Place Value Place 3 and 4 digit numbers

Place Value Place 3 - and 4 -digit numbers on a line Objectives Day 1 Place 3 -digit numbers on a line. Order 3 -digit numbers. Day 2 Place 4 -digit numbers on a line. © hamilton-trust. org. uk 1 Year 4

Place Value Place 3 - and 4 -digit numbers on a line Starters Day 1 Place 2 -digit numbers on an empty 0 to 100 line (pre-requisite skills) Day 2 Count in 1 s from 990 to 1100 and other 4 -digit numbers (pre-requisite skills) © hamilton-trust. org. uk 2 Year 4

Place Value Place 3 - and 4 -digit numbers on a line Starter Place 2 -digit numbers on an empty 0 to 100 line © hamilton-trust. org. uk 3 Year 4

Place Value Place 3 - and 4 -digit numbers on a line Starter Count in 1 s from 990 to 1100 and other 4 -digit numbers © hamilton-trust. org. uk 4 Year 4

Place Value Place 3 - and 4 -digit numbers on a line Objectives Day 1 Place 3 -digit numbers on a line. © hamilton-trust. org. uk 5 Year 4

Day 1: Place 3 -digit numbers on a line. Let’s count in steps of 250 along the line. Think, pair, share how we can find 500, 250 and 750 on the line. 250 0 250 is half way between 0 and 500. © hamilton-trust. org. uk 500 is half way between 0 and 1000. 6 750 1000 750 is half way between 500 and 1000. Year 4

Day 1: Place 3 -digit numbers on a line. What multiple of 100 is the arrow 10 might the arrow pointing to? be pointing to? 250 0 © hamilton-trust. org. uk 500 7 750 1000 Year 4

Day 1: Place 3 -digit numbers on a line. Tip! Remember to use your skill in marking 2 digit numbers on lines to help. I’m going to ask pairs of children to mark different numbers on this landmarked line. 600 450 Look how by placing the numbers on the line we have ordered them, from smallest to largest. 125 999 © hamilton-trust. org. uk 8 Year 4

Day 1: Place 3 -digit numbers on a line. Tip! Remember to use your skill in marking 2 digit numbers on lines to help. I’m going to ask pairs of children to mark different numbers on this empty number line. 250 900 Look how by placing the numbers on the line we have ordered them, from smallest to biggest. 325 700 © hamilton-trust. org. uk 9 Year 4

Place Value Place 3 - and 4 -digit numbers on a line Objectives Day 2 Place 4 -digit numbers on a line. © hamilton-trust. org. uk 11 Year 4

Day 2: Place 4 -digit numbers on a line. I’m going to ask pairs of children to mark different numbers on this landmarked line. 6500 4500 Look how by placing the numbers on the line we have ordered them, from smallest to largest. 1250 9999 © hamilton-trust. org. uk 12 Year 4

Day 2: Place 4 -digit numbers on a line. Think, pair, share how we can find 5000, 2500 and 7500 on the line. 2500 0 2500 is half way between 0 and 5000. © hamilton-trust. org. uk 5000 is half way between 0 and 10, 000. 13 7500 10, 000 7500 is half way between 5000 and 10, 000. Year 4

Day 2: Place 4 -digit numbers on a line. What multiple of What multiple of 100 arrow might the 1000 is the arrow 1000 is the arrowto? be pointing arrow be pointing to? pointing to? to? 2500 0 © hamilton-trust. org. uk 5000 14 7500 10, 000 Year 4

Day 2: Place 4 -digit numbers on a line. I’m going to ask pairs of children to mark different numbers on this empty number line. 7500 1000 4900 1250 © hamilton-trust. org. uk 15 Year 4

Place Value Place 3 - and 4 -digit numbers on a line Well Done! You’ve completed this unit. Objectives Day 1 Place 3 -digit numbers on a line. Order 3 -digit numbers. Day 2 Place 4 -digit numbers on a line. © hamilton-trust. org. uk 17 Year 4

Problem solving and reasoning questions Sketch a line 0 -10, 000. Mark 5000. Draw an arrow to 7500. What number have I marked? Repeat with other 1000 s and -500 numbers. Counting on in 1 s, work out what digits a and b stand for and write the next number in this sequence: 54 aa 54 ab 54 b 0 _____ © hamilton-trust. org. uk 18 Year 4

Problem solving and reasoning: Answers Sketch a line 0 -10, 000. Mark 5000. Draw an arrow to 7500. What number have I marked? Repeat with other 1000 s and -500 numbers. Ask children how they have identified the numbers. What strategies do children use to identify the numbers marked? e. g. locating 5000 as halfway along the line then using that to identify the arrow drawn to 7500, halfway between 5000 and 7500. Children should be able to identify arrows drawn to 1000 s and say if numbers are slightly greater or less than that. Note that although in Y 3 children may have completed a similar exercise with numbers to 1000, some may find the larger numbers intimidating. Ensure lots of practice correctly reading and writing 4 -digit numbers. Counting on in 1 s, work out what digits a and b stand for and write the next number in this sequence: 54 aa 54 ab 54 b 0 5491 a = 8, b = 9. b must equal 9 since the number following 54 ab ends in a zero. 54 b 0 is therefore 5490 and, working backwards, the previous numbers are 5489 and 5488. © hamilton-trust. org. uk 19 Year 4