In this Year 4 Thousands lesson, children find 1,000 more or less than a given number.
The Year 4 Thousands 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 tracks: A representation of the order of numbers when counting. It can go forwards or backwards. It is similar to a number line, but numbers can go up or down in jumps of 1s, 2s, 3s, etc.
multiple: A product of one number multiplied by another number. For example, multiples of 10 are the products of numbers multiplied by 10.
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
Scaffolded Examples
• Counting forwards and backwards in 1,000s; counting 1,000 counters to find how many hundreds are in a multiple of 1,000 with sentence stems.
Support
• Q1: placing two numbers on a 1,000s number track.
• Q2: finding how many hundreds are in a multiple of 1,000 from a single row of place value counters.
• Q3: converting between hundreds and thousands, with a key fact given.
Core
• Q1: placing three numbers on a 1,000s number track.
• Q2: finding how many hundreds are in a multiple of 1,000 from rows of place value counters.
• Q3: converting between hundreds and thousands.
Stretch
• Q1: placing three numbers on a 1,000s number track, requiring calculations.
• Q2: finding how many hundreds are in a multiple of 1,000 from a single row of place value counters and completing additional information.
• Q3: converting between hundreds and thousands, requiring calculations.
Reasoning and Problem Solving
Support
• Q1: Reasoning - explaining whether a character has correctly identified the next number when counting on or back in 1,000s from a given starting number.
• Q2: Reasoning - explaining whether a statement about the number of hundreds in a multiple of 1,000 is correct.
• Q3: Problem Solving - finding pairs of multiples of 1,000 that total a given number of hundreds, with the total also given in thousands.
Core
• Q1: Reasoning - explaining whether a character has correctly identified the next number when counting on or back in 1,000s.
• Q2: Reasoning - explaining whether a comparison between a number of hundreds and a number of thousands is correct.
• Q3: Problem Solving - finding pairs of multiples of 1,000 that total a given number of hundreds.
Stretch
• Q1: Reasoning - explaining whether a character is correct about how many hundreds are in the next number when counting in 1,000s.
• Q2: Reasoning - explaining whether a multiplicative statement linking hundreds and thousands is correct.
• Q3: Problem Solving - finding multiples of 1,000 that meet two conditions, including a difference expressed in hundreds.
Deeper Reasoning
The questions in this set focus on counting forwards and backwards in 1,000s to deepen understanding in finding 1,000 more or less than a given number.
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.
