Unit 13 Patterns, place value and rounding

Prior learning and experience

Learners can read and write 3-digit numbers and understand the place value of each digit.
They can decompose 3-digit numbers into 100s, 10s and 1s. Learners can also recognise counting
patterns in 2s, 5s and 10s.

Objectives overview
Learning objectives Objective LB page WB page TG page
code
Recognise and extend linear sequences and describe 3Nc.05 135–136 70 135–137
the term-to-term rule.
Extend spatial patterns formed from adding and 3Nc.06 135–136 70 135–137
subtracting a constant.
Compose, decompose and regroup 3-digit numbers, 3Np.03 126–129 67 129–132
using 100s, 10s and 1s.
Understand the relative size of quantities to compare 3Np.04 130–131 68 132–133
and order 3-digit positive numbers, using the symbols =,
> and <.
Round 3-digit numbers to the nearest 10 or 100. 3Np.05 132–134 69 133–135
These learning objectives are reproduced from the Cambridge Primary Mathematics curriculum framework (0096) from 2020.
This Cambridge International copyright material is reproduced under licence and remains the intellectual property of
Cambridge Assessment International Education.

Cross-curricular links LB page TG page

English 135 (Explore) 136
n/a 137 (Further activities)

TWM focus
The Thinking and Working Mathematically (TWM) focus for this unit is ‘conjecturing’. Learners use their
place value knowledge and understanding to compare, order and round numbers; they identify and extend
number patterns. Learners also have opportunities to form and share their ideas with their peers.

Pre-assessment
• Ask learners to make or draw 3-digit numbers using base 10 apparatus.
• Can learners identify numbers on a number line to 1000?

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Unit 13 Patterns, place value and rounding

Hundreds, tens and ones

Learner’s Book pages 126–129 Learning Outcome
Workbook page 67 • Compose, decompose and regroup 3-digit
numbers, using 100s, 10s and 1s.
Maths tools: metre rule,
base 10 apparatus
Online resources: Explore image, Template 2: Number lines 0 to 100, Template 30: Blank place
value charts and Template 31: Blank part-whole diagrams, ESL My Maths Bilingual Dictionary:
Patterns, place value and rounding, Template 1: 0 to 9 digit cards, Answers

Maths words: compose, decompose

Starter activity suggestions

• Look at Explore on page 126 of the Learner’s Book. If possible, also show a large front-of-class version of
this Explore image (available in [Link]). Talk about the information in the picture. Ask: How
many runners are there? Are there more runners or more spectators? How can you tell which runner is in
third or fourth place? How far do they have to run? What does the ‘m’ stand for in 100 m?
• Some learners may not have a strong sense of how long a metre is. Show learners that 1 m is about as
long as a large step or pace. Estimate how many metres wide the classroom is. Have learners open their
arms wide. This will be approximately 1 m. Why is it only approximate?
• Ask learners to look at the picture. Can they guess how far each runner has run? Explain how we look at
how close the runners are to the start or finish lines and use this to guess how far each runner has run.
Challenge learners to work out how close the runners in the middle are to the start or finish lines.
• Model the answers using Template 2: Number lines 0 to 100 (in [Link]) and discuss what
number should go in the middle. Find where the 50 m line would be in the picture and discuss who has
run more than 50 m, and if anyone has run less than 50 m.
• Talk about how we can make estimates that improve by breaking it into steps of ten.

Activity notes

Page 127: Learn

• The Learn activity on page 127 of the Learner’s Book will develop learners’ skills in composing and
decomposing 3-digit numbers, based on place value.
• Begin with a discussion of a number: Write 345 on the board. Ask the class to tell you anything about the
number. Encourage learners to come up with as many facts as they can, for example, it is greater than
200, it has 2 odd digits, the 1s digit is odd, it is more than the number of children in the class, if I had 345
dollars I could buy my favourite soccer kit but I could not buy a house …
• Some of the suggestions may be about the 100s, 10s and 1s. Explain that in this lesson, we are going to
focus on two skills:
– decomposing – breaking up a 3-digit number into parts
– composing – putting the parts together to make a 3-digit number.
• The Learn activity contains information about the number 345. Ask learners to look through and find all
the different representations. Talk about how the place value chart shows the value of each digit.
• Compare the part-whole model with the place value chart. They both show the same number and the
same place value, but in slightly different ways.

