Place value - Number lines - Planning

In Year 4, during the first week of the Autumn term, students delve into the concept of place value with a particular focus on number lines. The lesson's resources include chalk, worksheets, and a presentation, which are used to facilitate a range of activities. The key vocabulary for the lesson includes 'place value', 'number line', 'estimate', 'hundreds', 'tens', and 'ones'. After completing an initial 'fluent in four' questions set, children recap on previous learning and are then introduced to number lines in various contexts such as measuring capacity, time, length, mass, and speed. They are shown different number lines, including linear and circular ones like those found on speedometers, clocks, and scales. The first activity challenges students to compare number lines and determine the value of intervals. They use stem sentences to articulate their understanding of the position of numbers on the line.

The second activity encourages children to consider the relative value of numbers, prompting them to decide which number would be in the middle of a given number line and justify their reasoning. A practical exercise takes the learning outdoors, where children use chalk and dice to draw number lines ranging from 0 to 1000. They roll a three-digit number and mark it on their number line, discussing their reasoning and challenging their partner with custom intervals. The lesson aims to solidify understanding of intervals and the placement of numbers, asking key questions to guide the students' thinking. To accommodate different levels of proficiency, the lesson offers differentiated worksheets: 'Working towards' focuses on familiarising students with various starting points, 'Working at expected' involves using a range of intervals, and 'Working at Greater depth' includes estimating starting points and using intervals such as 25s. Throughout the lesson, common misconceptions are addressed, such as identifying zero on a number line and calculating intervals correctly.