Maths Mixed age Year 4/Year 5 Weekly Plan: Autumn
Week 1: Place value
Tuesday
Monday
Y4 Objectives: Understand what each digit represents in a four-digit number; Write place value additions and subtractions; Place three-digit numbers on a line; Order three-digit numbers; Place
four-digit numbers on a line; Compare four-digit numbers.
Y5 Objectives: Understand place value in five-digit numbers; Place 5-digit numbers on a line; Order and compare 5-digit numbers; Add and subtract 1, 10, 100, 1000, 10,000; Place 4-digit
numbers on a line and round to the nearest 10, 100 or 1000; Place 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000.
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Counting
Understand place value in 4-digit nos; Place value in 5-digit nos (PV additions/subtractions).
Y4 Investigation TA if available with easier group
Write 5055 on
Count in
Write 4735 and cover the 1st digit so that just 735 shows. Ask all chn to say this number
Working in pairs, chn pick 4 cards from a pack of 0-9
the board. I
ones as a
together, then uncover the ‘4’ and read the number. Explain how the 1000s are added to the
number cards. They find and record diff ways to arrange
want to make
class from 100s, 10s and 1s. Show a vertical place value chart (see resources). Point to one card from each the cards to create 4-digit nos and write down the biggest all four digits
985 to at
column, chn combine and write the 4-digit number on their w/bs. Include 4-digit nos made
and smallest possibilities as PV additions. Remind chn that the same (5),
least
from 3 cards such as 4056, 4306 and 4350. Display a 4-digit PV Grid (see resources) and write
a whole number can’t begin with 0. [Abacus Tbk1, p13]
just by adding
1025. Rpt 4321 in it. Chn tell you what each digit means and say the entire number. They then write the
Harder: Challenge chn to find how many combinations are one number
counting
addition: 4000 + 300 + 20 + 1. Repeat with 5031 and 4306. Write: 6000 + 200 + 3, chn write
possible (24 if 0 is not used).
How could I do
from 1085 total in their own PV grid. Repeat with other 4-digit nos with at least one zero.
this? What
GUIDED: Y5 Easier
Y5 Harder
to 1125.
Send Y4 away now to work with TA or independently. Write 23,456. Explain that the digits
could I add?
Write 50,555 on the f/c. I want to make all
Chn use
Count
before the comma tell us how many 1000s, and the digits after the comma tell us the 100s, 10s digits the same (5), just by adding one
knowledge What if I
round the and 1s. Read the number. The comma helps us to read the number. Read, but don’t show
started with
number. How could I do this? What could I
of PV to
class from 43,261. Chn write the number on their w/bs. Say that, in this number, the 4 tells us how many
5505? Or
add? Chn test ideas on a calculator. What if complete
1285 to
ten 1000s, and then the 3 how many one 1000s. Show a vertical place value chart (see
5550? 5500?
I started with 55,505? Or 50,555? 55,550?
number
1325.
resources). Point to one number in each column. Chn write the total. Include 5-digit nos using
5000? 5005?
Rpt with other 5-digit nos. Ask chn to make
sentences
only 3 or 4 cards, e.g. 40,156, 40,306 and 43,150. Chn write 43,561. Subtract 3000? Which digit a 5-digit number then write an addition
5050?
(see
will change? Subtract 500. What are we left with? Subtract 61. What’s left? Add 4, what do we sentence, e.g. 40,000 + 2000 + 300 + 50 + 6
resources).
have now? Add 210. Continue to +/– parts of the 5-digit number.
= 42,356. Rpt with two other 5-digit nos.
Count on/back
Write place value subtractions; Add/subtract 1s, 10s, 100s, 1000s, 10,000s. Y4 Activity
Show labelled
in 10s from 3Write 45,462 on the board. What number is 1 more? Y4 use a calculator. Y5 Chn work in pairs to make up 4-digit nos. They discuss how to
5000ml, 500ml,
digit nos
don’t but write the answer on their w/bs. 10 more? 100 more? 1000 more? change each digit, one at a time, to zero. They test ideas on
50ml and 5ml
Write 587 on the 10,000 more? Rpt with 36,478 but chn write the number that is 1 less, 10
calculators and record the corresponding subtractions, e.g. 4356 containers. Point
board. Chn
less, 100 less, 1000 less then 10,000 less. Are they sure which digit changes – 4000 = 356; 4356 – 300 = 4056; 4356 – 50 = 4306; 4356 – 6 =
out the huge
silently count on each time? Enter 30,567 into an IWB calculator. We will add or subtract
4350. [Abacus Tbk1, p14]
difference in
in 10s from 587,
multiples of 10,000, 1000, 100, 10 and 1 to make all the digits the same (4), GUIDED: Harder As most, challenge chn to ‘zap’ 2 digits at once.
quantity between
as you hold up a
so the new number will be 44,444. Write this. How can we make the first
5000ml and 5ml.
