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
Lesson objectives
- Represent numbers to 1,000
- Partition numbers to 1,000
- Number line to 1,000
- Thousands
- Represent numbers to 10,000
- Partition numbers to 10,000
- Flexible partitioning of numbers to 10,000
- Find 1, 10, 100, 1,000 more or less
- Number line to 10,000
- Estimate on a number line to 10,000
- Compare numbers to 10,000
- Order numbers to 10,000
- Roman numerals
- Round to the nearest 10
- Round to the nearest 100
- Round to the nearest 1,000
- Round to the nearest 10, 100 or 1,000
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:
Possible answers
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.
3,500
3,500 ones
2 thousands and 15 hundreds
35 tens
Mathematical Talk
- 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?