NEW in PlanIt Maths

Here at Twinkl we are constantly developing our maths resources.

The PlanIt Maths Team want to make sure that we support teachers,
parents and carers as much as we can to ensure that our lessons
deliver the very latest and best methods of teaching and learning.

We have amended our Number and Place Value lessons to:

• Include key coverage of all of the Number and Place Value
ready-to-progress statements taken from the DFE non-statutory
guidance for the national curriculum. These identify important
conceptual knowledge and understanding that children need
as they progress through primary school.
Lesson Pack
• Include links to conceptual prerequisites from the previous
year to support in filling any gaps in learning and help with
catch-up.

• Use ‘Remember It’ time at the start of each lesson for children
to recap the essential content that they need to know.

• Use core mathematical representations that are consistent

throughout each year group.

• Include consistent language structures which are revised and

embedded in learning throughout each year group.
Lesson Pack
• Offer a new style of mastery activity sheet with carefully
designed activities to take children through a learning journey,
initially ensuring they are fluent with the key concept being
taught before then applying this to a range of reasoning and
problem-solving activities.

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Number and Place Value
Maths | Year 3 | Steps to Progression Overview

The aim of this overview is to support teachers using PlanIt Maths to show the most coherent and progressive Click the buttons to find and download resources
sequence to teach each area of maths. We also want to fully support teachers who use the White Rose Maths scheme
of learning to make full use of the resources available within PlanIt Maths. Whenever possible, lesson packs have been
matched to each of the small steps on the White Rose Maths scheme of learning.

Year 2 Overview Year 3 Overview Year 4 Overview

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

Autumn Assessment
Autumn

Number Number Number

Place Value Addition and Subtraction Multiplication and Division A

Spring Assessment
Spring

Number Measurement Number Measurement

Multiplication and Division B Length and Perimeter Fractions A Mass and Capacity

Summer Assessment
Consolidation through
Problem Solving
Summer

Number Measurement Measurement Geometry

Fractions A Money Time Shape Statistics

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Number and Place Value

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Introduction
In this unit, the children will read and write numbers up to 1000 in numerals and in words and continue to identify
the value of individual digits in a three-digit number. They will identify, represent and estimate numbers using Progress your career, increase your knowledge
different representations and compare and order numbers up to 1000 using mathematical vocabulary and bank and build your confidence with Twinkl
symbols. Children will focus on counting from 0 in multiples of 4, 8, 50 and 100 and find 10 or 100 more or less than
CPD. Our bite-size CPD and training is available
a given number. Finally, children will have the opportunity to use all of their number and place value skills to solve a
in a range of mediums so you can digest it at a
range of problems.
Teacher Note: The year 3 place value objective ‘count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more time, and place, that works for you.
or less than a given number’ is closely linked to the year 3 multiplication and division objective ‘recall and use Twinkl CPD
multiplication and division facts for the 3, 4 and 8 multiplication tables’. Please head over to the year 3 PlanIt
multiplication and division area to find some more super lessons to support counting in multiples of 4 and 8.
Resources: A range of practical apparatus to support children’s understanding of place value, such as: base ten Watch children whizz through tricky curriculum
blocks, interlocking cubes, items which can be grouped into tens (such as straws), abacus, place value grids, place topics with concept videos. A huge library and
value flip charts, place value counters, ten-frames.
Concept succinct explainer videos for all key stages that
reinforce knowledge and build upon learning

Videos before testing it.

