### Planning and Activities

**Day 1**Use a counting stick to model counting on and back in steps of 100, then steps of 50. Begin with counting in these steps from zero; then move to counting from other numbers, e.g. 78, 4, 23.

**Further Teaching with Y4**

Count on in 25s, identifying and reasoning about repeating patterns in 10s and 1s digits.

**Group Activities: T with Y4**

Y3

*Use the in-depth problem-solving investigation ‘Dog Chews’ as today’s group activity.*

Or use these activities:

-- Play ‘Ping Pong’, alternating between counting in 100s and 50s to 1000. Other children play ‘Jump 50, Jump 100’, counting on a given number of 100s or 50s.

Y4 -- Count back in 25s to find the smallest positive number that started a sequence of counting in 25s.

**Day 2**

Identify a general ‘rule’ to describe the steps in a sequence, e.g. add/subtract 4, double; write subsequent numbers in the sequence.**Further Teaching with Y4**Introduce, then begin to read and write Roman numerals.

**Group Activities: T with Y3**

Y3 -- Play a sequences card game, challenging a partner to identify the rule for a sequence and to write the next three numbers.

Y4

*Use the in-depth problem-solving investigation ‘Roman numeral teaser’ as today’s group activity.*

Or use this activity:

-- Investigate writing times tables using Roman numerals. Identify and reason about any patterns.