Chapter 6 — House of Hundreds - I

It is about understanding and working with numbers beyond 200, including counting, writing, placing on number lines, and comparing 3-digit numbers. The chapter uses fun mela settings with objects like bangles, toffees, and triangular torans to make the ideas real for children.

The exercises go up to 800 and include a number 562, 606, and 800 in the Dienes block activity, while the number line activity asks children to mark 500 and predict the next hundred after 300, which is 400.

It uses matchstick bundles and Dienes blocks where a big box holds 100 sweets (H), a smaller box holds 10 (T), and a loose packet holds individual ones (O). For example, house number 211 needs 2 H boxes, 1 T box, and 1 loose sweet.

Teji thinks of a number between 200 and 210 and Jojo guesses it. A flag points right if the guess is too low (the number is more) and left if the guess is too high (the number is less). The game helps children understand the order of numbers and logical elimination.

Children look at the hundreds digit first. Since 3 hundreds are more than 2 hundreds, 321 is greater than 231 regardless of the other digits. When hundreds are the same, they move on to compare tens, then ones.

Children write any number, count the letters in its English name, write the name of that new number, and keep repeating. The activity always ends at the word FOUR (4 letters), no matter which number they start with — for example, starting with 235 or 187 both eventually reach FOUR.

Children work with a building called 'Hop Hundreds Home' where house numbers follow a pattern — moving one floor up adds 10 and moving one column right adds 1. Children identify house numbers of shaded flats without counting by recognising this pattern.

Children locate numbers like 216, 243, 257, 329, and 387 on number lines and find how far a number is from 400. Number lines help children see the size and position of numbers and understand how much bigger or smaller one number is compared to another.

Children make a chain of cards where each card shows a number and asks 'Who has ten more than this?' The next child holding the answer reads their card and poses a new question, linking numbers like 216, 308, 400, and 430 in a chain.

Children find all numbers between 200 and 300 that contain the digit 5, such as 245, 205, 215, and so on. This reinforces digit recognition and an understanding of the structure of 3-digit numbers.

It shows that grouping objects into sets of 10 makes counting accurate and easy. For example, Teji counts bangles as 10, 20, 30... up to 280, and the class counts ants by forming groups of 10 rather than counting one by one.

Children identify the house numbers of yellow and pink houses and write the pattern they see in numbers like 401, 410, 419, 455, 482, and 491, noticing how each number increases and what digits change.