Place Value Place value in 5 digit and

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Objectives Day 1 Understand place value in 5 -digit numbers. Understand place value in 6 -digit numbers. Day 2 Add and subtract 1 s, 100 s, 1000 s and 10, 000 s. Add and subtract 1 s, 100 s, 1000 s, 10, 000 s and 100, 000 s. Day 3 Place 5 -digit numbers on a line. Compare pairs of numbers, using < and >. Place 6 -digit numbers on a line. Compare pairs of numbers, using < and >. © hamilton-trust. org. uk 1 Year 5/6

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Short Mental Workouts Day 1 Place value in 4 -digit numbers Day 2 Count on and back in steps of 100 Day 3 Decimal pairs to 100 © hamilton-trust. org. uk 2 Year 5/6

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Short Mental Workout Place value in 4 -digit numbers © hamilton-trust. org. uk 3 Year 5/6

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Short Mental Workout Count on and back in steps of 100 © hamilton-trust. org. uk 4 Year 5/6

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Short Mental Workout Decimal pairs to 100 © hamilton-trust. org. uk 5 Year 5/6

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Objectives Day 1 Understand place value in 5 -digit numbers. Understand place value in 6 -digit numbers. © hamilton-trust. org. uk 6 Year 5/6

Day 1: Understand place value in 5 -digit numbers; Understand place value in 6 digit numbers. 23, 456 The comma helps us to read the number; the digits before the comma tell us how many 1000 s there are. Make sure the comma doesn’t look like a decimal point! I am going to read a number. Write the number on your whiteboard. 43, 2611 © hamilton-trust. org. uk In this number, the 4 tells us how many ten thousands, and then the 3 tell us how many one thousands. 7 Year 5/6

Day 1: Understand place value in 5 -digit numbers; Understand place value in 6 digit numbers. Write the 5 -digit number these place value cards make. © hamilton-trust. org. uk 8 Year 5/6

Day 1: Understand place value in 5 -digit numbers; Understand place value in 6 digit numbers. Write the 5 -digit number these place value cards make. © hamilton-trust. org. uk 9 Year 5/6

Day 1: Understand place value in 5 -digit numbers; Understand place value in 6 digit numbers. Write the 5 -digit number these place value cards make. © hamilton-trust. org. uk 10 Year 5/6

Day 1: Understand place value in 5 -digit numbers; Understand place value in 6 digit numbers. Write the 5 -digit number these place value cards make. © hamilton-trust. org. uk 11 Year 5/6

Day 1: Understand place value in 5 -digit numbers; Understand place value in 6 digit numbers. Write 43, 561 Subtract 3000. Which digit will change? 40, 561 40, 061 Now subtract 500. 1 40, 000 Subtract 61. 40, 004 Add 4. Add 210. © hamilton-trust. org. uk 12 40, 214 Year 5/6

Day 1: Understand place value in 5 -digit numbers; Understand place value in 6 digit numbers. Write the 6 -digit number these place value cards make. This time we also have cards for hundreds of thousands! How could we ‘zap’ each digit in 723, 456? © hamilton-trust. org. uk 13 Year 5/6

© hamilton-trust. org. uk 14 Year 5/6

Challenge © hamilton-trust. org. uk 15 Year 5/6

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Objectives Day 2 Add and subtract 1 s, 100 s, 1000 s and 10, 000 s. Add and subtract 1 s, 100 s, 1000 s, 10, 000 s and 100, 000 s. © hamilton-trust. org. uk 16 Year 5/6

Day 2: Add and subtract 1 s, 100 s, 1000 s and 10, 000 s; Add and subtract 1 s, 100 s, 1000 s, 10, 000 s and 100, 000 s. Let’s count in steps of 100. 636 736 836 936 1036 1136 1236 1336 1436 1536 1636 2423 2523 2623 2723 2823 2923 3023 3123 3223 3323 3423 8514 8614 8714 8814 8914 9014 9114 9214 9314 9414 © hamilton-trust. org. uk 17 Year 5/6

Day 2: Add and subtract 1 s, 100 s, 1000 s and 10, 000 s; Add and subtract 1 s, 100 s, 1000 s, 10, 000 s and 100, 000 s. 45, 462 What number is 1 more? Write it. © hamilton-trust. org. uk 45, 463 10 more? 45, 472 100 more? 1 45, 562 1000 more? 46, 462 10, 000 more? 55, 462 18 Year 5/6

