Today is rung 2 of 12 on this topic
Hundreds, tens and ones to 1000
Can do: Reads, writes, compares and builds three-digit numbers, and knows what each digit is worth.
Why it matters
Everything about regrouping depends on knowing that the 4 in 342 means four tens. Children who see digits as separate numbers cannot reason about them.
What it looks like when it's wobbly
Writes 300506 for three hundred and fifty-six, or can't say which is bigger between 419 and 491 without counting.
⏱️ Two-minute check
"Write four hundred and six. What's the 4 worth? Which is bigger, 419 or 491?"
Solid looks like: 406 with the zero in place, "four hundred", and 491 with a reason.
The full activity for this topic · 10 minutes
Build the Number
- 1Call a three-digit number and they build it with hundreds, tens and ones.
- 2Ask what each digit is worth, pointing at it.
- 3Write it three ways: 356, 300 + 50 + 6, and in words.
- 4Play higher-lower with two built numbers and make them justify with the hundreds first.
- 5Do the zero deliberately — build 406 and talk about why the ten column is empty but still needed.
If it's too hard
Two-digit numbers first, then add the hundreds column.
If it's too easy
Add or subtract 10 and 100 from any number instantly, without writing.
Say this
"Point at the 4. What is it actually worth in that number — four, forty, or four hundred?"