Weekly plan for Literacy: Year 1



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 StarterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryMondayCountingCount in ones as a class from 985 to at least 1025. Rpt counting from 1085 to 1125. Count round the class from 1285 to 1325.Understand place value in 4-digit nos; Place value in 5-digit nos (PV additions/subtractions).Write 4735 and cover the 1st digit so that just 735 shows. Ask all chn to say this number together, then uncover the ‘4’ and read the number. Explain how the 1000s are added to the 100s, 10s and 1s. Show a vertical place value chart (see resources). Point to one card from each column, chn combine and write the 4-digit number on their w/bs. Include 4-digit nos made from 3 cards such as 4056, 4306 and 4350. Display a 4-digit PV Grid (see resources) and write 4321 in it. Chn tell you what each digit means and say the entire number. They then write the addition: 4000 + 300 + 20 + 1. Repeat with 5031 and 4306. Write: 6000 + 200 + 3, chn write total in their own PV grid. Repeat with other 4-digit nos with at least one zero. Send Y4 away now to work with TA or independently. Write 23,456. Explain that the digits before the comma tell us how many 1000s, and the digits after the comma tell us the 100s, 10s and 1s. Read the number. The comma helps us to read the number. Read, but don’t show 43,261. Chn write the number on their w/bs. Say that, in this number, the 4 tells us how many ten 1000s, and then the 3 how many one 1000s. Show a vertical place value chart (see resources). Point to one number in each column. Chn write the total. Include 5-digit nos using only 3 or 4 cards, e.g. 40,156, 40,306 and 43,150. Chn write 43,561. Subtract 3000? Which digit will change? Subtract 500. What are we left with? Subtract 61. What’s left? Add 4, what do we have now? Add 210. Continue to +/– parts of the 5-digit number.Y4 Investigation TA if available with easier groupWorking in pairs, chn pick 4 cards from a pack of 0-9 number cards. They find and record diff ways to arrange the cards to create 4-digit nos and write down the biggest and smallest possibilities as PV additions. Remind chn that a whole number can’t begin with 0. Harder: Challenge chn to find how many combinations are possible (24 if 0 is not used).Write 5055 on the board. I want to make all four digits the same (5), just by adding one number How could I do this? What could I add? What if I started with 5505? Or 5550? 5500? 5000? 5005? 5050?GUIDED: Y5 EasierWrite 50,555 on the f/c. I want to make all digits the same (5), just by adding one number. How could I do this? What could I add? Chn test ideas on a calculator. What if I started with 55,505? Or 50,555? 55,550? Rpt with other 5-digit nos. Ask chn to make a 5-digit number then write an addition sentence, e.g. 40,000 + 2000 + 300 + 50 + 6 = 42,356. Rpt with two other 5-digit nos.Y5 HarderChn use knowledge of PV to complete number sentences (see resources).TuesdayCount on/back in 10s from 3-digit nos Write 587 on the board. Chn silently count on in 10s from 587, as you hold up a finger for each ten counted on, then shout out the final number. Do they all shout the same answer? Rpt, starting at 368. Write place value subtractions; Add/subtract 1s, 10s, 100s, 1000s, 10,000s. Write 45,462 on the board. What number is 1 more? Y4 use a calculator. Y5 don’t but write the answer on their w/bs. 10 more? 100 more? 1000 more? 10,000 more? Rpt with 36,478 but chn write the number that is 1 less, 10 less, 100 less, 1000 less then 10,000 less. Are they sure which digit changes each time? Enter 30,567 into an IWB calculator. We will add or subtract multiples of 10,000, 1000, 100, 10 and 1 to make all the digits the same (4), so the new number will be 44,444. Write this. How can we make the first digit change to 4? What must we add? Take feedback. Agree that 10,000 needs to be added and use the calculator to do this. How do we change the 0 to a 4? We have no 1000s. How much must we add? Repeat with each digit. Send Y5 away now to work with TA or independently Write 4356. Chn discuss in pairs how this number can be made into 4350. We need to ‘ZAP’ one digit! Test your idea out on a calculator. Agree that they can subtract (or zap!) 6. Now make 4356 into 4306. Which digit must we ‘zap’? Test your ideas on a calculator. Take feedback. Record the subtraction. To zap digits in other numbers, e.g. 4678 to 4078…. Y4 Activity Chn work in pairs to make up 4-digit nos. They discuss how to change each digit, one at a time, to zero. They test ideas on calculators and record the corresponding subtractions, e.g. 4356 – 4000 = 356; 4356 – 300 = 4056; 4356 – 50 = 4306; 4356 – 6 = 4350. GUIDED: Harder As most, challenge chn to ‘zap’ 2 digits at once.Show labelled 