Y5 Easier - TA if
Y5 Harder
finger for each
digit change to 4? What must we add? Take feedback. Agree that 10,000
What a difference it
available
Chn work in pairs. Write 11,111. Roll a
ten counted on,
needs to be added and use the calculator to do this. How do we change the Chn roll a 1 to 6
makes when we put
dice in turn. Choose to add that many 1s
then shout out
0 to a 4? We have no 1000s. How much must we add? Repeat with each
dice 5 times to
or 10s or 100s or 1000s or 10,000s, aiming a 5 in the 1000s
the final number. digit. Send Y5 away now to work with TA or independently
place as opposed to
make a 5-digit
to get as close to 99,999 but NOT going
Do they all shout Write 4356. Chn discuss in pairs how this number can be made into 4350.
the 1s place! How
number. They work over. If chn go over they lose! ‘Stick’
the same
We need to ‘ZAP’ one digit! Test your idea out on a calculator. Agree that
much can these
out what to add
before rolling dice. Who gets closest to
answer? Rpt,
they can subtract (or zap!) 6. Now make 4356 into 4306. Which digit must
containers hold
and subtract, one
99,999? Write 99,999 and subtract 1s,
starting at 368.
we ‘zap’? Test your ideas on a calculator. Take feedback. Record the
stage at a time to
10s, 100s, 1000s or 10,000s to get as close altogether?
subtraction. To zap digits in other numbers, e.g. 4678 to 4078….
make 55,555.
to 11,111 as possible without going under.
© 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 Autumn
Week 1: Place value
Very quick Starter
Count in steps of
100 from 0 to
5000
Show children a
0 to 5000
landmarked line
(see resources).
Count from 0 to
5000 in steps of
100. Chn shout
multiples of
1000. Repeat
without the line.
Plenary
Ask all chn
to write
their biggest
4/5-digit
number on
their w/bs.
Each group
work
together to
put their nos
in order
from least to
greatest.
No starter
Thursday
Wednesday
Maths Mixed age Year 4/Year 5 Weekly Plan: Autumn
Whole class teaching
Guided group and independent paired/indiv practice activities
Compare pairs of four-digit numbers, using < and >;
Y4 Activity
Place 5-digit numbers on a line and compare pairs of numbers, use < and >.
Children play the game in pairs. The game is over when
Teach Y4/5 together. Show the class how to play ‘Make the biggest number’. Shuffle 2
both players have won 4 cards, the game champion is
packs of 0-9 digit cards and place in one pile face down. Play Teacher versus class! You take the player who can use their 4 ‘winners’ cards to make
it in turns to pick 4 cards and use them to make the biggest 4-digit number possible. (Tell
the bigger number. Challenge more able children to pick
chn that they cannot use a zero in the first place as this would only create a 3-digit
5 cards, making 5-digit numbers. [Abacus Tbk1, p15]
number.) The winner is the person with the bigger number! Is it the teacher or the class?
GUIDED: Easier Play as a group, splitting the chn into
Whoever wins, they get to pick one of their 4 cards to keep. Together, record on the board
two teams.
the comparative sentences (e.g. 4326>1764 and 1764<4326). Make sure chn are clear how
Y5 Activity TA with easier group if available
to compare the sizes of numbers; model comparing the 1000s digits, 100s digits, 10s digits
Chn play in pairs, they shuffle a set of 0 to 9 cards, and
then 1s, if necessary, stopping when 1-digit is bigger than the other. Draw a 5-cell box.
deal five cards each, which they use to make 5-digit nos
Shuffle 0-9 cards. Draw out one card, e.g. 7. Where shall we put this digit to make the
in the order they come in. The child with the largest
largest 5-digit number we can? Repeat until all spaces are filled. Now Y5 chn write largest
number wins. They write an inequality, e.g. 75,341 >
possible number and then the smallest number possible. Show a 0 to 100,000 landmarked
69,820. They record both nos on the 0 to 100,000
line (see resources). Ask chn to say roughly where each of the 3 nos belong on the line –
landmarked line.
between which 10,000s. Ask chn up to mark them.