Concept Videos

Home Learning Booklet Knowledge Organiser Display Pack

Assessment Statements
By the end of these lessons;
children working towards the expected level will be able to:
• continue number sequences;
children working at the expected level will be able to:
• recognise numbers in a variety of ways;
• partition numbers into hundreds, tens and ones;
• read simple numbers up to 1000 in numerals and words;
• count in multiples of 4, 8, 50 and 100 from zero;
• find 10 more or less than a given number up to 100;
• find 100 more or less than a given number up to 500;
• compare numbers using the inequality symbols and the
equals sign;
• order numbers up to 1000;
• solve simple problems involving place value of • solve problems involving comparing and
three-digit numbers. ordering numbers;
• solve problems involving numbers in
different representations;
• read numbers up to 1000 in numerals and words.
• solve place value problems involving measures.
• recognise multiples of four;
• recognise multiples of eight; children working at greater depth will be able to:
• identify and sort numbers using set criteria;
• recognise multiples of 50;
• partition numbers in a variety of ways;
• recognise multiples of 100;
• read numbers up to 1000 in numerals and words.
• find missing numbers in a given sequence;
• solve problems involving multiples;
• solve problems involving place value;
• solve problems involving partitioning;

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Number and Place Value

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Lesson Breakdown
Below is our suggestion for the most coherent and progressive sequence to teach this area of PlanIt Maths.
Whenever possible, we have shown how lesson packs match to each of the small steps on the White Rose Maths
scheme of learning although we have not aimed to mirror the exact order in which White Rose teach these steps.

Number and Place Value

Baseline Assessment Assessment

Based on the previous year group national curriculum objectives, the baseline assessment will support you in identifying any gaps in skills or
understanding before beginning to teach your year group objectives. The objectives are covered through a variety of question types and models
ensuring full understanding and application of knowledge. The accompanying mark scheme not only provides clear answers but also identifies
possible misconceptions or gaps in learning that each question may highlight.

Baseline Assessment

Different Representations Revision of Previous Learning

Autumn

Children will learn about different representations through:
• explaining the value of each number to 100;
• showing numbers to 100 in different representations;
NC Statement: Identify, represent and estimate numbers
using different representations including the number line.
Lesson Aim: To show numbers in different representations,
including on a number line.

• locating numbers to 100 on a number line.
White Rose Maths Step 1: Represent Numbers to 100
Ready-to-Progress Criteria: Recognise the place value
of each digit in two-digit numbers, and compose and
decompose two-digit numbers using standard and non-
standard partitioning (2NPV-1).
Interventions: Children may need support to compare
numbers up to 100 using different representations.

