 14

Count in 50s

Notes and guidance Key questions

In this small step, children count in 50s for the first time. • What is the same about counting in 5s and counting in 50s?
Children use their knowledge of the 5 times-table to support their
understanding when counting in 50s and recognise that when
• What is different about counting in 5s and counting in 50s?

counting in 50s, each number they say is 10 times the size of the • What is the connection between the 5 times-table and the
50 times-table?
corresponding number when counting in 5s.
Children start by counting up in 50s from zero, and by the end of • What patterns do you notice?
the step they can count both forwards and backwards, starting • When counting in 50s from zero, will you ever say a
at any multiple of 50 without going beyond 1,000 number with tens? How do you know?
Number lines and number tracks are used to support counting,
and this is also a good opportunity to revisit contexts such as
money and measures.
Possible sentence stems

• When counting in 50s, the number before/after

is
Things to look out for
• 50 more/less than is
• Children may struggle when crossing the hundred
• If 5 lots of is , then 50 lots of is
boundaries. For example, they might say 50, 100, 200 or
50, 100, 105

• Children may struggle when counting beyond 950, for

example they may say 900, 950, 100
National Curriculum links
• When counting backwards, children may start counting
forwards again once they reach a multiple of 100, for
example 250, 200, 250
• Count from zero in multiples of 4, 8, 50 and 100; find 10 or 100 more or
less than a given number

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 14

Count in 50s

Key learning
• What numbers are shown on the number track? • Complete the number line.

0 500

• Tom has written two number patterns.

Draw base 10 to complete the number track.
50, 100, 105, 200, 250, 300 …
• Esther has made a number track for counting in 5s. 990, 950, 900, 850, 800 …

5 10 15 20 25 30 Find and explain the mistake that Tom has made in each pattern.

Ben has made a number track for counting in 50s.

• Here are some packs of cards.
50 100 150 200 250 300
50 50 50 50 50 50
What is the same about their number tracks? What is different?
How many cards are there altogether?
What patterns do you notice?

• Complete the number tracks.

• How many millilitres of water 250 ml
are there in the jug?
50 150 200 350 450

750 700 650 500 350

© White Rose Maths 2022

Year 3 | Autumn term | Block 1 – Place value | Step 14

Count in 50s

Reasoning and problem solving

Jack has some 50p coins. Is each statement always true,

sometimes true or never true?

I have 350p When counting in 50s starting from

in total. 7 coins zero, the numbers are all even.
always
There are only two digits in sometimes
a multiple of 50
How many 50p coins does Jack have? sometimes

Only the hundreds and tens columns

change when counting in 50s.
Whitney has some 50p coins.
Talk about your answers with
a partner.
I have 230p When counting in
in total 50s from zero, we
do not say 230, so
Whitney cannot If 8 × 5 = 40, what is 8 × 50?
be correct. Compare answers with a partner.
400
Explain why Whitney must How did you work this out?
be incorrect.

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