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• Make or draw the number using base 10 representations. Practise breaking apart the number, physically
moving the parts away from each other. Now push them back together to recombine the parts into
the whole number. You could provide learners with copies of Template 30: Blank place value charts and
Template 31: Blank part-whole diagrams (in [Link]) to use practically.
• Look at another 3-digit number, such as 213. Show how this can be written as 200 + 10 + 3.
• Look at the decomposition of 500 + 30 + 2. Ask: What number do these parts combine to make?
Page 128: Practise
1 The part-whole models give learners practice with the skills of decomposing and of composing. Learners
should be familiar with whether they know the whole and have to work out the parts, or whether they
know the parts and have to work out the whole.
2 Learners may need support to understand why the equals sign is in a different position.
3 The equals sign is also positioned differently in these questions. Part d has the 100s, 10s and 1s in a
different order. Some learners may count in 1s from 0, without taking into account the scale of the
number line. Model how this approach will not give an accurate idea as counting up in 1s will force
learners to squash numbers into the last part of the line.
4 In this question, learners engage in the TWM skill of ‘generalising’. Make sure that learners have shown
two different methods to decompose the numbers.
Page 128: Try this
There are 6 possible 3-digit numbers if learners are not allowed to repeat a digit. Ask: How have you
recorded your results? How can you show that you have found all the different possibilities? If the digits can
be repeated, then there are 27 possible numbers.
Page 129: Let’s talk
Discuss the decomposing of numbers which have 0 as a placeholder. Prompt learners to discuss whether
200 + 0 + 2 is a correct or even a useful way to decompose 202. Is 900 decomposed into 900 + 0 + 0,
or is this confusing? Learners use the TWM skill of ‘critiquing’ to discuss this issue in depth.
Page 129: Learn
• The Learn activity on page 129 of the Learner’s Book focuses on decomposing a 3-digit number into
different parts rather than simply looking at 100s, 10s and 1s. Learners use the TWM skill of ‘critiquing’.
• Ask learners to look at the different ways 225 has been decomposed. Learners should use or draw their
own versions of 225 using base 10 apparatus and write the decompositions that they have found.
• This is a useful skill for later calculation methods, including subtraction and division. For example,
225 – 118 is made easier by decomposing 225 into 200 + 10 + 15, then subtracting 8 and then 10 using
column subtraction.
Page 129: Try this
Learners are asked to show 2 different ways to regroup each number. Encourage them to use Template 1:
0 to 9 digit cards (in [Link]) to help them.

Further activities
• Ask learners to complete Workbook page 67. All answers are in the online resources in
[Link].
• You could act out decomposing and composing, using 3 learners. Each learner could hold a digit,
they then move apart to decompose the number and move back together to compose the number.
Provide support by giving them copies of Template 1: 0 to 9 digit cards (in [Link]).

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Unit 13 Patterns, place value and rounding

Assessment ideas
Ask learners to explain the following mistakes.
3 + 4 + 2 = 342 300 + 400 + 200 = 342 342 = 30 + 40 + 2
342 = 200 + 40 + 2 324 = 300 + 40 + 2

Success criteria

While completing the activities, assess and record learners.

Learners can decompose a 3-digit number into 100s, 10s and 1s.
Learners can explain the value of each digit in a 3-digit number.
Learners can compose 100s, 10s and 1s to make a 3-digit number.
Learners can decompose and compose numbers with 0 as a placeholder, such as 302, or
500 + 50 = 550.

Differentiation
• The decompositions are mostly presented with the 100s first, then the 10s, then the 1s. This is consistent
to help learners build confidence and fluency. However, it will be useful to extend the challenge by
sometimes writing the parts in a different order. Encourage ESL learners to use the ESL My Maths
Bilingual Dictionary: Patterns, place value and rounding (in [Link]) for support.
• For the Try this activity on Learner’s Book page 128, learners could use Template 1: 0 to 9 digit cards
(in [Link]) to explore the numbers.