Intervention Lesson Pack

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Number and Place Value
Number and Place Value Continued
Number Lines
Children will learn to use number Lines through:
• finding the value of each interval on a number line;
• identifying the number shown by counting the intervals on a number line;
• estimating the position shown on an unmarked number line.
Autumn
Partitioning
Children will learn to partition numbers through:
• saying what the value of each digit in a two-digit number is;
• writing two-digit numbers as tens and ones;
• writing two-digit numbers in the expanded form;
• showing two-digit numbers as tens and ones using equipment.
Revision of Previous Learning
NC Statement: Identify, represent and estimate numbers
using different representations including the number line.
Lesson Aim: To identify numbers shown on number lines.
White Rose Maths Step 1: Represent Numbers to 100
Ready-to-Progress Criteria: Reason about the location
of any two-digit number in the linear system, including
identifying the previous and next multiple of 10 (2NPV-2).
Interventions: Children may need support to order numerals
to 100.
Lesson Pack
Intervention
Revision of Previous Learning
NC Statement: Recognise the place value of each digit in a
two-digit number (tens, ones).
Lesson Aim: To partition numbers into tens and ones.
White Rose Maths Step 2: Partition Numbers to 100
Ready-to-Progress Criteria: Recognise the place value
of each digit in two-digit numbers, and compose and
decompose two-digit numbers using standard and non-
standard partitioning (2NPV-1).
Interventions: Children may need support to partition a
number into tens and ones and recombine.
Intervention Lesson Pack
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Number and Place Value
Number and Place Value Continued
1 Lesson 1: Representing 100
Children will learn to represent numbers to 100 through:
• making a unit of 1 hundred out of 10 units of 10;
• identifying how many tens there are in three-digit multiples of 10;
• identifying multiples of 10;
• describing 100 as 10 times the size of 10;
• using their understanding of the equivalence of 10 tens and 1 hundred
in the context of measures.
Autumn
Diving into Mastery Pack
2 Lesson 2: 100 in Equal Parts
Children will learn about equal parts of 100 through:
• dividing 100 into 2, 4, 5 or 10 equal parts;
• counting forwards and backwards in multiples of 20, 25 and 50 from
0, or from any multiple of these numbers;
• reading scales marked in multiples of 100 with 2, 4, 5 and 10
equal parts;
• solving problems related to multiples of 20, 25 and 50.
NC Statement: Identify, represent and estimate numbers
using different representations.
Lesson Aim: To understand and apply the equivalence of 10
tens and 1 hundred.
White Rose Maths Step 4: Hundreds
Ready-to-Progress Criteria: Know that 10 tens are
equivalent to 1 hundred, and that 100 is 10 times the size of
10; apply this to identify and work out how many 10s there
are in other three-digit multiples of 10 (3NPV-1).
Interventions: Children may need support exploring 100
using their knowledge of tens.
Intervention Lesson Pack
NC Statement: Identify, represent and estimate numbers
using different representations.
Lesson Aim: To divide 100 into 2, 4, 5 and 10 equal parts.
Ready-to-Progress Criteria: Divide 100 into 2, 4, 5 and
10 equal parts and read scales/number lines marked in
multiples of 100 with 2, 4, 5 and 10 equal parts (3NPV-4).
Interventions: Children may need support dividing 100 into
2, 4, 5 and 10 equal parts. Children may also need support
reading scales in multiples of 100 divided into 2, 4, 5 and 10
equal parts.
Intervention Lesson Pack
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Number and Place Value
Number and Place Value Continued
3 Lesson 3: Hundreds, Tens and Ones
