Maths Mixed age Year 4/Year 5 Weekly Plan: Summer
Week 1: Number, place value and Roman numerals
No starter
No starter
Tuesday
Monday
Y4 Objectives: Use place value to add/subtract to/from 4-digit numbers; Place 4-digit numbers on a line; Round 4-digit numbers to the nearest 10, 100 or 1000; Write Roman numerals to 100;
Count on and back in steps of 25 and 1000. Y5 Objectives: Add and subtract 1, 10, 100, 1000, 10,000 and 100,000 to/from six-digit numbers; Place six-digit numbers on landmarked lines and
empty lines; Round 6-digit numbers to the nearest 1000, 10,000, and 100,000; Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Place value addition and subtraction (4-digit nos.);
GUIDED: Y4 Easier Chn write 6478 at the top of a piece Y4 Harder
Display a blank 100Add and subtract 1, 10, 100, 1000, 10,000 and 100,000 to/from 6-digit nos.
of paper. Ask them to subtract 400, write the answer
Chn use
square on the board (see
Write 7489 (Y4) and 457,849 (Y5) on the board. Chn work in pairs. One child
underneath, then fold top of paper over to hide the
place value
resources) and write
writes the number 1 less, the other, the number 1 more. They show their w/bs.
answer. Next ask them to subtract 70, write the
to add and
1010 and 1020 in the 1st
Repeat with 10 more, 10 less, then 100 more/less, 1000 more/less, Y5 10,000
answer and fold over, then add 300, then subtract 8,
subtract.
2 squares, and 2000 in
and 100,000 more/less. Repeat with 4193 and 234,193. If chn have trouble with
then add 43, folding over the paper each time (like the They do as
the bottom right square.
10 more, they hide the first digit or first 3 digits and think of 10 more/less than
game Consequences). Finally they add 200. Do they all many
Explain that in this
the resulting 3-digit number. Send Y5 away to work with TA or independently
get the same answer? If not, ask chn to unfold their
questions as square we don't count
Write the number 4375 on the board. Ask chn to subtract 305 and write the
piece of paper and see where they started to get a
they can
on in ones, but in 10s.
answer on their w/bs. They should have done this really quickly! Ask them to
different answer. Rpt, this time starting with 4324, –
(see
What would be at the
explain why this is a ‘no work’ calculation. Rpt for 4375 – 4005, then 4375 –
304, + 6, – 20, + 100, + 40, + 111. [Abacus Txtbk 3 p.7]
resources).
end of the first row?
4070. Ask chn to add 202 to 4375, writing the answer on their w/bs. They then
What would you count in
Y5 practice TA if available to work with easier group
subtract 1002. Write 5555 on the board. Chn work in pairs to work out what
to move down a column?
Practise adding/subtracting 1, 10, 100, 1000, 10,000 and 100,000
they could add and subtract to/from 4375 to make 555. Remind that they are
Agree that we count
to/from 6-digit nos. (see resources). Easier: Start at q1.
looking for an easy way to do this. Chn share answers, e.g. +1200, –20.
down in steps of 100.
Harder: Chn start at q7, do as many as they can. [Abacus txtbk 2 p.6]
Place 4-digit nos. on landmarked lines and round to the nearest 10 and 100; Place 6-digit nos. on landmarked Y4 Easier TA if available
Y4 Harder Work in pairs, shuffle a
Call out 4lines and empty lines. Two chn hold 4600 and 4700 at either end of the room. Ask a 3rd child to stand where
Chn work in pairs to use pack of 0–9 digit cards, take 4 to
digit nos.
