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Place Value Unit 1 Whole Class Teaching Input DAY 1Objectives Place 3-digit numbers on a line. Order 3-digit numbers.ResourcesWashing line, cards, pegs, landmarked lines (see resources)TeachingAsk 2 children to hold up a washing line, that is the width of the teaching area. Explain that the child on the left is 0 and the child on the right is 1000. Ask children to 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 and ask children what multiple of 100 you have placed it on. Repeat for other multiples of 10 or 100, each time marking the number onto the line. Display a landmarked 0-1000 line (see resources). Ask children to place 600, 450, 125 and 999 on the line. Check children are being accurate and using the landmarks and their knowledge of placing 2-digit numbers on a line to help with the placement. Support children in observing that by placing the numbers on the line we have ordered them, from smallest to biggest. Repeat with another blank 0-1000 line.Group activity notes DAY 1 Group activity notes DAY 1 Place 3-digit numbers on 0-1000 number lines. Place 3-digit numbers on 0-1000 number lines.Objectives: Place 2-digit and 3-digit numbers on a line.Objectives: Place 2-digit and 3-digit numbers on a line.You will need: A piece of string, pegs and cards on which to write numbers 0-1000, number linesYou will need: A piece of string, pegs and cards on which to write numbers 0-1000, landmarked linesGroups of 6 – with T or TA Working at ARE /Working towards ARESet up a pegged line between chairs or along a wall. With chn, mark 0 and 1000 at the ends. Ask chn what numbers we need to mark first. Agree that the halfway mark is 500. Ask half the group to work together to mark 100, 200, 300 & 400 and the other half to work together to mark the 100s between 500 and 1000. Say a 3-digit number, e.g. 375. Chn discuss and agree where this should go on the line. Ask chn to work in mixed-ability pairs. Each pair agrees a number to mark. They do not tell the others what it is. The remaining chn and the adult have to say what number they marked. Were they correct in their placing? Chn use pre-drawn 0-1000 number lines. Make sure they have 1 sheet of lines each. Some chn can have landmarked lines; others could have unmarked lines as appropriate. Say a 3-digit number, e.g. 365. Children mark this on their lines. They check each other’s work. Repeat, giving other numbers for them to mark, making sure that they are all multiples of 5 or 10. Groups of 5 or 6 – with T or TA Working towards ARESet up a line between 2 children. Ask the left child to write 0 on a card and hold it, and the other child to write 1000. Ask the remaining children to write and place the numbers 500, 250 and 750 on the line. If there is a 6th child, they can then place 950 on the line. Choose a child. Ask then to place a peg on the line. Discuss together what number the peg is marking. Ask different questions to help chn decide: where are the multiples of 100, e.g. 300 and 400? Which 2 multiples do we think the peg is in between? Identify the peg number and write a card to mark it. Repeat this activity a couple of times. Hand out the landmarked lines, one per child. Ask each child to write 500, then all the multiples of 100. Say a number, e.g. 350, and ask them to mark it on their lines. Then ask each child to mark 3 numbers of their own choice. They can check each other’s work. Outcomes: I can place 2-digit and 3-digit numbers on a number line.Outcomes: I can place 2-digit and 3-digit multiples of 10 on a number line.Group activity notes DAY 1Order 3-digit numbers and place on a 0-1000 washing line. Objectives: Place 3-digit numbers on a line. Order 3-digit numbers.You will need0-1000 number lines (see resources), washing line, pegs.Groups of 5/6 – with TA or T Greater DepthProvide four 3-digit numbers, e.g. 365, 634, 821, 218. Place these where all the chn can see them. Ask chn to discuss in pairs and then place the 4 numbers in order, smallest to largest. The numbers are not just multiples of 5 or 10, so children will need to think carefully about their placement of the numbers.They then check their ordering by placing the numbers on pre-drawn 0-1000 number lines.Ask 2 children to hold up a washing line as a 0-1000 line.One child first marks on 500, 250 and 750 with pegs.The others then mark the given numbers on the line with pegs. Repeat