Maths Year 3/4 Summer Number and Place Value

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.

• Mini-whiteboards and pens
• Internet access
• Base-10 equipment (e.g. Dienes blocks)
• ‘Place value’ (see resources)
• Place value cards
• ‘3-digit number cards’ (see resources – cut into a set of 36 cards)
• Sticky tack
• ‘0-1000 number line’ (see resources)
• 0–9 cards
• ‘0–1000 landmarked line’ (see resources)
• A3 paper
• ‘Round to the nearest 10’ (see resources)
• ‘0–10,000 line’ (see resources)
• ‘Round to the nearest 10 and 100’ (see resources)
• ‘5000 to 6000 lines’ (see resources)
• 1000s cards (e.g. from a set of place value cards)

Day 1
Count in steps of 100

Day 2
Place 3-digit numbers on an empty number line

Day 3
Multiply and divide by 10

Day 1
Y3: Understand use of base-10 blocks to represent 3-digit numbers.
Y4: Use place value to add and subtract to/ from 4-digit numbers.

Day 2
Y3: Order 3-digit numbers on landmarked lines.
Order 3-digit numbers on non-landmarked lines.
Y4: Round 4-digit numbers to the nearest multiple of 10.

Day 3
Y3: Round 3-digit numbers to nearest 100 and 10.
Y4: Round 4-digit numbers to the nearest multiple of 1000.

Y3

• Use drawings or equipment to represent 562 in three different ways.
• Write the missing numbers:
  529 – ☐ = 509
  446 = 406 + ☐
  1 = 801 – ☐
  418 – ☐ = 400
  999 = 990 + ☐
  302 + ☐ = 302
• Write two numbers which round to 300 as the nearest 100. One must be less than 300, and one must be more.
• Write two numbers that round to 120 as the nearest 10. One must be less than 120, and one must be more.
• Round 448 to the nearest 10. Round 448 to the nearest 100.
  

Y4

• Estimate the number shown by the arrow on the number line (see download).
• Circle the number which is closer to 2000: 1997, 2007.
  Explain how you know.
• Round 7483 to the nearest 10, nearest 100 and nearest 1000.
• Round these numbers to the nearest 100: 127, 1272, 12,727.
  

Y3 In-depth Investigation: Guess my Number
Children use their knowledge of 3-digit numbers, rounding, and properties of numbers to work out a mystery number.

Y4 In-depth Investigation: The Thousands Game
Each child in Class 4 took four numbers out of the bag. Who had made the highest even number? The Thousands Game from nrich.maths.org.

Y3
Picture the Number
Understanding place value in 3-digit numbers; Beginning to compare 3-digit numbers.

Tag to 200
Placing numbers between 100 and 200 on a 0 to 200 beaded line.

Y4
100s Neighbours
Placing 3-digit numbers on landmarked lines.

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 agiven 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.

• Counting stick
• Mini-whiteboards and pens
• ‘Step counting’ sheets 1 to 4 (see resources)
• Bean bags
• ‘Count in steps of 100’ (see resources)
• ‘Jump 50, Jump 100’ cards (cut into two sets of 8 cards, one set per player, see resources)
• 0–9 dice
• ‘Roman numeral clock’ (see resources)
• ‘Mystery sequences’ cards (cut out, see resources)

Day 1
Count in 100s

Day 2
Count in steps of 4 of 8

Day 1
Y3: Count in steps of 10 and 100 on a 10-1000 grid.
Count on and back in steps of 50 and 100.
Y4: Count on and back in steps of 25 and 1000.

Day 2
Y3: Write the next three numbers in number sequences; write the rule.
Y4: Read and write Roman numerals to 100.

Y3

• Write the next four numbers in these sequences:
  4, 8, 12, …
  13, 63, 113, …
  8, 16, 24, …
  100, 96, 92, …
  341, 441, 541, …
  601, 551, 501, …
• Create a sequence of ten numbers where you count on in 8s from an odd number.
• Harry says, ‘If I count in 4s, starting at 3, I won’t say 30, but I will say 303.’ Do you agree? Explain your ideas.

Y4

• Here is part of a number sequence.
  25, 50, 75, 100, 125, …
  Circle all of the numbers below that will appear in the sequence.
  235, 300, 865, 450, 795
• The numbers in this sequence decrease by the same amount each time.
  14,507 13,507 12,507, …
  What are the next three numbers in the sequence?
• Write these numbers in Roman numerals: 39, 1001, 49.
• Write these Roman numbers in figures: XLI, LIX, CXLIX
• Looking at the calculation
  XC – X, Polly says ‘That’s easy… you just take away the X from XC to leave C!’ Is she correct? Explain your ideas.
  

Y3 In-depth Investigation: Dog Chews
Children find a multiple of 50 and a multiple for 4 with a given total.

Y4 In-depth Investigation: Roman Numeral Teaser
Children apply their knowledge of place value to a different number system.

Y3
Ladders to Success
Counting in steps of 50 from 0 to 1000.

Y4
Number Forum
Writing Roman numerals 1 to 100.