4654 might be on an imaginary number line between these points, keeping the number secret. Chn discuss
digits 53 and two other
make a 4-digit number. Chn discuss Round to
in groups what the number might be. The child with the mystery number takes a guess from each group,
cards to make nos. btw
which 2 multiples of 100 it lies
nearest
saying if the mystery number is more or less than their guesses. What two multiples of 10 would you like on
5300 and 5400. They
between; sketch a line between
multiple of
the line? Write the nos. on w/bs (e.g. 4650 and 4660). Give to the 2 chn at either end of the line. The child
place on a landmarked
these multiples and mark on the
100, writing
with the mystery number moves to where it belongs on this ‘zoomed-in’ bit of the number line. Each group
line, round to the
number. They ring the nearest
the answer
agree a new estimate and write on w/bs. Reveal mystery number. Which group was closest? Ask the child
nearest 10, then 100
multiple of 100. Rpt, drawing a line on w/bs.
how he/she knew where to stand. Is 4654 nearer to 4600 or to 4700? Rpt, with 5579 between 5000 and
and fill in table (see
between multiples of 10. [Abacus
Show me a
6000. Chn choose two multiples of 100 to place on the line (e.g. 5500 and 5600). Each group write their
resources). Rpt.
Txtbk 2 p.5]
number
estimates on w/bs. Can the number be 5525? Why not? Draw out that the number is closer to 5600 than
Y5 Easier
GUIDED: Y5 Harder Display 0 to 1,000,000 line. closer to
5500. Reveal the answer. If you have a no. which rounds to 5600 not 5500, you made a good estimate. Think
4500 than
Chn mark
Split group into 2 teams. Team A shuffle pack
of a no. between 5500 and 5600 which will round to 5500. Ask a child to hold this in approx. the right place.
4600. Rpt,
nos. on
of 0–9 cards. They take 6 and use them in 2
What do we round 5550 to? (5600) Send Y4 away now to work with TA or independently Show a 0 to
this time
sections of
different ways to make a pair of 6-digit nos.,
1,000,000 line marked in multiples of 100,000 (see resources). Choose a red number to mark but not label on lines with
asking them
then mark on the line. Team B shuffle the
the line. Chn write on w/bs which number they think you chose, then explain why. Rpt, asking a child to
for the
multiples of
cards, take 6 and use them to try and make a
choose a green no. and mark it on the line. Rest of class guess which. Rpt with a different child choosing a
nearest
10,000
number to mark between those on the line. If
blue number, and finally a purple number. Ask chn to sketch a line from 100,000 to 200,000 and to choose
marked (see
so, Team B wins that round, otherwise Team A multiple of
one of the red nos. They mark it on their line. A partner guesses which they chose. Rpt for each group of nos. resources).
10.
wins. Rub out the nos. and rpt. [Abacus Txtbk
2 p.9]
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y4/Y5 Week 1 Summer
Maths Mixed age Year 4/Year 5 Weekly Plan: Summer
Thursday
Wednesday
Very quick Starter
Whole class teaching
Week 1: Number, place value and Roman numerals
Guided group and independent paired/indiv practice activities
Plenary
Count on
Place four-digit numbers on landmarked lines (marked in 1000s) and round to
Y4 Easier
Y4 Harder during Y5 teaching
Give out 1000s cards
10s from 4the nearest 1000; Round six-digit numbers to the nearest 1000, 10,000, and
Chn work in pairs to
Chn work in pairs to shuffle a pack of 0–9 digit
to pairs around the
digit nos. &
100,000. Show chn a 0–10,000 line marked in 1000s, and three nos. marked but use 5 and three
cards, and take 4 to make a 4-digit number.
class so that each pair
back
not labelled (see resources). Point out the first number marked on the line and
other cards to make
They discuss which 2 multiples of 1000 it lies
has one card. (Give Y4
Together
ask chn to guess which of the six nos. written underneath the line it might be.
a 4-digit number
between; sketch a line between the 2 multiples
easier group 5000 or
count in 10s Do you think it’s 2379 or 2739? Why? Draw out that the mark is closer to 2000
between 5000 &
of 1000 and mark on the number. They ring the
6000.) Use a random
from 5923
than 3000 so the number must be 2379. 2379 rounds to 2000 if we round to
6000, and place on a nearest multiple of 100. GUIDED: Y4 Harder Ask number generator:
to at least
the nearest 1000. Rpt with the other two marks. Draw out which multiple of
landmarked line (see each pair of chn to shuffle a pack of 0–9 cards
http://www.primaryre
6123 and
1000 is closer to each. Send Y5 away now to work with TA or independently
resources). They
and take 4 cards. Shuffle a pack of 1000s cards
sources.co.uk/maths/f
back again.
