Learning Outcome

Recognises and reads number names and numerals up to 1000 using the place value concept.

Objective

Children will be able to form and read numbers from 501 to 999 using base 10 block representations.

Prerequisites

• Children can read and form numbers from 100 to 500.
• Children are familiar with place value: hundreds, tens, and ones.

Pre-teach Vocabulary

Children should be familiar with terms such as place value, hundreds, tens, ones, more than, less than, digit, and number name.

Introduction: Place Value Using Base 10 Blocks

Materials required:

• Flashcards with numbers (501 to 999)
• Cutouts of base 10 blocks:
  • Single blocks (ones)
  • Rods of 10 blocks (tens)
  • Squares of 100 blocks (hundreds)
• Floor mat or large workspace
• A Music piece and a softball (for warm-up game)

Recap:

• The teacher could begin by reviewing numbers from 100 to 500 with the class. Using a large flashcard, the teacher can ask the children to identify each number.
• To reinforce the concept, questions like “What number comes after the number _____? What number comes before the number ____?” could be asked.

Build numbers using Ten Blocks (Flashcards)
The new set of numbers from 501 to 999 will be introduced using the flashcards.

Note to the teacher: Use the ‘I do, We do, and You do’ strategy.

1. I Do (Teacher Models)
   • Display a flashcard with a number (e.g., 645).
   • Use base 10 blocks to build the number 645.
   • Place 6 hundred squares, 4 ten rods, and 5 single blocks in their appropriate position.
   • Read the number to reinforce place value. Discuss place values aloud.
   • Write the number in numeral and word form: 645 is six hundred forty-five
   • Repeat with a few more numbers (e.g., 725, 803) to reinforce understanding.
2. We Do (Guided Practice)
   • Choose a flashcard with a number (e.g., 738).
   • Ask 3 children to come forward:
   • One picks the required number of hundred squares.
   • One picks the required tens rods.
   • One picks the required single blocks.
   • As a class, check if the number is built correctly.
   • Discuss the place values aloud with the class together.
3. You Do (Independent/Group Practice)
   • Divide the class into small groups.
   • Give each group a number flashcard in the range 501 to 999.
   • Ask them to build the number using the base 10 cutouts.

Rotate and check each group’s work. Ask children to explain how they built the number

Video: Introduction – Place value using base 10 blocks – Coming soon

ISL Video: Introduction – Place value using base 10 blocks – Coming soon

LTM: DIY Flashcards – Coming soon

LTM: Printable Flashcards – Coming soon

LTM: Base 10 blocks cutouts – Coming soon

Activity 1: Build and Match

Objective: 
To enable the children to form numbers between 501 and 1000 using base 10 block cutouts and match them with corresponding number flashcards, reinforcing their understanding of place value

Importance of the activity for children:

Helps in developing:

1. Numerical skills (Number recognition, sequencing, place value)
2. Cognitive skills (Memory, recall, association, visual processing)
3. Gross motor skills (Walking, bending)
4. Fine motor skills (Picking, placing blocks, hand-eye coordination)
5. Social skills (Patience, appreciating others)
6. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:

1. Number flashcards (501–999)
2. Base 10 block cutouts
3. Labels or sticky notes

Type of activity: Individual or pair activity

Preparation:

• Print and laminate number flashcards for durability.
• Cut and sort base, 10 block cutouts in labelled trays (hundreds, tens, and ones).
• Arrange materials on accessible tables or mats for children to pick and use.

Role of the teacher:

• Demonstrator: Show how to build a number using the blocks step-by-step.
• Observer: Watch how children engage with the materials and identify those who need extra help.
• Facilitator: Prompt children with guiding questions like ‘How many tens do you need?’ or ‘What number do you have now?’

Procedure:

1. Give each child a number flashcard.
2. Ask children to:
   • Identify the number
   • Collect the correct blocks from the trays
   • Build the number on their mat or desk
   • Place the flashcard next to their built number
3. Children pick the right number of hundreds, tens, and ones.
4. They build the number and place it next to the card.
5. Children walk around and check their peers’ work.

