1. Place 4-digit numbers on landmarked lines and round
Place Value
Place 4-digit numbers on landmarked lines and round
Objectives
Day 1
Place 4-digit numbers on landmarked lines (sections with 10s marked) and round to the nearest 10.
Day 2
Place 4-digit numbers on landmarked lines (sections with 100s marked) and round to the nearest 100.
Day 3
Place 4-digit numbers on landmarked lines (marked in 1000s) and round to the nearest 1000.
Before teaching, be aware that:
On Days 1 and 2 The Mystery number game on the slides can also be played out using children holding whiteboards and an imaginary line across the front of the classroom; see notes with Slide 7 and 11 for instructions; play additional rounds of the game if time permits.
On Day 3 children will need mini-whiteboards and pens.
Year 4

2. Place 4-digit numbers on landmarked lines and round
Place Value
Place 4-digit numbers on landmarked lines and round
Starters
Day 1
Compare 4-digit numbers (pre-requisite skills)
Day 2
Place 3-digit numbers on an empty number line (pre-requisite skills)
Day 3
Order 4-digit numbers (pre-requisite skills)
Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day.
Year 4

3. Place Value Place 4-digit numbers on landmarked lines and round
Starter
Compare 4-digit numbers
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Read out a 4-digit number (and do not display). Children write this on the left of their whiteboards. Read out a second 4-digit number. Children write this on the right of their whiteboards. Give children 5 seconds to write > or < between the two numbers, then hold up their whiteboards to show you. Repeat with different pairs of 4-digit numbers including pairs with the same first digit(s), e.g. 5198, 5603 or 8962, 8926, etc.
Year 4

4. Place Value Place 4-digit numbers on landmarked lines and round
Starter
Place 3-digit numbers on an empty number line
Pre-requisite skills – to use this starter, drag this slide to the start of Day 2
Children play in pairs. They draw an empty line from 0–1000 to share. They shuffle a pack of number cards 0–9 and take it in turns to take three cards to make a 3-digit number, using the cards in any order. They mark their number on the line, writing the number and their initials. They continue playing. The winner is the first person to mark three numbers in a row without one of their opponent’s in between.
Year 4

5. Place 4-digit numbers on landmarked lines and round
Place Value
Place 4-digit numbers on landmarked lines and round
Starter
Order 4-digit numbers
Pre-requisite skills – to use this starter, drag this slide to the start of Day 3
Children play in groups of four. Each child writes a 4-digit number on their whiteboard. When you say ‘Go!’, each group of children arrange their numbers in order from smallest to largest. Which group was first?
Repeat, this time all numbers should be between neighbouring multiples of 1000, e.g and 5000.
Year 4

6. Place 4-digit numbers on landmarked lines and round
Place Value
Place 4-digit numbers on landmarked lines and round
Objectives
Day 1
Place 4-digit numbers on landmarked lines (sections with 10s marked) and round to the nearest 10.
Year 4

7. The number is between 4650 and 4660! What could it be?
Day 1: Place 4-digit numbers on landmarked lines (sections with 10s marked) and round to the nearest 10.
4600
4650
????
4654
????
4700
4660
The number is between 4650 and 4660!
What could it be?
Discuss, in pairs / groups, what the mystery number might be.
Imagine a number line going from 4600 to 4700.
Is it more than 4630?
Less than 4670?
• Give two children a whiteboard each. On one whiteboard write 4600 and on the other write The children stand at either end of the room. On another whiteboard, secretly write 4654, without the class seeing the number. Ask a third child to stand where they think 4654 might be on an imaginary number line between 4600 and Help them to position themselves accurately, if necessary.
• Children discuss, in pairs/ groups, what the mystery number might be.
• The child holding the mystery number takes a suggestion from each group, and says whether the mystery number is more or less than their guesses.
• Which two multiples of 10 would you like on the line? Ask the two children at either end of the line to write the numbers on their whiteboards (e.g and 4660). Ask the child with the mystery number to stand where they think the mystery number belongs on this ‘zoomed-in’ section of the number line.
• Groups agree a new estimate and hold it up on a whiteboard.
• The child holding 4654 reveals the mystery number. Which group was closest? Ask the child holding the mystery number how they knew where to stand.
Which two multiples of 10 is the number between?
Year 4

