Maths Mela, period by period — fitted to your timetable.
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Tile It! Drawing hundreds, tens, and ones
Lesson
A common error is drawing the wrong tile type for each digit — students sometimes draw unit tiles for tens. Reinforce that the digit's place (hundreds/tens/ones) determines the tile shape. Let students label their tiles H, T, O if it helps.
0–10Introduce the tile model: show the class a flat tile (100), a long tile (10), and a unit tile (1) drawn on the board. Discuss how the truck driver's arrangement works — each flat stands for a hundred, each long for a ten, each unit for a one. Together decode one example (e.g. 2 flats, 3 longs, 4 units = 234) before students open their books.
10–25Students work on Let us Do Q (draw tiles), p.118 ("Draw tiles like the driver to show 832, 947….") individually in their notebooks, drawing the correct count of flat, long, and unit tiles for each number. Circulate and check that the hundreds digit drives the flat count.
25–40Students work on Let us Do Q (number line 1), p.118 ("Locate 530, 540, 628, 696, 590….") by reasoning about the equal intervals between marked hundreds. Ask two or three students to share where they placed 628 and how they decided.
Let us Do Q (number line 1), p.118 — Locate 530, 540, 628, 696, 590 on the number line (500–700).
Mark the number 650 on the number line below. Which letter shows the correct position?
- A None of the marked positions; 650 is exactly at 700
- B Position A (between 600 and the midpoint, closer to 600)
- C Position B (exactly at the midpoint between 600 and 700)
- D Position C (between the midpoint and 700, closer to 700)
C. Position B (exactly at the midpoint between 600 and 700)
What each wrong option reveals
- A The student confused 650 with 700, possibly not reading the number carefully or conflating 'sixty' with 'hundred'.
- B The student placed 650 closer to 600, suggesting they did not find the midpoint and estimated it was only a small step from 600.
- D The student placed 650 closer to 700, showing the same lack of midpoint reasoning but biased in the opposite direction.
Also saved as 8 periods or 11 periods.
- 2Number lines and neighbouring landmarks
Lesson - 3Crane jumps: steps to reach worm and fish
Lesson - 4Skip and Solve: footprint trails and missing steps
Lesson - 5Completing trails, then playing Tambola
Lesson - 6Many faces of a number: flexible decomposition
Lesson - 7Number sentences, conditions, and circle ordering
Lesson - 8Matching quantities and decoding number riddles
Lesson - 9Number Detective: hunting special families
Lesson - 10Six slips: building numbers from 100s, 10s, and 1s
Lesson - 11All the numbers from 3 and 8: list, order, and riddle
Lesson - 12Bhutasankhya: decoding and creating word-numeral cards
Lesson - 13The Great Number House: connecting every big idea
Lesson
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