5000ml, 500ml, 50ml and 5ml containers. Point out the huge difference in quantity between 5000ml and 5ml. What a difference it makes when we put a 5 in the 1000s place as opposed to the 1s place! How much can these containers hold altogether?Y5 Easier - TA if availableChn roll a 1 to 6 dice 5 times to make a 5-digit number. They work out what to add and subtract, one stage at a time to make 55,555.Y5 Harder Chn work in pairs. Write 11,111. Roll a dice in turn. Choose to add that many 1s or 10s or 100s or 1000s or 10,000s, aiming to get as close to 99,999 but NOT going over. If chn go over they lose! ‘Stick’ before rolling dice. Who gets closest to 99,999? Write 99,999 and subtract 1s, 10s, 100s, 1000s or 10,000s to get as close to 11,111 as possible without going under.Very quick StarterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWednesdayCount in steps of 100 from 0 to 5000Show 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 pare pairs of four-digit numbers, using < and >; Place 5-digit numbers on a line and compare pairs of numbers, use < and >. Teach Y4/5 together. Show the class how to play ‘Make the biggest number’. Shuffle 2 packs of 0-9 digit cards and place in one pile face down. Play Teacher versus class! You take it in turns to pick 4 cards and use them to make the biggest 4-digit number possible. (Tell chn that they cannot use a zero in the first place as this would only create a 3-digit number.) The winner is the person with the bigger number! Is it the teacher or the class? Whoever wins, they get to pick one of their 4 cards to keep. Together, record on the board the comparative sentences (e.g. 4326>1764 and 1764<4326). Make sure chn are clear how to compare the sizes of numbers; model comparing the 1000s digits, 100s digits, 10s digits then 1s, if necessary, stopping when 1-digit is bigger than the other. Draw a 5-cell box. Shuffle 0-9 cards. Draw out one card, e.g. 7. Where shall we put this digit to make the largest 5-digit number we can? Repeat until all spaces are filled. Now Y5 chn write largest possible number and then the smallest number possible. Show a 0 to 100,000 landmarked line (see resources). Ask chn to say roughly where each of the 3 nos belong on the line – between which 10,000s. Ask chn up to mark them. Y4 Activity Children play the game in pairs. The game is over when both players have won 4 cards, the game champion is the player who can use their 4 ‘winners’ cards to make the bigger number. Challenge more able children to pick 5 cards, making 5-digit numbers. GUIDED: Easier Play as a group, splitting the chn into two teams. 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.Y5 Activity TA with easier group if availableChn play in pairs, they shuffle a set of 0 to 9 cards, and deal five cards each, which they use to make 5-digit nos in the order they come in. The child with the largest number wins. They write an inequality, e.g. 75,341 > 69,820. They record both nos on the 0 to 100,000 landmarked line. Harder: Chn place nos on an empty 0 to 100,000 line.ThursdayNo starterPlacing and ordering 3-digit numbers; Place 4-digit nos on a line, round to nearest 10, 100 or 1000.Two chn hold up a washing line, the width of the teaching area. Explain that the child on the left is 0 and the child on the right is 1000. Chn think, pair, share how we can find 500, 250 and 750 on the line. Model finding half to find and mark 500, then half again to find and mark 250 and 750, placing pegs with cards at each point. Count along the line: 0, 250, 500, 750, 1000. Place a peg at 800. Ask chn to work out what multiple of 100 you have placed it on. Rpt for other multiples of 10 or 100, each time marking the number on the line. Display a landmarked 0-1000 line (see resources). Ask chn up to place 600, 450, 125 and 999 on the line. Check chn are using their knowledge of placing 2-digit nos on a line to help. Point out how by placing the nos on the line we have ordered them, from smallest to biggest. Send Y4 away now to work with TA or independently Display a table of distances between places around the world (see resources). Find the distance from London to Delhi. What multiples of ten lie either side of 5907? Sketch a line on w/bs to show 5907 between 5900 and 5910. So what is 5907 to the nearest 10 miles? To the nearest 100 miles? Ask a Y5 child to sketch a number line on the board to show this. Ask Y4s which are the nearer multiples of 100. Rpt, this time rounding to the nearest 1000 miles. Rpt with another 4-digit distance. What is the shortest distance between two cities on the table? And the greatest? Closest to London? And furthest away? You might want to show cities on a globe so that chn appreciate where they are. Look where Tokyo and Sydney are in relation to London.Y4 Easier TA if availableChildren use the landmarked 0-1000 lines to mark the given numbers, which are multiples of 5 or 10 (see resources).Y4 Harder Chn order nos (see resources) using their knowledge of place value before placing them on unmarked lines.Display Y4 Harder sheet of numbers and lines. 