National curriculum content
- Count in multiples of 6, 7, 9, 25 and 1000
- Find 1000 more or less than a given number
- Count backwards through zero to include negative numbers
- Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
- Order and compare numbers beyond 1000
- Identify, represent and estimate numbers using different representations
- Round any number to the nearest 10, 100 or 1000
- Solve number and practical problems that involve all of the above and with increasingly large positive numbers
- Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value
- Recap numbers to 1,000
- Recap 100s, 10s and 1s
- Recap number line to 1.000
- Round to the nearest 10
- Round to the nearest 100
- Count in 1,000s
- 1,000s, 100s, 10s and 1s
- The number line to 10,000
- Find 1, 10, 100 more or less
- 1, 000 more or less
- Compare 4-digit numbers
- Order numbers
- Round to the nearest 1,-000
- Counting in 25s
- Negative numbers
- Roman numerals
What we want children to know
- Represent numbers to one thousand in different ways
- Read and write numbers to one thousand in numerals and words
- Partition numbers in different and unfamiliar ways using the whole-part model
- Explore finding 1, 10, 100 and 1,000 more or less
- Compare and order 4-digit numbers
- Know how to work out which two numbers the number they are rounding sits between
- Recognise and use negative numbers used in context, including finding intervals across zero
- Read and understand Roman Numerals to 100
What skills we want children to develop
Use knowledge to solve Reasoning and Problem Solving questions such as:
A whole number is rounded to 370. What could the number be? Write down all possible answers.
Always, sometimes, never
A number with a five in the tens column round up to the nearest hundred. Explain your reasons for each statement.
Odd one out
Which is the odd one out? Explain how you know.
2 thousands and 15 hundreds
- Which column do we look at when rounding to the nearest 10?
- Which number is being represented? Will we round up or down, why?
- What is the same/different about rounding to the nearest 10/100?
- Can the answer be 0 when rounding?
- How many hundreds make ___ thousands?
- How is the value of 0 represented on a place value grid?