Comparing and ordering numbers

Learner’s Book pages 130–131 Learning Outcome
Workbook page 68 • Understand the relative size of quantities to
compare and order 3-digit positive numbers,
Maths tools: shapes to use as using the symbols =, > and <.
mystery numbers

Online resources: Explore image, Templates 2, 3, 4 and 5: Number lines, Answers

Maths words: greater than, less than

Starter activity suggestions

• Look at Explore on page 130 of the Learner’s Book. If possible, also show a large front-of-class version
of this Explore image (available in [Link]). This is a way of playing games with numbers. It
is important that the class view mathematics as a useful activity, but also as a playful, creative and fun
activity. Important aspects of maths have been discovered through games and play.
• Ask learners to see if they can use the clues to think of which numbers the triangle could represent.
In fact, there is more than one possible answer. Collect the possible answers and agree that not every
question has just one correct answer. Learners engage in the TWM skill of ‘specialising’.

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 Unit 13 Patterns, place value and rounding

• Challenge the class to think of their own mystery number games and give clues like these. Start with
2-digit numbers. A good clue is one that gives enough of a hint. If you give a clue that makes the game
impossible, such as: I am thinking of a number that is less than 1 million, then the game quickly becomes
frustrating.

Activity notes

Page 130: Learn

• The Learn activity on page 130 of the Learner’s Book builds on the use of < and > symbols to compare
two numbers. Here we learn how to use them to compare three or more numbers.
• Look at the comparisons and check them against the number lines. Does the class agree that
75 < 152 < 240, and can they prove it using the number line? Notice how the numbers increase
from left to right.
• Look at the statement: 240 > 199 > 152 > 75. Ask: Why do the numbers decrease as they go from left to right?
• Challenge learners to write their own inequalities like these. You could create a class number line or use
the number line templates 2, 3, 4 or 5 (in [Link]) to support this task.
Pages 130–131: Practise
1 Learners practise the skill of ordering a set of 3-digit numbers using a number line for support. Challenge
learners to write a statement that uses the > symbol instead of the < symbol.
2 This activity has a variety of 2-digit and 3-digit numbers. Parts e, f and g require learners to understand
how to include calculations in their comparisons.
Page 131: Try this
This activity prompts learners to think carefully about place value when comparing 3-digit numbers. Jack
compares the 100s digits of his numbers, and so knows immediately which number is greatest. David
compares the 100s digits but finds that they are the same. Ask: Why does he say that he needs to check the
10s digits? Ask learners if they think this way of thinking is more useful, or is it the same as thinking about
ordering the numbers on a number line. Learners use the TWM skill of ‘critiquing’ to compare this method
with the methods they have learnt before, such as placing the number on a number line.

Further activities
• Ask learners to complete Workbook page 68. All answers are in the online resources in [Link].
• Collect 3-digit numbers from prices of items in dollars, or from scores in a game. Ask learners to order the
set of numbers and write the order using inequality symbols.

Assessment ideas
Show learners the price of 3 different items in dollars. Ask them to arrange the items from least
expensive to most expensive, and write the prices using < or >.

Success criteria

While completing the activities, assess and record learners.

Learners can read and write < and > to compare two numbers up to 1000.
Learners can use < or > to order three or more numbers.
Learners can use a number line to support their reasoning.

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Unit 13 Patterns, place value and rounding

Rounding to the nearest 10 or 100

Learner’s Book pages 132–134 Learning Outcome
Workbook page 69 • Round 3-digit numbers to the nearest 10 or 100.

Maths tools: cones, chalk

Online resources: Explore image, Template 2: Number lines 0 to 100, Answers

Maths words: round, nearest

Starter activity suggestions

• Explore on page 132 of the Learner’s Book is an estimation activity. If possible, also show a large
front-of-class version of this Explore image (available in [Link]). The different symbols are
arranged into a grid. Ask learners if they think the size of the grid will help them with making estimates.
• Ask learners if they can predict which symbol looks most common. Ask: Does one stand out more than
others, or does one colour seem to fill more of the grid? Can you quickly tell which is the least common?
• Ask: How many different symbols are there? Is it best to move your gaze in a pattern (or how you look at
it), working from top to bottom, from left to right or from bottom to top?
• Ask the class to predict whether more than half of the grid is made up of stars, or whether there are more
than 20 hearts. Learners use the TWM skills of ‘conjecturing’ and ‘improving’ to predict, justify and then
check their predictions.
• Ask the class to check their predictions by counting carefully. They should work out accurate counting
and checking strategies, perhaps by counting twice, or comparing their counts with a partner.