Harder: Chn place nos on an empty 0 to 100,000 line.
Placing and ordering 3-digit numbers; Place 4-digit nos on a line, round to nearest 10, 100 or 1000.
Y4 Easier TA if available Y4 Harder
Two chn hold up a washing line, the width of the teaching area. Explain that the child on the left is 0 and the
Children use the
Chn order nos (see
child on the right is 1000. Chn think, pair, share how we can find 500, 250 and 750 on the line. Model finding half landmarked 0-1000
resources) using their
to find and mark 500, then half again to find and mark 250 and 750, placing pegs with cards at each point. Count lines to mark the given knowledge of place
along the line: 0, 250, 500, 750, 1000. Place a peg at 800. Ask chn to work out what multiple of 100 you have
numbers, which are
value before placing
placed it on. Rpt for other multiples of 10 or 100, each time marking the number on the line. Display a
multiples of 5 or 10
them on unmarked
landmarked 0-1000 line (see resources). Ask chn up to place 600, 450, 125 and 999 on the line. Check chn are
(see resources).
lines.
using their knowledge of placing 2-digit nos on a line to help. Point out how by placing the nos on the line we
Y5 practice
have ordered them, from smallest to biggest. Send Y4 away now to work with TA or independently
Ask chn to choose at least 6 four-digit distances
Display a table of distances between places around the world (see resources). Find the distance from London to
from the table (see resources) and to round them
Delhi. What multiples of ten lie either side of 5907? Sketch a line on w/bs to show 5907 between 5900 and
to the nearest 10, 100 and 1000 miles, sketching
5910. So what is 5907 to the nearest 10 miles? To the nearest 100 miles? Ask a Y5 child to sketch a number line
number lines to show where the distances lie
on the board to show this. Ask Y4s which are the nearer multiples of 100. Rpt, this time rounding to the nearest
between neighbouring multiples of 10, 100 and
1000 miles. Rpt with another 4-digit distance. What is the shortest distance between two cities on the table? And 1000.
the greatest? Closest to London? And furthest away? You might want to show cities on a globe so that chn
GUIDED: Easier Work on the task as a group.
appreciate where they are. Look where Tokyo and Sydney are in relation to London.
Display
numbers
and lines
(see
resources).
Ask a Y4
child to
secretly
choose 1 of
the 1st group
to make on
the 1st line.
Others guess
the number.
Rpt for each
line.
© 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 Autumn
Week 1: Place value
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Placing and ordering 4-digit numbers;
Y4 Easier
Y4 Harder
Place 5-digit numbers on a line, round to the nearest 10, 100, 1000 or 10,000.
Children use
Chn work in pairs to put the given
Display a landmarked 0-10,000 line (see resources). Ask chn to place 6000, 4500, 1250 and
landmarked 0-10,000 numbers (see resources) in order using
9999 on the line. Point out how by placing the numbers on the line we have ordered them,
lines to mark the
place value. They check their ordering as
from smallest to biggest. Ask two children to hold up a washing line, if possible it should be the given numbers which a group by using a washing line as a 0width of the teaching area. Explain that the child on the left is 0 and the child on the right is
are multiples of 100
10,000 line and marking the given
10,000. Ask chn to think, pair and share how we can find 5000, 2500 and 7500 on the line.
or 1000 (see
numbers with pegs. The nos are not just
Model finding half to locate 5000, then half again to find and mark 2500 and 7500. Open up
resources).
multiples of 100 or 1000 so require chn
the marked line and count along it 0, 2500, 5000, 7500, 10,000. Place a clothes peg at 6000 and
to think carefully about placement.
ask chn to work out what multiple of 1000 you have placed it on. Rpt for other multiples of 100 Y5 Easier
GUIDED: Y5 Harder
or 1000, each time marking the number onto the line.
Chn write at least 4 nos
Chn work in pairs to shuffle a pack of
Send Y4 away now to work with TA or independently
on a 3000-4000
0-9 digit cards, and take five to make
Chn sketch a line from 55,700 and 55,800 on their w/bs. Think of a number between 55,700
landmarked line, 100s
a 5-digit number. They discuss which
and 55,800 and mark it on your line. Which is the nearest multiple of 100? Think of a different
labelled (see resources).
