National curriculum content

• Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
• Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
• Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
• Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
• Solve number problems and practical problems that involve all of the above
• Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

Lesson objectives

1. Understand negative numbers
2. Count through zero in 1s
3. Count through zero in multiples
4. Compare and order negative numbers
5. Find the difference

What we want children to know

• Represent numbers to one million in different ways
• Read and write numbers to one million in numerals and words
• Know the value of each digit to order and compare
• Partition numbers in different and unfamiliar ways using the whole-part model
• Count forwards and back in powers of ten and recognise the effect on numbers
• Use different strategies to round any number up to one million
• Recognise and use negative numbers used in context
• To explore and recognise Roman Numerals up to 1,000

What skills we want children to develop

Use knowledge to solve Reasoning and Problem Solving questions such as:

True or False?

When I count in 10’s I will say the number 10100?

Make up an example/Give further examples

Create six digit numbers where the digit sum is five and the thousands digit is two.

Eg 3002000    2102000

What is the largest/smallest number?

Possible answers

A number rounded to the nearest thousand is 76000. What is the largest possible number it could be?

Jack says his number rounded to:

• the nearest 10 is 1,150
• the nearest 100 is 1,200
• the nearest 1,000 is 1,000

What could his number be? Find all the possibilities.

Mathematical talk

• How is the value of zero represented on a place value grid or number?
• What is the same but different about these numbers?
• Will this number round up or down? Explain why.
• What do we need to know to be able to compare numbers?
• Explain today’s date in Roman Numerals
• If one million is the whole, what could the parts be?