| Objectives | Students will be able to: (1) represent 3-digit numbers as hundreds, tens and ones; (2) explain that ten tens make one hundred. |
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| Materials | Straws: singles, ten-bundles, and ten-bundles-of-bundles (or base-ten blocks); 3-column mats. |
| Key vocabulary | hundred, hundreds place, ten tens |
| Engage (starter) | (10 min) The overflowing mat: 10 bundles crowd the tens column — "the tens house is FULL!" Band ten bundles into one SUPER-bundle: one HUNDRED is born. |
| Develop (main) | (35 min) 1. Build 100 physically and count it three ways (by ones? never again! by tens; as one hundred). 2. Mats for 134, 205, 340 — the zero-tens case handled slowly. 3. Build-and-read pairs, both directions. 4. Digit interviews upgraded: "In 452, what is the 4 really?" (Four HUNDREDS — four hundred!) |
| Plenary (close) | (10 min) Flash-mats: three shown, numerals written on whiteboards. |
| Assessment | Builds 3-digit numbers including a zero-tens case; digit interview passed at hundreds level. |
| Teacher notes | The zero-place (205, 340) is Grade 3's first monster — meet it on day one with materials, and it never grows teeth. |
| Objectives | Students will be able to: (1) read and write 3-digit numerals and number names; (2) write numbers from expanded form (300+40+2). |
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| Materials | Numeral/word cards; expanded-form strips; whiteboards. |
| Key vocabulary | expanded form, number name, hundreds |
| Engage (starter) | (10 min) The long-name ceremony: 347 spoken in full — "three hundred and forty-seven" — every digit gets its title. |
| Develop (main) | (35 min) 1. Hear-and-write eight numbers including teens-in-hundreds traps (214 vs 240). 2. Expanded-form assembly: 300+40+2 clicked together like blocks → 342; then reversed (decompose 519). 3. Word-card matching trios (numeral/name/expanded). 4. The zero trap drilled: "six hundred and five" is 605, NOT 65 or 650. |
| Plenary (close) | (10 min) Dictation duel: five numbers, whiteboards up, zero-traps included. |
| Assessment | Hear-and-write 6 of 8; expanded both directions; one zero-trap survived. |
| Teacher notes | Expanded form is regrouping's language — invest here and October's carrying will explain itself. |
| Objectives | Students will be able to: (1) compare 3-digit numbers using the hundreds-first rule; (2) order sets of three or four numbers. |
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| Materials | Numeral cards; blocks for proof; croc symbols; strips. |
| Key vocabulary | hundreds first, order, between |
| Engage (starter) | (10 min) The upgrade ceremony: the tens-first rule of Grade 2 gets promoted — now HUNDREDS speak first, tens second, ones last. Test 356 vs 371 (tie-hundreds!). |
| Develop (main) | (35 min) 1. Rule ladder practised: different hundreds; tie-hundreds; tie-hundreds-and-tens. 2. Eight strips with symbols. 3. Order four cards least→greatest, including a 3-digit vs 2-digit ambush (99 vs 111 — MORE DIGITS wins). 4. Between-riddles: "I am between 340 and 350, my ones digit is 7." |
| Plenary (close) | (10 min) Human chain of four numbers self-sorted, symbols written by the class. |
| Assessment | Strips 6 of 8 including tie cases; the digit-count insight stated; riddle solved. |
| Teacher notes | 99 vs 111 exposes children comparing first digits blindly — the more-digits-wins principle is the day's real lesson. |
| Objectives | Students will be able to: (1) count in 100s, 50s and 25s; (2) apply skip counting to money and quantities. |
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| Materials | Play $100, $50 notes and quarters-of-100 grids; chart to 1000 (or number line); fish-catch tally cards. |
| Key vocabulary | skip count, hundreds, fifty, twenty-five |
| Engage (starter) | (10 min) The fisherman's problem: crates of 100 fish each — 7 crates sold at market. Count the catch: 100, 200... 700, in seven beats. |
| Develop (main) | (35 min) 1. 100s to 1000 forwards/backwards. 2. 50s as half-steps between hundreds (50, 100, 150...) — two 50s snap into every 100. 3. 25s introduced via money quarters: 25, 50, 75, 100 chanted as the "money rhythm". 4. Mixed counting of note piles: three $100s and four $50s. |
| Plenary (close) | (10 min) Rhythm relay: rows count by 25s around the room to 300. |
| Assessment | All three sequences to at least 300; one note-pile totalled. |
| Teacher notes | The 25-50-75-100 rhythm underpins money, quarter-hours and future percentages — drum it in joyfully now. |
| Objectives | Students will be able to: (1) consolidate 3-digit place value, comparison and skip counting; (2) complete the week checkpoint. |
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| Materials | All kits; checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Medley: one flash-mat, one zero-trap dictation, 25s rhythm to 200. |
| Develop (main) | (35 min) Circuit: T1 build/read/expand one number each way + digit interview; T2 three comparisons incl. digit-count ambush + one ordering; T3 skip-count gap strips (100s/50s/25s); T4 note-pile totalling at the play bank. |
| Plenary (close) | (10 min) Preview: "Next week we learn to ROUND — the art of the friendly nearby number." |
| Assessment | Checkpoint: place value to 999, comparison ladder, three skip counts. |
| Teacher notes | Digit interviews at the hundreds level are the week's truth serum — "four hundred" not "four" separates place value from digit-reading. |