In this Year 4 Number Line to 1,000 lesson, children identify, represent and estimate numbers using different representations (a number line).
The Year 4 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, however this is not always the case.
midpoint: The point on a number line that is exactly halfway between the start and end values.
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
Scaffolded Examples
• Finding missing values on a number line; reading a number line.
Support
• Q1: completing missing numbers on a number line starting at 0, with information given to scaffold completion.
• Q2: reading a point on a number line starting at 0, with sentence stems.
• Q3: finding the midpoint of a number line with given start and end values that are multiples of 50, with sentence stems.
Core
• Q1: completing missing numbers on a number line starting at 0.
• Q2: reading a point on a number line starting at 0.
• Q3: finding the midpoint of a number line with given start and end values that are multiples of 50.
Stretch
• Q1: completing missing numbers on a number line that does not start at 0.
• Q2: reading a point on a number line not starting at 0.
• Q3: finding the midpoint of a number line with given start and end values that are multiples of 5.
Reasoning and Problem Solving
Support
• Q1: Reasoning - deciding whether statements about the number of intervals on a number line is correct, with every value on the line labelled.
• Q2: Reasoning – deciding whether statements about finding a number line’s midpoint are correct, starting at 0.
• Q3: Problem Solving - using a number line with one value given to find possible start and end values, where the intervals are a multiple of fifty.
Core
• Q1: Reasoning - deciding whether statements about the number of intervals on a number line is correct, with only the start and end values labelled.
• Q2: Reasoning - deciding whether statements about finding a number line’s midpoint are correct, starting at multiples of 100.
• Q3: Problem Solving - using a number line with one value given to find possible start and end values, where the intervals are a multiple of ten.
Stretch
• Q1: Reasoning - deciding whether statements about dividing to find the value of intervals on a number line are correct, with only the start and end values labelled.
• Q2: Reasoning - deciding whether statements about finding a number line’s midpoint are correct, with start and end points being multiples of 5.
• Q3: Problem Solving - using a number line with one value given to find possible start and end values.
Deeper Reasoning
The question in this set focuses on problem solving with blank number lines to deepen understanding in identifying, representing and estimating numbers using different representations.
This lesson is designed to align to White Rose Maths version 3. Classroom Secrets Limited is not affiliated with, endorsed by, or in any way connected to White Rose Education Limited. Our products are original to Classroom Secrets Limited and any reference to White Rose Maths is solely for the purpose of indicating compatibility and does not imply any association with White Rose Education.