Activity notes

Page 133: Learn

• The Learn activity builds on Unit 8. Learners have learnt to round to the nearest 100, by finding the
number halfway between 2 hundreds, and learning to count in 50s.
• Learners will now learn to round to the nearest 10 and to the nearest 100.
• Compare the number lines a, b and c. Ask: What is the same and what is different?
• The class should identify the middle number for each number line (25, 250, 295), then a number to the
right of the middle (25 to 29, 250 to 299, 296 to 299) and a number to the left of the middle (21 to 24,
201 to 249, 291 to 294).
• Look at the rounding questions and agree which number line helps them to round 29 to the nearest 10,
291 to the nearest 100, and so on.
• Ask: Why does 291 round to 300 but also to 290? How can the same number round to different nearest
numbers? Discuss and agree with the class that it depends whether you are rounding to the nearest 10
or to the nearest 100.
• Challenge learners to think of a number that rounds to 300 when you round to the nearest 100 and also
when you round to the nearest 10 (295, …, 303, 304).
Page 133: Practise
1 This activity will help to develop a sense of how to use the middle number between 10s or 100s.
2, 3 and 4 Question 2 prompts learners to find the middle number. Questions 3 and 4 encourage learners
to round the numbers to the nearest 10 and the nearest 100, respectively.

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 Unit 13 Patterns, place value and rounding

Page 134: Try this

This activity prompts learners to notice when numbers round to different 10s or 100s. Ask: Why is there a
range of numbers that could round to 500 or 700? Can you explain the rules for rounding to the nearest 10
or the nearest 100? Refer to the answers in the online resources in [Link].
Page 134: Let’s talk
This is an important activity for everyone in the class to discuss and understand. When the number is
exactly in the middle, we choose to round up to the next 10 or 100. Ask: Why do you think we round up to
the next 10 or 100 when the number is in the middle? Can you think of a good way to make sure that you
remember this rule?

Further activities
• Ask learners to complete Workbook page 69. All answers are in the online resources in [Link].
• Create a large number line in the classroom, in the school hall or outside. This could be a line drawn using
chalk or two cones set at a certain distance. Decide on the start and end numbers for the number line
and ask learners to stand at different places, and say what their number would round to.
Use these clues to work out each number:
– One of my digits is a 6. Rounded to the nearest 10 I am 50.
– Rounded to the nearest 10 I am 1000. All of my digits are the same.
– Rounded to the nearest 100 I am 500. All of my digits are odd. All of my digits are different.

Assessment ideas
• Say: I am thinking of a number. It rounds to 880. What could it be? I am thinking of a number.
It rounds to 800. What could it be?
• Prompt learners to explain whether to round to the nearest 10 or 100 in each case.

Success criteria

While completing the activities, assess and record learners.

Learners can explain the difference between rounding to the nearest 10 or 100.
Learners can find the number halfway between two 10s or 100s.
Learners can round to the nearest 10 or 100.

Differentiation
Use Template 2: Number lines 0 to 100 (in [Link]) to support learners with rounding to the
nearest 100. Label the mid-points between 100s to help.

Patterns
Learner’s Book pages 135–136 Learning Outcomes
Workbook page 70 • Recognise and extend linear sequences and
describe the term-to-term rule.
Maths tools: counters • Extend spatial patterns formed from adding
and subtracting a constant.
Online resources: Explore image,
Template 8, 9 or 10: 100 grids, Template 24: 1 to 6 spinners, Answers
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Unit 13 Patterns, place value and rounding