Observations:
The teacher watches how the children engage with the materials and how they build the number. The teacher also identifies those who need help and guides them accordingly.

Conclusion:
Children will understand how to build and recognize numbers from 501 to 999.

Video: Build and Match – Coming soon

ISL Video: Build and Match – Coming soon

Activity 2: Mystery Number Detective

Objective: 
To strengthen children’s ability to read and interpret numbers represented with base 10 blocks and to reinforce their understanding of place value by identifying ‘mystery numbers’.

Importance of the activity for children:

Helps in developing:

1. Numerical skills (Number recognition, place value)
2. Cognitive skills (Listening, association, visual processing, attention to details)
3. Gross motor skills (Sitting erect, bending while writing)
4. Fine motor skills (Picking a pencil, writing, hand-eye coordination)
5. Social skills (Patience, appreciating others)
6. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:

• Pre-made ‘Mystery Number’ cards or slides (showing pictures or drawings of base 10 blocks)
• Physical base 10 blocks (optional, for hands-on learners)
• Math notebooks and pencils
• Number line (optional, for self-checking)
• Optional audio clues for differentiation (e.g., recorded clues: ‘2 hundreds, 3 tens, 4 ones’ for auditory learners)
• Projector (if using digital images)

Type of activity: Individual or small group activity

Role of the teacher:

• Presenter: Reveal or read out each mystery number card to the class.
• Questioner: Ask guiding questions like, ‘How many hundreds do you see?’ ‘What does that represent?’

Procedure:

1. Introduce the activity as a game.
2. The teacher says, ‘Today, you are detectives! You have to figure out the secret number based on the clues.’
3. Show a mystery card (e.g., a picture of 7 hundreds, 6 tens, and 2 ones) or read the clue aloud.
4. Children silently think and write the number in their notebook (e.g., 762).
5. After the countdown, children hold up their answers or reveal them.
6. Discuss as a group:
   • What clues helped you?
   • Which place had the highest value?
7. Repeat with 3 to 5 different mystery numbers, gradually increasing complexity.
8. Optional: Let children create their own mystery number cards and challenge a partner or the class

Observation:
The teacher watches how children engage with the materials and how they build the number.
The teacher also identifies those who need help and guides them accordingly.

Conclusion:
Children will be able to read and form numbers from 501 to 999 using visual clues and hands-on support. They’ll gain confidence in using place value knowledge and explaining how they determined their answers like real number detectives.

Video: Mystery number detective – Coming soon

ISL Video: Mystery number detective – Coming soon

Assessment

The teacher can give the practice worksheet to children, which can be followed by an assessment worksheet.

Practice Worksheet: Write the number formed – Coming soon

Practice Worksheet: Write the number formed (Enlarged) – Coming soon

Assessment Worksheet: Write the number formed – Coming soon

Assessment Worksheet: Write the number formed (Enlarged) – Coming soon

Cross-Curricular Connection:

• Art Class:
  • Create number posters with base 10 drawings for classroom display.
  • Children can create a number announced in class using clay or other craft materials.
• Language Class:
  • Provide a number and ask the children to speak or write a few sentences using that number in context (e.g., ‘During our trip we covered 685 km by road’).
• Drama Class:
  • Act out a short skit where a character forgets his/her number, and others build it using blocks.
• Physical Education Class:
  • Organise a Number Hunt game where children search for hidden number cards and represent the number using movement, props, or group activities.

Check list for teacher:

Activity	Yes	No	Sometimes
Children can:
Identify numbers from 501 to 999
Read the numbers from 501 to 999
Read in sequence the numbers starting from any number from 501 to 999
Complete the activities in the given time
Do the activities independently
Express verbally and through actions, expressions, or gestures
Enjoy teamwork, appreciate others, and are willing to learn from others

Home Activity

Objective:
To choose the number that corresponds to the picture through an online fun activity.

Home activity: Word Wall – Choose the correct number – Coming soon

Adaptations for addressing learner variability: Adaptations and strategies – Coming soon

Teacher Resource Document – Coming Soon

Source and Attribution of images: All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.