Maths Year 4 Summer Place Value

If your class/school is closing for a while, we're here to help.

The Route map below outlines what to teach online, and what to practise at home. The Home pack provides all materials needed at home.

With TA/Tutor

These materials are for a TA or Tutor to use with a small group of children or one child.
They support the learning in class in this unit.
Notes are provided for teacher and TA/Tutor.

Coming soon!

In-depth Investigation: The Thousands Game from nrich.maths.org

Day 1 Teaching
Use Thermometer ITP. Choose a range of −10 to 20. At what temperature does water freeze? On a cold night the temperature might fall 1 degree below 0 degrees Celsius (0°C). What is the temperature then? Say this is called ‘minus 1’. Show how this is written as ‘−1°C’. Count from 0 down to −10°C. Say that numbers less than zero are called negative numbers, and numbers more than zero are called positive numbers. Use the ITP to show and calculate temperature differences – both rises and falls – either side of 0°C.
Group Activities
Use the in-depth problem-solving investigation ‘Sea Level’ from NRICH as today’s group activity.
Or, use these activities:
-- Order positive and negative numbers. Investigate temperatures in a range of locations and solve problems relating to temperature differences.

Day 2 Teaching
Count back in ones from 5 at the top of a vertical counting stick. 5, 4, 3, 2, 1, 0, what comes next? Continue, minus one, minus two…. Write 0, −2 and −4 on sticky notes and ask children where they belong on the stick. Repeat for a horizontal stick.
Give each pair of children some cards/ sticky notes with −5, −4, −3… 5 in random order and ask them to put them in order.
Choose pairs of numbers between −10 and 10. On whiteboards, children write < or > between the numbers to complete inequalities, e.g. 3 > −7, −9 < 8, etc.
Group Activities
-- Practise ordering cards −10 to 10. Write three consecutive negative numbers, given the ‘middle’ number. Complete inequalities using < or > symbols.
-- Practise ordering numbers −10 to 10. Complete inequalities using < or > symbols. Answer and create subtractions with negative answers.

These materials are for a TA or Tutor to use with a small group of children or one child.

They support the learning in class in this unit.

Notes are provided for teacher and TA/Tutor.

Coming soon!

Back to lockdown?

If your class or school is having to close for a while, these materials provide a home dimension as well as a clear route map outlining what to teach online, and what to practise at home.

Suggested for Day 1
Compare pairs of 4-digit numbers and give one number in between (simmering skills)

Suggested for Day 2
Add/subtract 1, 10, 100 or 1000 (simmering skills)

Day 1
Children mark on missing numbers on the scale of a thermometer, and then find differences in temperature.

Day 2
Mark negative numbers on a number line, then compare and order.

• Put these temperatures in order, starting with the lowest:
  19°C, −9°C, −18°C, 0°C, 21°C
• Estimate the number shown by the arrow on this number line:

• What temperature is 10 degrees less than 4°C?
• Alfie says ‘20 degrees higher than −5°C is 25°C’. Do you agree with him?

In-depth Investigation: Sea Level
Can you work out the depths between some of the underwater creatures? Sea Level from nrich.maths.org.

Temperature Differences
Work together on Day 1’s group activity. Use a number line to support finding the difference between positive and negative numbers.

Day 1 Teaching
Show the first four numbers in a sequence starting with 356, increasing in steps of 1000. How will you work out the last two numbers? Discuss reasoning before revealing the last two numbers.
Take 25 as start number, increasing in steps of 25. Repeat with 4, then 17. Discuss patterns in the last two digits of the numbers. Repeat with 1017, 1004, 1021 and 1018. Do children use the pattern of digits to help them?
Group Activities
-- Whole class investigation: Count back in 25s to find the smallest positive number that started a sequence of counting in 25s.

Day 2 Teaching
Write the numerals 1 to 9 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. Point out how 9, 11 and 12 are written. Challenge children to write 13 to 18. Explain that 20 is written as XX. How do you think we might write 19? 21? 25? Together, write the multiples of 10 from X, through L, to C, explaining that C is the symbol for 100. Have children seen these symbols anywhere else, e.g. at the end of TV programmes/ films, or elsewhere?
Discuss the history of numbers, including the use of zero as place holder (see teaching and group activities download for information).
Group Activities
Use the ‘Roman numeral teaser’ in-depth problem-solving investigation below as today’s group activity.
Or, use this activity:
-- Whole class investigation: Write a times-table using Roman numerals. Reason about patterns in sequences of Roman numerals.

These materials are for a TA or Tutor to use with a small group of children or one child.

They support the learning in class in this unit.

Notes are provided for teacher and TA/Tutor.

Coming soon!

Back to lockdown?

If your class or school is having to close for a while, these materials provide a home dimension as well as a clear route map outlining what to teach online, and what to practise at home.

Suggested for Day 1
Count on and back in steps of 6 (simmering skills)

Suggested for Day 2
Round 4-digit numbers to the nearest 10, 100 and 1000 (simmering skills)

Day 1
Fill in missing numbers in ascending and descending sequences with 1000, then 25 as the step size.

Day 2
Write the number before and number after given numbers using Roman numerals.

• 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.

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

Number Forum
Writing Roman numerals 1 to 100