Using a collection of apparatus, can the pupils sign the different numbers in the number 342 and the place value of each digits? They can then create a human number line in the classroom, where the biggest number written using specific digits is first, with the smallest last. This activity can also be adapted, where pupils learn sign language for the different digits 1-9, then create a video where they sign the different three-digit numbers. Can the other children identify what the number is? This could also be extended further by introducing braille and how it communicates numbers.