Sketch a line on the board from 200,000 to 300,000. A child thinks of a number
round to the nearest (e.g. from place value cards) and show one to
lash/Bingo.swf to
Now count
between the two and marks it on the line but doesn’t write the number. Chn
1000. They write,
the group. If a pair of chn can use their 4 digit
generate nos.
in 10s round discuss and write an estimate on their w/bs. They choose two multiples of
e.g. 5437 rounds to
cards to make a number which rounds to this
between 1000 and
the class
10,000 for the ends of a new line. Draw this new line underneath and the child
5000. Rpt.
multiple of 1000, they win a point. Rpt.
10,000. Chn round to
from 2867,
marks the same number on this ‘zoomed-in’ section of the line. Chn revise their Y5 Practice
the nearest 1000. If
then back
estimates, then agree two multiples of 1000 for new ends of a line. The child
it’s the number on
Chn round the population of islands to the nearest 100,000, then
again. Rpt,
marks the number. Chn revise estimates again. The child reveals the mystery
their card, they hold
10,000, then 1000 (see resources). Suggest they draft number lines and
starting in a
number and labels it on each line. Round it to the nearest 100,000, 10,000 then mark the populations on them to help them to round if necessary.
up the card and earn a
diff. place.
1000. Rpt with a new child and a line between 500,000 and 600,000.
point. Rpt.
Easier TA Chn place on a landmarked line to help (see resources).
Count
History of zero and place value; Roman numerals to 100; Roman numerals to 1000 (M).
Y4 investigation
Ask Y4 chn
in 6s
Write the numerals 0 to 9 on the board and point out how these numerals can be used to write any number that we
Chn work in pairs to choose a times table, and to
to compare
Count
can think of, from tiny nos. to huge nos. Show a picture of a clock with Roman numerals (see resources). Explain that
write it out using only Roman numerals. They
using
round
all nos. used to be written like this! Point out how 9, 11 and 12 are written. Challenge chn to figure out how to write
write just the answers in random order, then
Roman
the
13 to 18. Explain that 20 is written as XX. How do you think we might write 19? 21? 25? The Romans must have been
swap these with another pair. Can they guess
numerals
class in good at rounding to 5s! Together write the multiples of 10 from X to C, explaining that C is the symbol for 100. Have
what times table they wrote? Repeat.
to those we
steps
chn seen these symbols anywhere else? (At the end of TV programmes or films where they are used to show the year
Easier: TA if available Chn write out the 5 times
normally
of 6 to the film/programme was made.) Write the current year using Roman numerals, pointing out how MM is 2000. Explain table first, discussing what they notice. Then they
use. Which
at least that the Romans had no symbol for zero, and this number system was quite difficult to use for calculation. Say that
choose another times table to write out.
times
200,
Roman numerals are called this because they were used during the Roman era across Europe, but continued to be
tables were
GUIDED: Y5 Easier
Y5 Harder
then
used for at least another 1000 years, while over in Asia and in the Middle East people were using numerals that
easier to
Ask chn to work in pairs to
Chn write the
back!
looked very like the ones we use today. We should be grateful to the Hindus and Muslims as our number system came
record than
think of a number between 0
next 2 nos. in
from them to us and is much easier to use than Roman numerals! Show how we use zero as a placeholder, e.g. in
others (e.g.
and 50, and use the
the sequences
4056. What would happen otherwise? Point out how digits can stand for different nos: they have a different value
5 and 10),
information on the board to
of Roman
according to their place in a number – we call this place value. Whereas in the Roman system, you need to add the
and why?
write that number using Roman numerals (see
letters together to work out the number. Tell chn that these numerals gradually spread west to the Arab world from
numerals. The rest of the group resources).