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.Y5 practiceAsk chn to choose at least 6 four-digit distances from the table (see resources) and to round them to the nearest 10, 100 and 1000 miles, sketching number lines to show where the distances lie between neighbouring multiples of 10, 100 and 1000.GUIDED: Easier Work on the task as a group.Very quick StarterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryFridayNo starterPlacing and ordering 4-digit numbers; Place 5-digit numbers on a line, round to the nearest 10, 100, 1000 or 10,000.Display a landmarked 0-10,000 line (see resources). Ask chn to place 6000, 4500, 1250 and 9999 on the line. Point out how by placing the numbers on the line we have ordered them, from smallest to biggest. Ask two children to hold up a washing line, if possible it should be the width of the teaching area. Explain that the child on the left is 0 and the child on the right is 10,000. Ask chn to think, pair and share how we can find 5000, 2500 and 7500 on the line. Model finding half to locate 5000, then half again to find and mark 2500 and 7500. Open up the marked line and count along it 0, 2500, 5000, 7500, 10,000. Place a clothes peg at 6000 and ask chn to work out what multiple of 1000 you have placed it on. Rpt for other multiples of 100 or 1000, each time marking the number onto the line. Send Y4 away now to work with TA or independentlyChn sketch a line from 55,700 and 55,800 on their w/bs. Think of a number between 55,700 and 55,800 and mark it on your line. Which is the nearest multiple of 100? Think of a different number that will round to 55,800. Now show me a number that will round to 55,700. Rpt this time asking chn to sketch a line from 55,750 to 55,760 rounding nos to the nearest 10, then to sketch a line from 55,000 to 56,000 rounding nos to nearest 1000. Finally ask chn to sketch a line from 50,000 to 60,000 and draw a number in between. Which is the nearest multiple of 10,000? Write a number which rounds to 90,000. Chn swap with a partner to check.Y4 EasierChildren use landmarked 0-10,000 lines to mark the given numbers which are multiples of 100 or 1000 (see resources).Y4 Harder Chn work in pairs to put the given numbers (see resources) in order using place value. They check their ordering as a group by using a washing line as a 0-10,000 line and marking the given numbers with pegs. The nos are not just multiples of 100 or 1000 so require chn to think carefully about placement.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.Y5 Easier Chn write at least 4 nos on a 3000-4000 landmarked line, 100s labelled (see resources). They write the 4 nos underneath, and write the nearest multiple of 10, 100 and 1000 at the side of each.GUIDED: Y5 HarderChn work in pairs to shuffle a pack of 0-9 digit cards, and take five to make a 5-digit number. They discuss which 2 multiples of 10 it lies between, sketch a line between these multiples of 10 and mark on the number they made. They ring the nearest multiple of 10. Rpt for multiples of 100, 1000 and 10,000. ResourcesMonday: 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 cardsCalculatorsMonday: Year 5 Harder group Activity sheet of incomplete place value number sentences (see resources)1-6 diceLabelled 5000ml, 500ml, 50ml and 5ml containersWednesday: 0 to 5000 landmarked line (see resources)Wednesday: 0 to 100,000 landmarked line (see resources)Washing line and pegsThursday: 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 and Year 5 Textbook 1The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have?removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.Abacus Textbook Pages for Alternative/Additional Practice Year 4Year 5Day GroupPageGroupPageMondayEasierHarderTextbook 1, page 4Textbook 1, page 6TuesdayHarderTextbook 1, page 14HarderTextbook 1, page 7WednesdayMost childrenTextbook 1, page 8 FridayEasierHarderTextbook 1, page 18Textbook 1, page 19Harder Textbook 1, pages 73 and 74Scroll down for outcomesOutcomesOutcomes for most childrenMondayTuesdayWednesdayThursdayFridayYear 41. 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.Year 51. 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.Default (outcomes for children not on statements but not able to reach the outcomes for most children)Year 41. 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.Year 51. 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 ................
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