Children will learn about hundreds, tens and ones through:
• saying how many hundreds are in a given number;
• saying how many tens are in a given number;
• saying how many ones are in a given number;
• using base ten blocks, place value counters, place value grids and
part-whole models.
Autumn
4 Lesson 4: Standard Partitioning
Children will learn to use standard partitioning through:
• saying the value of each digit in a three-digit number;
• partitioning three-digit numbers into hundreds, tens and ones;
• writing three-digit numbers in expanded form.
NC Statement: Recognise the place value of each digit in a
three-digit number (hundreds, tens, ones).
Lesson Aim: To recognise the place value of each digit in a
three-digit number.
White Rose Maths Step 5: Represent Numbers to 1000
White Rose Maths Step 8: Hundreds, Tens and Ones
Ready-to-Progress Criteria: Recognise the place value
of each digit in three-digit numbers and compose and
decompose three-digit numbers using standard and non-
standard partitioning (3NPV-2).
Interventions: Children may need support to recognise the
place value of three-digit numbers and partition in standard
ways (using a place value chart and concrete resources).
Intervention Lesson Pack
NC Statement: Recognise the place value of each digit in a
three-digit number (hundreds, tens, ones).
Lesson Aim: To recognise and partition numbers into
hundreds, tens and ones.
White Rose Maths Step 6: Partition Numbers to 1000
Ready-to-Progress Criteria: Recognise the place value
of each digit in three-digit numbers and compose and
decompose three-digit numbers using standard and non-
standard partitioning (3NPV-2).
Interventions: Children may need support to recognise the
place value of three-digit numbers and partition in standard
ways (using a place value chart and concrete resources).
Intervention Lesson Pack
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Number and Place Value
Number and Place Value Continued
5 Lesson 5: Non-Standard Partitioning
Children will learn to use non-standard partitioning through:
• partitioning three-digit numbers in non-standard ways and writing the
related addition calculation;
• combining non-standard units of ones, tens and hundreds to
compose three-digit numbers and writing the related addition
calculation;
• solving problems relating to non-standard partitioning.
Autumn
6 Lesson 6: Different Representations
Children will learn to use different representations through:
• identifying three-digit numbers using a range of representations;
• partitioning numbers in standard form;
• partitioning numbers in non-standard form.
NC Statement: Recognise the place value of each digit in a
three-digit number (hundreds, tens, ones).
Lesson Aim: To compose and partition three-digit numbers
using non-standard partitioning.
White Rose Maths Step 7: Flexible Partitioning of Numbers
to 1000
White Rose Maths Step 8: Hundreds, Tens and Ones
Ready-to-Progress Criteria: Recognise the place value
of each digit in three-digit numbers and compose and
decompose three-digit numbers using standard and non-
standard partitioning (3NPV-2).
Interventions: Children may need support to partition three-
digit numbers in non-standard ways.
Intervention Lesson Pack
NC Statement: Identify, represent and estimate numbers
using different representations.
Lesson Aim: To identify three-digit numbers in
different representations.
Ready-to-Progress Criteria: Recognise the place value
of each digit in three-digit numbers and compose and
decompose three-digit numbers using standard and non-
standard partitioning (3NPV-2).
Interventions: Children may need support representing
numbers up to 1000 using different resources, e.g. place
value cards, base ten, part-whole models.
Intervention Lesson Pack
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Number and Place Value

