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Mixed Age Year 3 and 4 Place Value Step 5 Resource Pack

Mixed Age Year 3 and 4 Place Value Step 5 Resources

Mixed Age Year 3 and 4 Place Value Step 5

Mixed Age Year 3 and 4 Place Value Step 5 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for both year groups for Autumn Block 1 and covers Year 3 Number Line to 1,000 & Year 4 Number Line to 10,000.

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What's included in the Pack?

This Mixed Age Year 3 and 4 Place Value Step 5 pack includes:

  • Mixed Age Year 3 and 4 Place Value Step 5 Teaching PowerPoint with examples for both year groups.
  • Number Line to 1,000 Year 3 Varied Fluency with answers.
  • Number Line to 1,000 Year 3 Reasoning and Problem Solving with answers.
  • Number Line to 10,000 Year 4 Varied Fluency with answers.
  • Number Line to 10,000 Year 4 Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 3: (3N4) Identify, represent and estimate numbers using different representations

Mathematics Year 4: (4N4a) Identify, represent and estimate numbers using different representations

Differentiation for Year 3 Number Line to 1,000:

Varied Fluency
Developing Questions to support placing 3-digit multiples of 50 or 100 on number lines. Most increments labelled.
Expected Questions to support placing 3-digit multiples of 10 on number lines. Start and end increments labelled, or value of increments given.
Greater Depth Questions to support placing 3-digit multiples of 5 on number lines. Two middle increments labelled, or value of increments given.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Find the midpoint of a number line when given the start and end. Draw a number line with the same midpoint when given the start/end.
Expected Find the midpoint of a number line when given the start and end. Draw a number line with the same midpoint. The midpoint is a multiple of 10.
Greater Depth Find the midpoint of a number line when given the start and end. Draw a number line with the same midpoint. The midpoint is a multiple of 5.

Questions 2, 5 and 8 (Problem Solving)
Developing Find the end of a number line when given the start and clues. Increments are in 50, 100 or 200. Start point is a multiple of 100.
Expected Find the end of a number line when given the start and clues. Increments are in multiples of 10. Start point is a multiple of 100.
Greater Depth Find the end of a number line when given the start and clues. Increments are in multiples of 10. Start point is a multiple of 10.

Questions 3, 6 and 9 (Reasoning)
Developing Decide whether two number lines show the same number. Two labelled number lines used, start and end are multiples of 50. 
Expected Decide whether two number lines show the same number. One labelled and one unlabelled number line used; start and end points labelled.
Greater Depth Decide whether two number lines show the same number. One labelled and one unlabelled number line used; two middle increments labelled.

Differentiation for Year 4 Number Line to 10,000:

Varied Fluency
Developing Questions to support placing 4-digit multiples of 100 on number lines. Start, end and some mid points labelled.
Expected Questions to support placing 4-digit multiples of 10 or 100 on number lines. Start and end points labelled.
Greater Depth Questions to support placing 4-digit numbers of multiples of 5 and 10 on number lines. Number lines with some points labelled at non-uniform intervals.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Find the end of a number line when given the start and clues. Intervals represent either 100, 500 or 1,000. Up to 2 possible answers.
Expected Find the end of a number line when given the start and clues. Intervals represent multiples of 10. Up to 5 possible answers.
Greater Depth Find the end of a number line when given the start and clues. Intervals represent multiples of 5. Up to 5 possible answers.

Questions 2, 5 and 8 (Reasoning)
Developing Explain who is correct when describing a number on a number line, starting with a multiple of 1,000. Some increments given (including start and end points).
Expected Explain who is correct when describing a number on an unlabelled number line, starting with a multiple of 100. Start and end points given.
Greater Depth Explain who is correct when describing a number on an unlabelled number line, starting with a multiple of 50. Start and end points given.

Questions 3, 6 and 9 (Reasoning)
Developing Explain who has the largest number represented on a number line with some increments given (including start and end points). Intervals in multiples of 100.
Expected Explain who has the largest number represented on a number line with start and end points given. Intervals in multiples of 10. 
Greater Depth Explain who has the largest number represented on a number line with non-uniform intervals labelled. Intervals in multiples of 5.

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