Weekly plan for Literacy: Year 1



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; count on and back in steps of 25 and 1000; write Roman numerals to 100.StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryMondayOrder 4-digit numbersEach child writes a 4-digit number on their w/b. When you say go, each group of chn arrange their numbers in order from smallest to largest. Which group was first? Rpt, this time all numbers should be between 4000 and 5000!Place value addition and subtraction (4-digit numbers)Write the number 4375 on the board. Ask chn to subtract 305 and write the answer on their w/bs. They should have done this really quickly! Ask them to explain why this is a ‘no work’ calculation. Rpt for 4375 – 4005, then 4375 – 4070. Ask chn to add 202 to 4375, writing the answer on their w/bs. Another easy-peasy sum! They then subtract 1002. Write 5555 on the board. Chn work in pairs to work out what they could add and subtract to/from 4375 to make 555. Remind that they are looking for an easy way to do this. Chn share answers, e.g. +1200, –20. Whole class practiceChn use place value to add and subtract. They do as many questions as they can (see resources). Write 7463 on the board. Ask a child to secretly write a number to add to 7643, then write the answer on the board. Can the rest of the class guess what number was added? Rpt with several chn. If time, repeat for subtraction. GUIDED: EasierAsk chn to write 6478 at the top of a piece of paper. Ask them to subtract 400, write the answer underneath. They then fold the top of the paper down to hide the answer. Next ask them to subtract 70, write the answer and fold over, then add 300, then subtract 8, then add 43, folding over the paper (like the game Consequences) each time. Finally they add 200. Do they all get the same answer? If not, ask children to unfold their piece of paper and see where they started to get a different answer. Rpt, this time starting with 4324, – 304, + 6, – 20, + 100, + 40, + 111.TuesdayPlace 2-digit nos on an ENLChn play in pairs. They draw one empty line from 0 to 100 to share. They shuffle a pack of 0–9 digit cards and take it in turns to take 2 to make a 2-digit number in either order. E.g. use 6 and 2 to make 26 or 62; mark it on the line with the number and their initials. They carry on playing, trying to get three marks in a row without their opponent’s in between to win.Place 4-digit numbers on landmarked lines (sections with 10s, then just 100s marked) and round to the nearest 10 and 100Two chn hold 4600 and 4700 at either end of the room. Ask a third child to stand where they think 4654 might be on an imaginary number line between these two points, keeping the number secret. Chn discuss in groups what the number might be. The child holding the mystery number takes a guess from each group, and says whether the mystery number is more or less than their guesses. What two multiples of 10 would you like on the line? Write the numbers on w/bs (e.g. 4650 and 4660) and give to the two chn at either end of the line. Ask the child with the mystery number to stand where they think the mystery number belongs on this ‘zoomed-in’ section of the number line. Each group agree a new estimate and write on w/bs. Reveal the mystery number. Which group was closest? Ask the child how he/she knew where to stand. Is 4654 nearer to 4600 or to 4700? Rpt, with 5579 between 5000 and 6000. Chn choose two multiples of 100 to place on the line (e.g. 5500 and 5600). Each group write their estimates on their w/bs. Could the number be 5525? Why not? Draw out that the number is closer to 5600 than 5500. Reveal the answer. If you have a number which rounds to 5600 not 5500, you made a good estimate. Can you think of a number between 5500 and 5600 which will round to 5500? Ask a child to hold this number in approximately the right place. What would we round 5550 to? (5600)Most children/HarderChn work in pairs to shuffle a pack of 0–9 digit cards, and take 4 to make a 4-digit number. They discuss which 2 multiples of 100 it lies between; sketch a line between the 2 multiples of 100 and mark on the number. They ring the nearest multiple of 100. Rpt, drawing a line between two neighbouring multiples of 10. GUIDED: Medium Work as a group with chn who need support with this activity, but encourage them to work on a few in pairs after initial input. Call out 4-digit numbers and ask chn to round them to the nearest multiple of 100. They write the correct multiple of 100 on their w/bs. Now show me a number closer to 4500 than 4600. Rpt, this time asking them for the nearest multiple of 10.EasierChn work in pairs to place the digits 53 at the beginning of 4-digit numbers, then take 2 cards to form the other digits. They place the resulting number on a landmarked line. They round the number to the nearest 10, then 100 and fill in the table (see resources).StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWednesdayCount on/back in steps of 10 to/from 4-digit nos Together count in 10s from 5923 to at least 6123 and back again. Now count in 10s round the class from 2867, then back again. Rpt, starting in a different place.Place four-digit numbers on landmarked lines (marked in 1000s) and round to the nearest 1000Show chn a 0–10,000 line marked in 1000s, and three numbers marked but not labelled (see resources). Point out the first number marked on the line and ask chn to guess which of the six numbers written underneath the line it might be. Do you think it’s 2379 or 2739? Why? Draw out that the mark is closer to 2000 than 3000 so the number must be 2379. 2379 rounds to 2000 if we round to the nearest 1000. Repeat with the other two marks, drawing out which multiple of 1000 is closer to each.Most childrenChn work in pairs to shuffle a pack of 0–9 digit cards, & take 4 to make a 4-digit number. They discuss which 2 multiples of 1000 it lies between; sketch a line between the 2 multiples of 1000 and mark on the number. They ring the nearest multiple of 100. Give out 1000s cards to pairs around the class so that each pair has one card. (Give children from the easier group 5000 and 6000.) Use a random number generator such as at to generate numbers between 1000 and 10,000. Chn round the number to the nearest 1000. If it’s the number on their card, they hold up the card and earn a point. Rpt. EasierChn work in pairs to place the digit 5 at the beginning of a four-digit number and take 3 cards to form the other digits. They place the resulting number on a landmarked line. They decided whether the number rounds to 5000 to 6000. They write, e.g. 5437 rounds to 5000. Rpt.GUIDED: Harder