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

## Mixed Age Year 4 and 5 Place Value Step 4

Mixed Age Year 4 and 5 Place Value Step 4 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 4 Number Line to 10,000 & Year 5 Numbers to a Million.

### What's included in the Pack?

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

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

#### National Curriculum Objectives

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

Mathematics Year 5: (5N2) Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit

Mathematics Year 5: (5N6) Solve number problems and practical problems that involve (5N1) (5N2) (5N4) (5N5)

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.

Differentiation for Year 5 Numbers to a Million:

Varied Fluency
Developing Questions to support representing and understanding numbers to 1,000,000, using multiples of 10, 100 or 1,000. Includes conventional partitioning, pictorial representations and numerals only.
Expected Questions to support representing and understanding numbers to 1,000,000 including conventional partitioning, pictorial representations, numerals and words.
Greater Depth Questions to support representing and understanding numbers up to 1,000,000 in both numerals and words, including unconventional partitioning.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Find and explain an error in a place value chart showing numbers to 1,000,000. Using multiples of 10, 100 or 1,000.
Expected Compare digits to a spoken version of a number up to 1,000,000. Identify errors and give the correct wording.
Greater Depth Compare digits to a spoken version of a number up to 1,000,000 using unconventional partitioning. Identify errors and give the correct wording.

Questions 2, 5 and 8 (Problem Solving)
Developing Complete a part whole model to represent a number up to 1,000,000 in digits, using conventional partitioning using multiples of 10, 100 or 1,000.
Expected Complete a part whole model to represent a number up to 1,000,000 in words, using conventional partitioning, where two parts are missing.
Greater Depth Complete a part whole model to represent a number up to 1,000,000 in words, using unconventional partitioning, where two parts are missing.

Questions 3, 6 and 9 (Problem Solving)
Developing Identify if a number up to 1,000,000 is accurately represented using a radar chart. Conventional partitioning using multiples of 10, 100 or 1,000.
Expected Identify if a number up to 1,000,000 is accurately represented using a radar chart. Conventional partitioning.
Greater Depth Identify if a number up to 1,000,000 is accurately represented using a radar chart. Unconventional partitioning.