this with 4 new numbers: 735, 199, 63, 572. Choose pairs of numbers from the number line and ask children to write inequality statements about them using < and >. Ask chn to write numbers in between each pair of pegs. Challenge them to find a number which is as near as possible halfway between the 2 pegs. Outcomes: I can order 3-digit numbers.I can place any 3-digit number on a 0-1000 number line.I can write a number in between two 3-digit numbers.NB: This activity can be used for those children working towards ARE on Day 2Whole Class Teaching Input DAY 2Objectives Place 4-digit numbers on a line.Resources0-10,000 landmarked line (see resources), washing line, cards, pegs, blank 0-10,000 line (see resources)TeachingDisplay a landmarked 0-10,000 line (see resources). Ask children to place 6500, 4500, 1250 and 9999 on the line. Check children are being accurate and using the landmarks to help with the placement. Support children in observing that by placing the numbers on the line we have ordered them, from smallest to biggest. Ask 2 children to hold up a washing line, that is 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 children 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. Repeat for other multiples of 100 or 1000, each time marking the number onto the line. Repeat with a blank 0-10,000 line on the board (see resources). Group activity notes DAY 2Group activity notes DAY 2Use the in-depth problem-solving investigation – ‘The Thousands Game’ – from NRICH as today’s group activity. Or use these activities below.Place 4-digit numbers on 0-10,000 number lines. Comparing and ordering 4-digit numbers. Find numbers in between two 4-digit numbers. Objective: Place 4-digit numbers on a line. Order 4-digit numbers.Objective: Place 4-digit numbers on a line.Order 4-digit numbers and find numbers in between.You will need: 0-10,000 number lines (see resources), washing line, pegs.You will need: 0-10,000 landmarked lines (see resources).Groups of 5/6 – with TA or T Working at ARE Provide four 4-digit numbers, e.g. 3650, 6140, 8210, 2180. Place these where all the chn can see them. Ask chn to discuss in pairs and then place the 4 numbers in order, smallest to largest. Provide 0-10,000 landmarked lines, 1 per child. Chn write the multiples of 1000, and check each other’s work. Chn mark each number on their line, discussing these as they go. Ask 2 children to hold up a washing line as a 0-10,000 line.One child first marks on 5000, 2500 and 7500 with pegs.Others then mark the given numbers on the line with pegs. Repeat this process with these 4 numbers: 5850, 2640, 6989, 351. Chn place them in order, smallest to largest, and then check by marking each number on their line. Work together to mark these on the washing line. Choose pairs of numbers from the number line and ask chn to write inequality statements about them using < and >. Challenge chn to write numbers in between 2 numbers. Can they say a number that comes approximately halfway between 2 numbers? Pairs – with T or TA Greater DepthChildren use landmarked 0-10,000 lines.They mark the multiples of 1000 on the line.Each child in a pair thinks of a number – it must be a multiple of 50, e.g. 3650 and 5450.They both mark both numbers on their line. They now need to work out what number comes exactly halfway between their 2 numbers. They do this by counting from the smaller number forward and the larger number backward in equal size steps. When they are certain they have identified the halfway number, check their work. They record the 3 numbers in order, underlining the middle one e.g. 3650, 4550, 5450. Chn repeat this 4 or 5 times. Encourage chn to suggest a ‘rule’ for how you find the middle number between 2 multiples of 50. Can they find the middle number between 2 multiples of 10? Outcomes: I can order 4-digit numbers.I can place any 4-digit number on a 0-10,000 number line.Outcomes: I can place 4-digit multiples of 10 on a number line.I can find numbers in between two 4-digit numbers.ADDITIONAL RESOURCESWashing lineCardsPegsLandmarked lines 0-1000 (see resources)Unmarked lines 0-1000 (see resources)A piece of string Cards on which to write numbers 0-1000Number lines0-1000 number lines0-10,000 landmarked line (see resources)0-10,000 blank line (see resources)The 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. ................
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