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

Mixed Age Year 4 and 5 Place Value Step 5

Mixed Age Year 4 and 5 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 4 Count in 1,000s & Year 5 Counting in Powers of 10.

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What's included in the Pack?

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

• Mixed Age Year 4 and 5 Place Value Step 5 Teaching PowerPoint with examples for both year groups.
• Count in 1,000s Year 4 Varied Fluency with answers.
• Count in 1,000s Year 4 Reasoning and Problem Solving with answers.
• Counting in Powers of 10 Year 5 Varied Fluency with answers.
• Counting in Powers of 10 Year 5 Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 4: (4N2b) Find 1000 more or less than a given number

Mathematics Year 4: (4N3a) Recognise the place value of each digit in a four digit number (thousands, hundreds, tens and ones)

Mathematics Year 5: (5N1) Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000

Mathematics Year 5: (5N5) Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero

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

Differentiation for Year 4 Count in 1,000s:

Varied Fluency
Developing Questions to support identifying, representing and counting forwards and backwards in 1,000s from multiples of 1,000. Using Base 10 only.
Expected Questions to support identifying, representing and counting forwards and backwards in 1,000s from multiples of 1,000. A variety of pictorial representations, numerals and words used.
Greater Depth Questions to support identifying, representing and counting forwards and backwards in 1,000s from multiples of 1,000. Mixed representations within a number, including pictorials, numerals, words and unconventional partitioning.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain if a number is possible after counting forwards or backwards in 1,000s from multiples of 1,000. Using Base 10 only.
Expected Explain if a number is possible after counting forwards or backwards in 1000s from multiples of 1,000. A variety of pictorial representations used.
Greater Depth Explain if a number is possible after counting forwards or backwards in 1000s from multiples of 1,000. Mixed representations within a number, including pictorials, numerals, words and unconventional partitioning.

Questions 2, 5 and 8 (Reasoning)
Developing Explain if a number has changed by a given multiple of 1,000. Multiples of 1,000 using Base 10 only.
Expected Explain if a number has changed by a given multiple of 1,000. Multiples of 1,000 using a variety of pictorial representations, numerals and words.
Greater Depth Explain if a number has changed by a given multiple of 1,000. Multiples of 1,000 using mixed representations within a number, including pictorials, numerals, words and unconventional partitioning.

Questions 3, 6 and 9 (Problem Solving)
Developing Find four possible outcomes after adding and subtracting multiples of 1,000. Using Base 10 only.
Expected Find four possible outcomes after adding and subtracting multiples of 1,000. Numbers represented in words.
Greater Depth Find four possible outcomes after adding and subtracting multiples of 1,000. Using numerals, words and unconventional partitioning.

Differentiation for Year 5 Counting in Powers of 10:

Varied Fluency
Developing Questions to support completing sequences counting forwards and backwards in powers of 10 up to 1,000,000, when the rule has been given. No negative numbers.
Expected Questions to support completing sequences counting forwards and backwards in powers of 10 up to 1,000,000, when the rule is not always given. Including negative numbers up to -100.
Greater Depth Questions to support completing sequences counting forwards and backwards in powers of 10 up to 1,000,000, when the rule has not been given. Including negative numbers up to -1,000.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Use digit cards to create numbers following a sequence. Sequence rule counts forwards or backwards in powers of 10 up to 1,000,000. Rule given.
Expected Use digit cards to create numbers following a sequence. Sequence rule counts forwards or backwards in powers of 10 up to 1,000,000. Rule not given.
Greater Depth Use digit cards to create numbers following a sequence. Sequence rule counts forwards or backwards in powers of 10 up to 1,000,000. Rule not given and may include negative numbers up to -1,000.

Questions 2, 5 and 8 (Problem Solving)
Developing Calculate the amount required to get from one given amount to another when counting backwards or forwards in powers of 10 up to 1,000,000. Rule given.
Expected Calculate the amount required to get from one given amount to another when counting backwards or forwards in powers of 10 up to 1,000,000. Rule not given and may include negative numbers up to -100.
Greater Depth Calculate the amount required to get from one given amount to another when counting backwards or forwards in powers of 10 up to 1,000,000. Rule not given and may include negative numbers up to -1000.

Questions 3, 6 and 9 (Reasoning)
Developing Explain who is correct when given two statements relating to a sequence. Sequence rule adds or subtracts powers of 10 up to 1,000,000.
Expected Explain who is correct when given two statements relating to a sequence. Sequence rule adds or subtracts powers of 10 up to 1,000,000 and may include negative numbers up to -100.
Greater Depth Explain who is correct when given two statements relating to a sequence. Sequence rule adds or subtracts powers of 10 up to 1,000,000 and may include negative numbers up to -1,000.

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