In this Year 4 Number Line to 10,000 lesson, children identify, represent and estimate using different representations.
The Year 4 Number Line to 10,000 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.
divisions: The marks along a number line that show where values sit.
interval: The space between two divisions on a number line. All of the intervals on one number line are equal in size.
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.
For the purple sections of the four levels, copy and paste these from the first sheet of the varied fluency resource.
Scaffolded Examples
• Finding the value of one interval; reading a number line.
Support
• Q1: completing missing numbers on a number line starting at 0, with the number of intervals given.
• Q2: reading the value of A on a number line starting at 0, with sentence stems.
• Q3: finding the midpoint of a number line, with sentence stems.
Core
• Q1: completing missing numbers on a number line starting at 0.
• Q2: reading the value of A on a number line starting at 0.
• Q3: finding the midpoint of a number line with values that are multiples of 500.
Stretch
• Q1: completing missing numbers on a number line that does not start at 0.
• Q2: reading the value of A on a number line that does not start at 0.
• Q3: finding the midpoint of a number line with values that are multiples of 50.
Reasoning and Problem Solving
Support
• Q1: Reasoning - explaining whether a character has correctly found the midpoint of a number line, with the difference given.
• Q2: Reasoning - explaining an error where divisions have been counted instead of intervals.
• Q3: - Problem Solving - finding start and end values for a given midpoint, using multiples of 1,000.
Core
• Q1: Reasoning - explaining whether a character has correctly found the midpoint of a number line.
• Q2: Reasoning - explaining an error where the start value has not been subtracted before dividing.
• Q3: Problem Solving - finding start and end values for a given midpoint, using multiples of 500 with a minimum difference.
Stretch
• Q1: Reasoning - explaining whether a character has correctly found the midpoint of a number line with a non-round difference.
• Q2: Reasoning - explaining an error where the interval value has not been added to the start value when reading A.
• Q3: Problem Solving - finding a start or end value from a given number of intervals and constraints on the interval size.
Deeper Reasoning
The questions in this set focus on exploring the position of different numbers on a number line to deepen understanding in identifying, representing and estimating 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.