Number and Place Value Continued

7 Lesson 7: Reading Numbers to 1000
Children will learn to read numbers to 1000 through: NC Statement: Read and write numbers up to 1000 in
• reading numbers in numerals up to 1000; numerals and in words.
Lesson Aim: To read numbers up to 1000 in numerals and
• reading numbers in words up to 1000;
words.
• matching numbers written in numerals and words;

• pictorial representations, including base ten and place value counters.

Lesson Pack
Autumn

8 Lesson 8: Writing Numbers to 1000

Children will learn to write numbers 1000 through:
• writing three-digit numbers in words;
• writing three-digit numbers in numerals.
NC Statement: Read and write numbers up to 1000 in
numerals and in words.
Lesson Aim: To write numbers to 1000 in numerals
and words.
Interventions: Children may need support to write numbers
up to 1000 in numerals and words.

Intervention Lesson Pack

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Number and Place Value
Number and Place Value Continued
9 Lesson 9: 10 and 100 More and Less
Children will learn to find 10 and 100 more and less through:
• finding 10 more than a given number;
• finding 10 less than a given number;
• finding 100 more than a given number;
• finding 100 less than a given number.
Autumn
10 Lesson 10: Comparing Numbers to 1000
Children will learn to compare numbers to 1000 through:
• comparing three-digit numbers using words and phrases;
• comparing three-digit numbers using symbols.
NC Statement: Count from 0 in multiples of 4, 8, 50 and
100; find 10 or 100 more or less than a given number.
Lesson Aim: To find 10 and 100 more or less than a
given number.
White Rose Maths Step 9: Find 1, 10 or 100 More
or Less
Interventions: Children may need support to find 10 more
and 10 less than a given number up to 1000.
Intervention
Interventions: Children may need support to find 100 more
and 100 less than a given number up to 1000.
Intervention Lesson Pack
NC Statement: Compare and order numbers up to 1000.
Lesson Aim: To compare numbers up to 1000.
White Rose Maths Step 12: Compare Numbers to 1000
Interventions: Children may need support comparing and
ordering numbers up to 1000.
Intervention
Interventions: Children may need support using <, > and =
to compare.
Intervention Lesson Pack
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Number and Place Value
Number and Place Value Continued
11 Lesson 11: Ordering Numbers to 1000
Children will learn to order numbers to 1000 through:
• using place value to compare numbers ready to order;
• ordering numbers up to 1000 from smallest to largest;
• ordering numbers up to 1000 from largest to smallest.
12 Lesson 12: Estimating on a Number Line
Children will learn to estimate using a number line through;
Autumn
• using their understanding of dividing 100 into equal parts to help
with estimating;
• estimating where to place three-digit numbers on number lines;
• estimating the values of three-digit numbers indicated on
number lines.
NC Statement: Compare and order numbers up to 1000.
Lesson Aim: To order numbers up to 1000.
White Rose Maths Step 13: Order Numbers to 1000
Lesson Pack
NC Statement: Identify, represent and estimate numbers
using different representations.
Lesson Aim: To estimate the location of three-digit numbers
on number lines.
White Rose Maths Step 10: Number Line to 1000
White Rose Maths Step 11: Estimate on a Number Line
to 1000
Ready-to-Progress Criteria: Reason about the location
of any three-digit number in the linear number system,
including identifying the previous and next multiple of 100
and 10 (3NPV-3).
Interventions: Children may need support identifying a
missing number on a number line with intervals.
Intervention
Interventions: Children may need support identifying a
missing number on a blank number line.
Intervention Lesson Pack
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Number and Place Value
Number and Place Value Continued
13 Lesson 13: Counting in Fours
Children will learn to count in fours by:
• counting forwards in steps of four;
• counting backwards in steps of four;
• recognising multiples of four.
Autumn
14 Lesson 14: Counting in Eights
Children will learn to count in eights through:
• counting forwards in steps of eight;
• counting backwards in steps of eight;
• recognising multiples of eight.
NC Statement: Count from 0 in multiples of 4, 8, 50 and
100; find 10 or 100 more or less than a given number.
Lesson Aim: To count in multiples of four.
Ready-to-Progress Criteria: Recall multiplication facts,
and corresponding division facts, in the 10, 5, 2, 4 and 8
multiplication tables, and recognise products in these
multiplication tables as multiples of the corresponding
number (3NF-2).
Interventions: Children may need support to count in steps
of 4 from 0.
Intervention Lesson Pack
NC Statement: Count from 0 in multiples of 4, 8, 50 and 100;
find 10 or 100 more or less than a given number.
Lesson Aim: To count in multiples of eight.
Ready-to-Progress Criteria: Recall multiplication facts,
and corresponding division facts, in the 10, 5, 2, 4 and 8
multiplication tables, and recognise products in these
multiplication tables as multiples of the corresponding
number (3NF-2).
Interventions: Children may need support to count in steps
of 8 from 0.
Intervention Lesson Pack
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Number and Place Value
Number and Place Value Continued
15 Lesson 15: Counting in Fifties
Children will learn to count in fifties through:
• counting forwards in steps of 50;
• counting backwards in steps of 50;
• recognising multiples of 50.
Autumn
16 Lesson 16: Counting in Hundreds
Children will learn to count in hundreds through:
• counting forwards in steps of 100;
• counting backwards in steps of 100;
• recognising multiples of 100.
NC Statement: Count from 0 in multiples of 4, 8, 50 and
100; find 10 or 100 more or less than a given number.
Lesson Aim: To count in steps of 50.
White Rose Maths Step 14: Count in 50s
Ready-to-Progress Criteria: Recall multiplication facts,
and corresponding division facts, in the 10, 5, 2, 4 and 8
multiplication tables, and recognise products in these
multiplication tables as multiples of the corresponding
number (3NF-2).
Interventions: Children may need support to count in steps
of 50 from 0 and recognise multiples of 50 and missing
numbers in a sequence.
Intervention Lesson Pack
NC Statement: Count from 0 in multiples of 4, 8, 50 and 100;
find 10 or 100 more or less than a given number.
Lesson Aim: To count in multiples of 100.
White Rose Maths Step 4: Hundreds
Ready-to-Progress Criteria: Recall multiplication facts,
and corresponding division facts, in the 10, 5, 2, 4 and 8
multiplication tables, and recognise products in these
multiplication tables as multiples of the corresponding
number (3NF-2).
Interventions: Children may need support counting in steps
of 100 from 0, recognising multiples of 100 and missing
numbers in a sequence.
Intervention Lesson Pack
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Number and Place Value

End-of-Unit Assessment Assessment

Based on the national curriculum objectives, the end-of-unit assessment will support you to identify areas of strength as well as identifying any
gaps in learning. The wide variety of question types assess children’s ability to use and apply their maths skills in a range of different contexts.
Autumn

End-of-Unit Assessment

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