The multiples of 100
Understand that the multiples of 100 (100–900) each represent a number of hundreds with 0 tens and 0 ones
Share and support
Teaching Table
Set out your lesson
Practise the bounded task in The multiples of 100; see exact limits before inferring broader coverage.
Can count hundreds; each [100] is a bundle, not a single unit.
Exact directed source edges retained; earlier authorship is not learner attainment.
These supplied stage cards
Scrap paper and pencil; oral/pointing response where appropriate
Read readiness and decide on support without treating prerequisite authoring as learner readiness.
Open Show first and explain its model.
Use Guided Try with support and its separate adult key.
Close Show and guided keys before Try, unless this Try is explicitly supported.
Reflect on an actual attempt, including help used.
Use the supplied screen cards; copying the exact task to paper is optional, not required.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Selected multiples of 100; the number-line placement is learner constructed, not reading a calibrated screen scale.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Identify that 300 means 3 hundreds, 0 tens, 0 ones
- Place multiples of 100 on a number line to 1000
- Read and write multiples of 100 and explain their place-value structure
“Can your child explain that 700 means 7 hundreds with no tens and no ones — and show what that looks like using base-ten blocks or a drawing?”
Curriculum record
- Type
- Conceptual
- Subject
- Mathematics
- Domain
- Number Representation & Place Value
- Age range
- Ages 7–8
Standards