Day 2: Add and subtract 1 s, 100 s, 1000 s and 10, 000 s; Add and subtract 1 s, 100 s, 1000 s, 10, 000 s and 100, 000 s. 36, 478 What number is 1 less? Write it. © hamilton-trust. org. uk 36, 477 10 less? 36, 468 100 less? 1 36, 378 1000 less? 35, 478 10, 000 less? 26, 478 19 Year 5/6

Day 2: Add and subtract 1 s, 100 s, 1000 s and 10, 000 s; Add and subtract 1 s, 100 s, 1000 s, 10, 000 s and 100, 000 s. I am going to enter 30, 567 into a calculator. We will add or subtract multiples of 10, 000, 100, 10 and 1 to make all the digits the same (4), so the new number will be 44, 444 30, 567 How can we make the first digit change to 4? What do we need to add? How can we make third digit change to 4? What do we need to subtract? How can we make the last digit change to 4? What do we need to subtract? How can we make the second digit change to 4? What do we need to add? How can we make the fourth digit change to 4? What do we need to subtract? © hamilton-trust. org. uk 20 Year 5/6

Challenge © hamilton-trust. org. uk 21 Year 5/6

Day 2: Add and subtract 1 s, 100 s, 1000 s, 10, 000 s and 100, 000 s. 6 children are going to make a counting machine. First they show the number 478, 695. 6 different children are going to make a counting machine. First they show the number 478, 695. Now they are going to keep adding 1. Check that they are doing this correctly! Now they are going to keep adding 10. Check that they are doing this correctly! Add 200, 000! Add 60! Subtract 40, 000! © hamilton-trust. org. uk 22 Subtract 5000! Year 5/6

Challenge © hamilton-trust. org. uk 23 Year 5/6

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Objectives Day 3 Place 5 -digit numbers on a line. Compare pairs of numbers, using < and >. Place 6 -digit numbers on a line. Compare pairs of numbers, using < and >. © hamilton-trust. org. uk 24 Year 5/6

Day 3: Place 5 -digit numbers on a line. Compare pairs of numbers, using < and >. Place 6 -digit numbers on a line. Compare pairs of numbers, using < and >. , 3 9 2 5 1 Where shall we put this digit to make the largest 5 -digit number we can? © hamilton-trust. org. uk Use these digits to write largest and the smallest possible numbers. 25 Where do the three numbers belong on this landmarked line? Year 5/6

Day 3: Place 5 -digit numbers on a line. Compare pairs of numbers, using < and >. Place 6 -digit numbers on a line. Compare pairs of numbers, using < and >. , , 3 8 4 7 2 5 Y 5: Where shall we put this digit to make the largest 5 -digit number we can? Y 6 You’re trying to make the largest 6 -digit number. © hamilton-trust. org. uk Use these digits to write largest and the smallest possible numbers. 26 Y 5: Where do the three numbers belong on this landmarked line? Year 5/6

Day 3: Place 5 -digit numbers on a line. Compare pairs of numbers, using < and >. Place 6 -digit numbers on a line. Compare pairs of numbers, using < and >. , , 3 8 4 7 2 5 Y 6: Where do the three numbers belong on this landmarked line? © hamilton-trust. org. uk 27 Year 5/6

© hamilton-trust. org. uk 28 Year 5/6

Challenge © hamilton-trust. org. uk 29 Year 5/6

Place Value Place value in 5 -digit and 6 -digit numbers, place on lines, add and subtract using place value. Well Done! You’ve completed this unit. Objectives Day 1 Understand place value in 5 -digit numbers. Understand place value in 6 -digit numbers. Day 2 Add and subtract 1 s, 100 s, 1000 s and 10, 000 s. Add and subtract 1 s, 100 s, 1000 s, 10, 000 s and 100, 000 s. Day 3 Place 5 -digit numbers on a line. Compare pairs of numbers, using < and >. Place 6 -digit numbers on a line. Compare pairs of numbers, using < and >. © hamilton-trust. org. uk 30 Year 5/6

Problem solving and reasoning questions Year 5 Sketch a line 0– 100, 000. Teacher marks a mystery number (e. g. 5000). What number have I marked? Children ask questions to find the number, e. g. Is it 6000? Repeat. How many numbers between 19, 000 and 20, 000 contain just one zero? Add 1, 10 or 100 each go. How many goes to turn 98, 089 into 99, 999? © hamilton-trust. org. uk 31 Year 5/6