Maths words: pattern, rule

Starter activity suggestions

• Look at Explore on page 135 of the Learner’s Book. If possible, also show a large front-of-class
version of this Explore image (available in [Link]). This introduces an imaginary place
called Pattern Street. The class should be familiar with the idea of mathematics lessons being full of
patterns, and this is an interesting way to explore number patterns. This whole activity sequence has
many opportunities for learners to use the TWM skills, especially ‘characterising’ and ‘classifying’ to
explore, predict and explain the patterns.
• The sequence could begin with a story about when the teacher lived in a mathematical street called
Pattern Street. Say: It was a very unusual street. Everyone wore patterned clothes and all the cars were
stripy or spotty. People spoke in patterns and sang patterned songs. Even their shoelaces were tied in
beautiful patterns!
• Move on to a more specific explanation. Discuss the details from the Learner’s Book until the whole class
has a sense of how the repeating patterns work.
• Learners must explore how the patterns continue. Point out that the picture in Explore is in silhouette.
It may help some pairs to draw some of the houses in Pattern Street, each with the door number,
different windows, colour and roof.
• Ask the following questions to guide discussion and exploration.
– Describe house number 5 in Pattern Street.
– What is the same about all the houses with even numbers?
– What would house number 11 look like?
– What number is the first short house with a pointy roof?
– Which house is pink with round windows?
• Allow learners time to discuss how they will begin the problems. You could ask some pairs to share their
ideas with the class before allowing everyone to begin.
• Ask the class to explain their reasoning together and to remember to agree or disagree respectfully.
• The class could develop their own version of Pattern Street or ask their own questions to investigate.
• This activity provides an opportunity for a cross-curricular link to English. Remind learners about how
to respond politely to another personal point of view in a discussion, how to take turns and acknowledge
what others have said.

Activity notes

Page 136: Learn

• Learners must be able to see patterns in sequences and work out the size of the addition or subtraction
needed for each stage. Learners should become familiar with different counting patterns, as this will help
the speed and accuracy of their calculation methods.
• It may help learners to draw the pattern beyond the stage given. The counting pattern goes up in 4s and
the 10th circle would be 124.
Page 136: Practise
1 These questions build on learners’ number sense. They will need to reason about whether the sequences
are increasing or decreasing and about the size of each jump. If there are many missing numbers,
learners will have to judge how to work out the size of each step.
2 In the last part of question 2, learners will have to reason that there are five jumps from 145 to 160,
or five equal jumps that make up the difference of 15. They will then need to apply their times table
knowledge to work out that each jump must be +3.

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 Unit 13 Patterns, place value and rounding

Page 136: Try this

This is an opportunity for learners to use the TWM skill of ‘specialising’ to extend and explore patterns that
follow a counting pattern and also a repeating shape pattern. Encourage learners to make predictions and
reasoned arguments, then check by drawing the pattern. Ask: How can you record this to help you work out
a rule for finding each number? Can you predict the 30th shape and number in the sequence?

Further activities
• Ask learners to complete Workbook page 70. Note that in question 2, learners will engage in the TWM
skill of ‘generalising’. All answers are in the online resources in [Link].
• Encourage learners in pairs, groups or as a class, to investigate counting patterns with sounds, such as
claps or movement patterns such as simple dances.
• Learners could design their own number pattern in which they hide half of their numbers under counters.
Then they should challenge a partner to guess the hidden numbers.
• Use Template 8, 9 or 10: 100 grid(s) (in [Link]) and play the spinner game – predicting how
many moves to reach 100.
• This activity provides an opportunity for a cross-curricular link to English. See if learners can listen and
respond appropriately to follow a sequence of instructions to carry out an activity.
You will need a 1–6 spinner, provide learners with Template 24: 1 to 6 spinners (in [Link]).
Follow these instructions:
Start on 10. Spin the spinner to see your next move.
How many moves do you predict you will need to reach, or go past, 100?
I predict [ ] moves. Shade each square you land on.
Was your prediction correct? Yes/No
Play the game a few times. See if learners end up shading all the squares on the board.

Assessment ideas
• Write a number sequence and hide four numbers. Ask learners to complete the pattern and describe
the rule.
• For assessment of the whole unit, encourage learners to complete:
– first the Quiz questions on Learner’s Book page 137
– then the Self-check page on Workbook page 71.

Success criteria

While completing the activities, assess and record learners.

Learners can recognise a pattern counting in steps of 2, 5 and 10.
Learners can recognise patterns counting in steps of 3, 4 or other numbers less than 10.
Learners can work out missing values in patterns.
Learners can continue a spatial pattern and explain the rule.

Differentiation
It is vital that learners are confident in spotting the key counting patterns of 2s, 5s and 10s. Once they have
mastered these, their focus can progress to steps of 3 or 4.

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