2 multiples of 10 it lies between,
number that will round to 55,800. Now show me a number that will round to 55,700. Rpt this
They write the 4 nos
sketch a line between these
time asking chn to sketch a line from 55,750 to 55,760 rounding nos to the nearest 10, then to
underneath, and write
multiples of 10 and mark on the
sketch a line from 55,000 to 56,000 rounding nos to nearest 1000. Finally ask chn to sketch a
the nearest multiple of
number they made. They ring the
line from 50,000 to 60,000 and draw a number in between. Which is the nearest multiple of
10, 100 and 1000 at the
nearest multiple of 10. Rpt for
10,000? Write a number which rounds to 90,000. Chn swap with a partner to check.
side of each.
multiples of 100, 1000 and 10,000.
No starter
Friday
Maths Mixed age Year 4/Year 5 Weekly Plan: Autumn
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Plenary
Ask Y4 chn to
write a number
between 2000
and 3000, and
Y5 chn to write
a number
between
20,000 and
30,000 on the
w/bs. Each
group put their
w/bs in order.
Which group
was quickest?
Rpt with 2300
and 2400, and
23,000 and
24,000.
MATHS Mixed age Y4/Y5 Week 1 Autumn
Maths Mixed age Year 4/Year 5 Weekly Plan: Autumn
Week 1: Place value
Resources
 Monday: 4-digit vertical place value chart (see resources)
 Monday: 4-digit place value grid (see resources)
 Monday: 5-digit vertical place value chart (see resources)
 0 to 9 cards
 Calculators
 Monday: Year 5 Harder group Activity sheet of incomplete place value number sentences (see resources)
 1-6 dice
 Labelled 5000ml, 500ml, 50ml and 5ml containers
 Wednesday: 0 to 5000 landmarked line (see resources)
 Wednesday: 0 to 100,000 landmarked line (see resources)
 Washing line and pegs
 Thursday: 0-1000 landmarked line (see resources)
 Thursday: Year 5 Table of distances between places around the world (see resources)
 Thursday: Year 4 Placing numbers on a 0 – 1000 line Activity Sheets (Easier and Harder versions) (see resources)
 Thursday: Numbers and lines for plenary (see resources)
 Friday: 0-10,000 landmarked line (see resources)
 Friday: Year 4 Placing numbers on a 0 – 1000 line Activity Sheets (Easier and Harder versions) (see resources)
 Friday: Year 5 3000 – 4000 landmarked line (see resources)
 Abacus Year 4 Textbook 1
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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 Autumn
Maths Mixed age Year 4/Year 5 Weekly Plan: Autumn
Week 1: Place value
Outcomes
Year 5
Year 4
Monday
Tuesday
Outcomes for most children
Wednesday
Thursday
Friday
1. Say what each digit represents
in a 4-digit number.
2. Compare 4-digit numbers.
1. Say what each digit represents
in a 4-digit number.
2. Write place value subtractions.
1. Say what each digit represents
in a 4-digit number.
2. Use this knowledge to compare
4-digit numbers using < and >.
1. Locate 3-digit numbers on
landmarked and unmarked 0-1000
lines.
1. Locate 4-digit numbers on
landmarked and unmarked lines.
1. Partition 5- digit numbers in
thousands, hundreds, tens, units.
2. Say what each digit represents
in 5-digit numbers.
3. Complete place value additions
and subtractions.
1. Add/subtract 1s, 10s, 1000s and
10,000s to/from five-digit
numbers.
1. Compare five-digit numbers
using > and < signs.
2. Place five-digit numbers on 0 to
100,000 landmarked lines.
1. Place 4-digit numbers on a line
and round to the nearest 10, 100
or 1000.
1. Place 5-digit numbers on a line
and round to the nearest 10, 100,
1000 or 10,000.
Year 5
Year 4
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Say what each digit represents
in a 4-digit number.
2. Compare 4-digit numbers.
1. Say what each digit represents
in a 4-digit number.
2. Write place value subtractions.
1. Say what each digit represents
in a 4-digit number.
2. Compare 4-digit numbers.
1. Locate 3-digit numbers on
landmarked lines.
1. Locate 4-digit numbers on
landmarked lines.
1. Partition 5-digit numbers in
thousands, hundreds, tens, units.
2. Say what each digit represents
in 5-digit numbers.
1. Add/subtract 1s, 10s, 1000s and
10,000s to/from five-digit numbers
without crossing 10,000s.
1. Compare five-digit numbers
using > and < signs.
2. Begin to place five-digit
numbers on 0 to 100,000
landmarked lines.
1. Place 4-digit numbers on a
landmarked line and round to the
nearest 10, 100 or 1000 with
support.
1. Place 4-digit numbers on a
landmarked line and round to the
nearest 10, 100 or 1000.
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 Autumn