Problem solving and reasoning answers Year 5 Sketch a line 0– 100, 000. Teacher marks a mystery number (e. g. 5000). What number have I marked? Children ask questions to find the number, e. g. Is it 6000? Repeat. What strategies do children use to identify the numbers marked? e. g. locating 50, 000 as halfway along the line and other significant markers such as 25, 000 and 75, 000. 5000 is relatively close to 0, the equivalent of 5 on a 0 -100 line. Do children make that connection? Note that although in earlier years children may have completed a similar exercise with numbers to 1000, some may find the larger numbers intimidating so ensure lots of practice correctly reading and writing 5 -digit numbers. How many numbers between 19, 000 and 20, 000 contain just one zero? 243. All of the decade numbers 19, 110 – 19, 190 (9) and similar for subsequent 100 s, so 81 in total where the 1 s digit is the only zero. Numbers 19, 101 – 19, 109 (9) where the 10 s is the only zero and similar for subsequent 100 s, so again 81 where the 10 s digit is the only zero. Finally, any number beginning 190 without a further zero in the final 2 digits, another 81 numbers Add 1, 10 or 100 each go. How many goes to turn 98, 089 into 99, 999? 20 goes. Quickest will be to add 100 s, then a final 10, the sequence is: 98, 089 98, 189 98, 289 98, 389 98, 489 98, 589 98, 689 98, 889 98, 989 99, 089 99, 189 99, 289 99, 389 99, 489 99, 689 99, 789 99, 889 99, 989 (19 x 100 added)+10 = 99, 999 © hamilton-trust. org. uk 32 98, 789 99, 589 Year 5/6

Problem solving and reasoning questions Year 6 Sketch a line 0– 1, 000. Mark a mystery number (e. g. 400, 000). What number have I marked? Children ask questions to find the number, e. g. Is it 350, 000? Repeat. What is the smallest number between 800, 000 and 900, 000 which has just four digits all the same (no zeros allowed)? How many numbers between 100, 000 and 200, 000 contain exactly four 9 s? Add 1, 10 or 100 each go. How many goes to turn 98, 089 into 99, 999? © hamilton-trust. org. uk 33 Year 5/6

Problem solving and reasoning answers Year 6 Sketch a line 0– 1, 000. Mark a mystery number (e. g. 400, 000). What number have I marked? Children ask questions to find the number, e. g. Is it 350, 000? Repeat. What strategies do children use to identify the numbers marked? e. g. locating 500, 000 as halfway along the line and other significant markers such as 250, 000 and 750, 000. 400, 000 is getting towards halfway, the equivalent of 40 on a 0 -100 line. Do children make that connection? Note that although in earlier years children may have completed a similar exercise with numbers to 1000 or 10, 000 some may find the larger numbers intimidating so ensure lots of practice correctly reading and writing 6 -digit numbers. Some numbers may sound large, e. g. 10, 000 but are, within the context of a 0 -1, 000 line, relatively small. 10, 000 is the equivalent of just 1 on a 0 -100 line! What is the smallest number between 800, 000 and 900, 000 which has just four digits all the same (no zeros allowed)? 811, 112 Most children will realise that the number has four 1 s but may put them in different places, e. g. 821, 111. How many numbers between 100, 000 and 200, 000 contain exactly four 9 s? 45 The four 9 s can occupy the 5 remaining places in 5 different ways: 199, 99_ 199, 9_9 199, _99 19_, 999 1_9, 999 The remaining digit can be any one of the digits 0 -8, i. e. 9 choices so there are 9 x 5 = 45 possible answers. Look for how systematically children set about this task, for example listing every possibility where the 9 s are in the last 4 places. Add 1, 10 or 100 each go. How many goes to turn 98, 089 into 99, 999? Quickest will be to add 100 s, then a final 10, the sequence is: 98, 089 98, 189 98, 289 98, 389 98, 489 98, 889 98, 989 99, 089 99, 189 99, 289 99, 689 99, 789 99, 889 99, 989 (19 x 100 added) © hamilton-trust. org. uk 34 98, 589 98, 689 99, 389 99, 489 +10 = 99, 999 98, 789 99, 589 Year 5/6