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Mixed Age Year 3 and 4 Place Value Step 8 Resource Pack

Mixed Age Year 3 and 4 Place Value Step 8 Resources

Mixed Age Year 3 and 4 Place Value Step 8

Mixed Age Year 3 and 4 Place Value Step 8 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 1, 10, 100 More or Less & Year 4 1,000 More or Less.

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What's included in the Pack?

This Mixed Age Year 3 and 4 Place Value Step 8 pack includes:

  • Mixed Age Year 3 and 4 Place Value Step 8 Teaching PowerPoint with examples.
  • 1, 10, 100 More or Less Year 3 Varied Fluency with answers.
  • 1, 10, 100 More or Less Year 3 Reasoning and Problem Solving with answers.
  • 1,000 More or Less Year 4 Varied Fluency with answers.
  • 1,000 More or Less Year 4 Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 3: (3N1b) Count from 0 in multiples of 4, 8, 50 and 100
Mathematics Year 3: (3N2b) Find 10 or 100 more or less than a given number
Mathematics Year 4: (4N2b) Find 1,000 more or less than a given number
Mathematics Year 4: (4N6) Solve number and practical problems that involve 4N1 - 4N5 and with increasingly large positive numbers

Differentiation for Year 3 1, 10, 100 More or Less:

Varied Fluency
Developing Questions to support finding 1, 10, 100 more or less than a number up to 1,000 using multiples of ten for 10 and 100 more or less. Numerals and pictorial representations only.
Expected Questions to support finding 1, 10, 100 more or less than a number up to 1,000 from any number. Numbers shown by pictorial representations, numerals and words.
Greater Depth Questions to support finding 1, 10, 100 more or less than a number up to 1,000 from any number. Numbers shown by pictorial representations, numerals and words. Using multistep questions with some unconventional partitioning. For example, one more, ten less.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Find three possible more than/less than statements using 4 cards showing 1, 10, 100 more or less than a number up to 1,000 using multiples of ten for 10 and 100 more or less. Numbers given in numerals and written in the same format. calculations. Calculations involve finding 1, 10, 100 more or less than a number. Numbers given in numerals and written in the same format.
Expected Find five possible more than/less than statements using 4 cards showing 1, 10, 100 more or less than a number up to 1,000 from any number. Numbers given in numerals and words and written in different formats.
Greater Depth Find five possible more than/less than statements using 4 cards showing multistep calculations for 1, 10, 100 more or less than a number up to 1,000 from any number. Numbers given in numerals and words and written in different formats, with some unconventional partitioning.

Questions 2, 5 and 8 (Problem Solving)
Developing Find the number (multiple of ten) that was put into a function machine after two steps of 1, 10, 100 more or less.
Expected Find the number that was put into a function machine after three steps of 1, 10, 100 more or less.
Greater Depth Find the number that was put into a multistep function machine after three steps of 1, 10, 100 more or less.

Questions 3, 6 and 9 (Reasoning)
Developing Determine whether a statement about 1, 10, 100 more or less than a given number is correct. Place value counters used to represent numbers. Includes adding/subtracting 1 counter from 1 column.
Expected Determine whether a statement about 1, 10, 100 more or less than a given number is correct. Place value counters used to represent numbers. Includes adding/subtracting 2 counters from 2 columns.
Greater Depth Determine whether a statement about 1, 10, 100 more or less than a given number is correct. Place value counters used to represent numbers. Includes adding/subtracting any number of counters from any column.

Differentiation for Year 4 1,000 More or Less :

Varied Fluency
Developing Questions to support finding 1,000 more or less than a 4-digit multiple of 1,000 and 100. Numerals and same pictorial representations within a question.
Expected Questions to support finding 1,000 more or less than any 4-digit number. Numerals, same pictorial representations within a question and some use of words.
Greater Depth Questions to support finding 1,000 more or less than a 4-digit number. Numerals and words with some mixed pictorial representations. Some use of finding 2,000 more or less by finding 1,000 more/less and then 1,000 more/less.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Find the missing number on a number line by finding 1,000 more or less than a 4-digit multiple of 1,000 and 100 and explain reasoning. Marked increments are adjacent numbers.
Expected Find two missing numbers on a number line by finding 1,000 more or less than a 4-digit number and explain reasoning. Marked increments are alternate numbers.
Greater Depth Find two missing numbers on a number line by finding 1,000 more or less than a 4-digit number and explain reasoning. Calculations involve finding 2,000 more/less by finding 1,000 more/less and then 1,000 more/less.

Questions 2, 5 and 8 (Problem Solving)
Developing Identify the odd one out by finding 1,000 more or less than 4-digit multiples of 1,000 and 100.
Expected Identify the odd one out by finding 1,000 more or less than 4-digit numbers.
Greater Depth Identify the odd one out by finding 1,000 more or less than 4-digit numbers. Some calculations involve finding 2,000 more/less by finding 1,000 more/less and then 1,000 more/less.

Questions 3, 6 and 9 (Problem solving)
Developing Identify the number that was placed in a function machine by finding 1,000 more or less than a 4-digit multiple of 1,000 and 100 and explain reasoning.
Expected Identify the number that was placed in a function machine by finding 1,000 more or less than a 4-digit number and explain reasoning.
Greater Depth Identify the number that was placed in a function machine by finding 1,000 more or less than a 4-digit number and explain reasoning. Calculations involve finding 2,000 more/less by finding 1,000 more/less and then 1,000 more/less.

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