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.

Coming soon!

Coming soon!

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.

Coming soon!

Coming soon!

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

Y4
Number Forum
Writing Roman numerals 1 to 100.