The Year 3 Estimate on a Number Line to 1,000 PowerPoint guides both teachers and children through the lesson, including use of the varied fluency, reasoning and problem solving, deeper reasoning and scaffolded resources. Key learning information about this step:
Key Vocabulary
number line: A horizontal or vertical line which has numbers placed at equal points. Number lines can be used to show either positive or negative numbers. Most number lines begin at 0.
intervals: The equal spaces between the divisions on a number line.
midpoint: The point on a number line that is exactly halfway between the start and end values.
estimate: To make a sensible guess at what the answer could be. You usually estimate the answer by rounding the numbers to make the calculation easier. Another word for estimate is approximate.
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
Scaffolded Examples
• Guided practice finding the midpoint of an interval and estimating the position of a number.
Support
• Q1: Estimating the number an arrow points to from three possible answers; all divisions labelled.
• Q2: Estimating the position of a number; all divisions labelled.
• Q3: Estimating the position of two numbers; all divisions labelled.
Core
• Q1: Estimating the number an arrow points to; all divisions labelled.
• Q2: Estimating the position of a number; start, midpoint and end of number line labelled.
• Q3: Estimating the position of two numbers; start, midpoint and end of number line labelled.
Stretch
• Q1: Estimating the number an arrow points to; start and end points labelled.
• Q2: Estimating the position of a number; start and end points labelled.
• Q3: Estimating the position of two numbers; start and end points labelled.
Reasoning and Problem Solving
Support
• Q1: Reasoning - judging whether an arrow drawn exactly halfway shows the given number; midpoint line given; interval of 100.
• Q2: Reasoning – explaining if a statement is correct; all divisions labelled.
• Q3: Problem Solving – using the clues to identify possible numbers; all divisions labelled.
Core
• Q1: Reasoning - judging whether an arrow drawn exactly halfway shows the given number; interval of 100.
• Q2: Reasoning - explaining if a statement is correct; start, midpoint and end of number line labelled.
• Q3: Problem Solving - using the clues to identify possible numbers; start, midpoint and end of number line labelled.
Stretch
• Q1: Reasoning - judging whether an arrow drawn exactly halfway shows the given number; interval of 500.
• Q2: Reasoning - explaining if a statement is correct; start and end of number line labelled.
• Q3: Problem Solving - using the clues to identify possible numbers; start and end of number line labelled.
Deeper Reasoning
The questions in this set focus on using the clues to estimate the number of merit points and place them on a number line to deepen understanding in identifying, representing and estimating numbers.
