Number Line to 10,000 Year 4 Place Value Resource Pack

Number Line to 10,000 Year 4 Resources

Step 7: Number Line to 10,000 Year 4 Resources

Number Line to 10,000 Year 4 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Autumn Block 1.

We have also created a separate Teaching PowerPoint to introduce number lines which can be used prior to this step.

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What's included in the pack?

This pack includes:

  • Number Line to 10,000 Year 4 Teaching PowerPoint.
  • 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 4: (4N4a) Identify, represent and estimate numbers using different representations

Differentiation:

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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