Ask each pair of chn to shuffle a pack of 0–9 cards and take four cards. Shuffle a pack of 1000s cards (e.g. from place value cards) and show one to the group. If a pair of chn can use their four-digit cards to make a number which rounds to this multiple of 1000, they win a point. Rpt. ThursdayCount and back in steps of 6 Count round the class in steps of 6 starting at 0, passing a ball round as you do so to at least 200. Rpt, but this time chn count in their heads until you clap when they all say the number the child holding the ball is thinking of. Do they all shout the same number!? Rpt, starting at different points in the circle.Count on and back in steps of 25 and 1000Use an online counting machine such as . Set the start number to 356 and the increment to 1000. Click to show the red numbers (which will include the first number in the sequence). Ask chn to discuss in pairs what the last two numbers might be in the sequence. Click to reveal the green and blue numbers. Ask chn if they want to change their minds about the last two numbers, then ask a child to enter them in and click ‘check’. Rpt with 25 as the start number and 25m as the increment. Rpt with 4, then 17 and other numbers less than 25, keeping the increment as 25. Discuss the patterns in the last two digits of the numbers. Whole class investigationChn work in pairs to choose a number between 200 and 300, not ending in 25, 50 or 75! They work out what number was first in the sequence when counting in 25s. E.g. they choose 248. So if we count back in 25s, we get: 223, 198, 173, 148, 123, 98, 73, 48, 23. So 23 was the first number in the sequence. Harder: Chn choose a number between 500 and 600. GUIDED: Easier: Work as group first choosing a number between 100 and 200, then 200 and 300. To begin with count back in 25s until you reach a number 100 less, pointing out the pattern. Can children guess the first number? Count in 25s to check. 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? StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryFridayRound 4-digit numbers to the nearest 10, 100 and 1000Chn work in 3s. Write 4729 on the board. The 1st child rounds it to the nearest 10, the 2nd to the nearest 100 and the 3rd to the nearest 1000. Rpt with different 4-digit nos. History of zero and place value; Roman numerals to 100Write the numerals 0 to 9 on the board and point out how these numerals can be used to write any number that we can think of, from tiny numbers to huge numbers. Show a picture of a clock with Roman numerals (see resources). Explain that all numbers used to be written like this! Point out how 9, 11 and 12 are written. Challenge chn to figure out how to write 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 good at rounding to 5s! Together write the multiples of 10 from X to C, explaining that C is the symbol for 100. Have chn seen these symbols anywhere else? For example, some may have spotted them at the end of TV programmes or films where they are used to show the year the film/programme was made. Write the current year using Roman numerals, pointing out how M is 1000. Explain that the Romans had no symbol for zero, and this number system was quite difficult to use for calculation. Say that Roman numerals are called this because there were used during the Roman era across Europe, but continued to be used for at least another 1000 years, while over in Asia and in the Middle East people were using numerals that looked very like the ones we use today. We should be grateful to the Hindus and Muslims as our number system came from them to us and is much easier to use than Roman numerals! Show how we use zero as a placeholder, e.g. in 4056. What would happen otherwise? Point how the digits can stand for different numbers: they have a different value according to their place in a number – we call this place value. Whereas in the Roman system, you need to add the letters together to work out the number. Tell chn that these numerals gradually spread west to the Arab world from India, and then slowly around Europe. But even today we still use Roman numerals, e.g. for kings and queens (Queen Elizabeth II), dates, and page numbers in the fronts of some books for example. But definitely not to do calculations!Whole class investigationChn work in pairs to choose a times table, and to write it out using only Roman numerals. They write just the answers in random order, then swap these with another pair. Can they guess what times table they wrote? Rpt.Easier: Chn write out the 5 times table first, discussing what they notice. Then they choose another times table to write out. GUIDED: Sit with different groups asking how they are spotting which multiples have been written. What clues do they use? Can they spot the smallest number and use this to identify, then check the times table? Ask chn to compare using Roman numerals to those we normally use. Which times tables were easier to record than others (e.g. 5 and 10), and why? ResourcesDay 1: Whole class practice (see resources)0–9 cardsDay 2: rounding activity sheet for Easier group (see resources)Random number generator such as at Day 3: a 0–10,000 line marked in 1000s, and three numbers marked but not labelled for class display (see resources)Day 3: 5000–6000 landmarked lines for easier group (see resources)1000s cards (e.g. from place value cards)Soft ballOnline counting machine such as Day 5: a picture of a clock with Roman numerals (see resources)Abacus Year 4 Textbooks 1 and 2Abacus Textbook Pages for Alternative/Additional Practice Day GroupPageMondayEasierTextbook 2, page 78WednesdayEasierMost childrenHarder Textbook 1, page 74Textbook 2, page 5Textbook 1, page 75ThursdayMost childrenTextbook 2, page 7The 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.OutcomesOutcomes for most childrenMondayTuesdayWednesdayThursdayFriday1. 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. Count in steps of 25 and 1000 from numbers other than 0.1. Write numbers to 100 using Roman numerals.2. Appreciate how we use 0 as a place holder.Default (outcomes for children not on statements but not able to reach the outcomes for most children)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 100s).2. Round four-digit numbers to the nearest 1000 using landmarked lines to help.1. Count in steps of 25 and 1000 from numbers other than 0.1. Write numbers to 100 using Roman numerals, initially multiples of 5, then other numbers.2. Appreciate how we use 0 as a place holder. Only record names of children who struggled or exceeded these outcomes ................
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