India, and then slowly around Europe. But even today we still use Roman numerals, e.g. for kings and queens (Queen
work out what number each
Leave Roman
Elizabeth II), dates, and page nos. in the fronts of some books for example. But definitely not to do calculations!
child has written. Rpt for nos.
numerals on
Send Y4 away now to work with TA or independently Show chn how the multiples of 100 are written to D, then ask
between 50 and 100; 100 and
the board for
them to predict how the next multiples of 100 might be written. Leave these and the multiples of 10 on the board.
150; 150 and 200, then 200 and chn to use as
Write the following Roman numerals: CCXI, CDXXVII, DCCLV, and ask chn to work out how we write these nos.
300.
reference.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y4/Y5 Week 1 Summer
Friday
Maths Mixed age Year 4/Year 5 Weekly Plan: Summer
Very quick Starter
Write numbers
less than 100
using Roman
numerals
Chn each choose
a number
between 10 and
100 and write it
on their w/bs
using Roman
numerals. They
then work as a
group to put
their number in
ascending order
without telling
others what
number they
chose! Rpt.
Week 1: Number, place value and Roman numerals
Whole class teaching
Guided group and independent paired/indiv practice activities
Count on and back in steps of 25 and 1000; Recognise years written in Roman numerals.
Y4 investigation TA with easier group if available
Use the 4 Digit Sequencer at http://www.crickweb.co.uk/ks2numeracy-properties-andChn work in pairs to choose a number between
ordering.html. Set the start number to 356 and the increment to 1000. Click to show the red
200 and 300, not ending in 25, 50 or 75! They
numbers (which will include the first number in the sequence). Ask chn to discuss in pairs what work out what number was first in the sequence
the last two numbers might be in the sequence. Click to reveal the green and blue numbers.
when counting in 25s, e.g. they choose 248. So if
Ask chn if they want to change their minds about the last two numbers, then ask a child to
we count back in 25s, we get: 223, 198, 173, 148,
enter them in and click ‘check’. Rpt with 25 as the start number and 25 as the increment. Rpt
123, 98, 73, 48, 23. So 23 was the first number in
with 4, then 17 and other numbers less than 25, keeping the increment as 25. Discuss the
the sequence. [Abacus txtbk 2 p.7]
patterns in the last two digits of the numbers.
Harder: Chn choose a number between 500 and
Send Y4 away now to work with TA or independently Remind chn how we write the current
600.
year using Roman numerals and how there is no symbol to say that there are no 100s in this
Y5 practice
number. In fact even in the number system which we use, there were no zeroes for hundreds
Chn choose at least six dates and work out how
of years! Historians have found that a Persian encyclopaedist Muhammad ibn Ahmad alwe write them using Hindu-Arabic numerals (i.e.
Khwarizmi wrote in 976AD that if in a calculation, no number appears in the place of tens, then those we more commonly use today). (See
a little circle should be used ‘to keep the rows’. This circle was called ‘empty’ in Arabic and
resources.)
later became called zero. Write the year some chn in the class were born, e.g. MMIV. Ask chn
GUIDED: Harder Once chn have written four
to work out this date. What other year were some chn born? Together write the year. Show
dates, challenge them to think of a number
the list of some key dates in history. Choose one, e.g. the Great fire of London, and as a class
between 1000 and 10,000 that will use more
work out the year to be 1666. So once we’ve sorted out the 1000s, the rest is just as we were
Roman numerals than those on the list of dates.
doing yesterday.
[Abacus Txtbk 3 p.82]
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Plenary
Use the
counting
machine again,
choose 1017 as
the start
number and 25
as the
increment. Click
to show the red
numbers. Ask
chn to predict
the last number.
Centre and click
to check. Rpt
with 1004, 1021
and 1018. Can
chn use the
pattern of digits
to help them?
MATHS Mixed age Y4/Y5 Week 1 Summer
Maths Mixed age Year 4/Year 5 Weekly Plan: Summer
Week 1: Number, place value and Roman numerals
Resources
 Monday: Year 4 place value addition and subtraction (see resources)
 Monday: Year 5 practice (see resources)
 Monday: Blank 100 square (see resources)
 Abacus Year 4 Textbook 2 and 3; Year 5 Textbook 2 and 3
 Tuesday: Year 5 Guess the number activity sheet (see resources)
 Tuesday: Year 4 Rounding activity sheet for Easier group (see resources)
 0–9 cards
 Tuesday: Year 5 Placing numbers on 0–1,000,000 lines activity sheet for Easier group (see resources)
 Wednesday: a 0–10,000 line marked in 1000s, and three numbers marked but not labelled for class display (see resources)
 Wednesday: Year 4 5000–6000 landmarked lines for easier group (see resources)
 Wednesday: Year 5 Rounding activity sheet (see resources)
 Wednesday: Year 5 0 to 1,000,000 landmarked line for Easier group (see resources)
 Random number generator such as at http://www.primaryresources.co.uk/maths/flash/Bingo.swf
 1000s cards (e.g. from place value cards)
 Thursday: A picture of a clock with Roman numerals (see resources)
 Thursday: Year 5 Roman numerals activity sheet (Harder group) (see resources)
 Online counting machine such as http://www.crickweb.co.uk/ks2numeracy-properties-and-ordering.html
 Friday: Year 5 Recognise years written in Roman numerals activity sheet (see resources)
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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y4/Y5 Week 1 Summer
Maths Mixed age Year 4/Year 5 Weekly Plan: Summer
Week 1: Number, place value and Roman numerals
Outcomes
Monday
Tuesday
Thursday
Friday
1. Use place value to add/subtract
to/from 4-digit numbers.
1. Place 4-digit numbers on
landmarked lines and round to the
nearest 10 and 100.
1. Place four-digit numbers on
landmarked lines (marked in
1000s).
2. Round four-digit numbers to the
nearest 1000.
1. Write numbers to 100 using
Roman numerals.
2. Appreciate how we use 0 as a
place holder.
1. Count in steps of 25 and 1000
from numbers other than 0.
1. Add and subtract multiples of 1,
10, 100, 1000, 10,000 and 100,000
to/from six-digit numbers.
1. Place six-digit numbers on
landmarked lines and empty lines.
1. Round 6-digit numbers to the
nearest 1000, 10,000, and 100,000.
1. Read and write Roman numerals
to 1000 (M).
1. Recognise years written in
Roman numerals.
Year 4
Year 5
Outcomes for most children
Wednesday
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Place 4-digit numbers on
landmarked lines and round to the
nearest 10 and 100.
1. Place four-digit numbers on
landmarked lines (marked in 100s).
2. Round four-digit numbers to the
nearest 1000 using landmarked
lines to help.
1. Write numbers to 100 using
Roman numerals, initially multiples
of 5, then other numbers.
2. Appreciate how we use 0 as a
place holder.
1. Count in steps of 25 and 1000
from numbers other than 0.
1. Add and subtract 1, 10, 100,
1000, 10,000 and 100,000 to/from
six-digit numbers.
1. Place six-digit numbers on
landmarked lines.
1. Round 6-digit numbers to the
nearest 100,000.
1. Read and write Roman numerals
to 200 (CC).
1. Recognise years written using a
few Roman numerals.
Year 5
Year 4
1. Use place value to add/subtract
to/from 4-digit numbers.
Only record names of children who struggled or exceeded these outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y4/Y5 Week 1 Summer