8. Can you agree a number between 4650 and 4660 which rounds up to 4660?
Day 1: Place 4-digit numbers on landmarked lines (sections with 10s marked) and round to the nearest 10.
4650
4654
4660
Can you agree a number between 4650 and 4660 which rounds up to 4660?
Is 4654 nearer to 4650 or to 4660?
4654 rounds down to 4650 when rounding to the nearest 10.
What about 4655? Who can remember the rule?
We can use our skills in rounding 2-digit numbers to the nearest 10, to round
4-digit numbers to the nearest 10!
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Create 4-digit numbers to mark on a number line. Round to nearest 10.
ARE/GD: Create 4-digit numbers. Mark numbers on a section of number line between neighbouring multiples of 10. Circle the nearest 10. Quick-fire rounding to nearest
Year 4

9. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Round 4-digit numbers to the nearest multiple of 10 Sheet 1.
ARE: Round 4-digit numbers to the nearest multiple of 10 Sheet 1.
GD: Round 4-digit numbers to the nearest multiple of 10 Sheet 2.
Year 4

10. Place 4-digit numbers on landmarked lines and round
Place Value
Place 4-digit numbers on landmarked lines and round
Objectives
Day 2
Place 4-digit numbers on landmarked lines (sections with 100s marked) and round to the nearest 100.
Year 4

11. Day 2: Place 4-digit numbers on landmarked lines (sections with 100s marked) and round to the nearest 100.
5500
5000
????
????
5579
6000
5600
The number is between 5500 and 5600! What could it be?
Discuss, in pairs / groups, what the mystery number might be.
Imagine a number line going from 5000 to 6000.
Is it more than 5400?
Less than 5800?
• Give two children a whiteboard each. On one whiteboard write 5000 and on the other write The children stand at either end of the room. On another whiteboard, secretly write 5579,
without the class seeing the number. Ask a third child to stand where they think 5579 might be on an imaginary number line between 5000 and 6000, keeping the number secret.
• Children discuss in groups of what the mystery number might be.
• The child holding the mystery number takes a guess from each group, responding to each saying whether the mystery number is more or less than their guess.
• Children choose two multiples of 100 they think it would be useful to ‘zoom in’ on to have at either end of the line (e.g and 5600). Change the whiteboards accordingly. The child
holding the mystery number adjusts their position accordingly.
• Each group writes a new estimate on their whiteboard. Could the number be 5525? Why not? Draw out that the number is closer to 5600 than 5500.
• The child holding the mystery number reveals the answer. If you have a number which rounds to 5600 not 5500, you made a good estimate.
Which two multiples of 100 is the number between?
Year 4

12. Which 100s number does 5550 round to?
Day 2: Place 4-digit numbers on landmarked lines (sections with 100s marked) and round to the nearest 100.
5500
5579
5600
Can you agree a number between 5500 and 5600 which rounds down to 5500?
Is nearer to 5500 or to 5600?
Which 100s number does 5550 round to?
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Create 4-digit numbers to mark on a number line. Round to nearest 100.
ARE/GD: Create 4-digit numbers. Mark numbers on a section of number line between neighbouring multiples of 100. Circle nearest 100. Quick-fire rounding to nearest 100.
Year 4

13. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Round 4-digit numbers to the nearest multiple of 100 Sheet 1, at least questions 1 and 2.
ARE: Round 4-digit numbers to the nearest multiple of 100 Sheet 1.
GD: Round 4-digit numbers to the nearest multiple of 100 Sheet 1.
Year 4

14. Place 4-digit numbers on landmarked lines and round
Place Value
Place 4-digit numbers on landmarked lines and round
Objectives
Day 3
Place 4-digit numbers on landmarked lines (marked in 1000s) and round to the nearest 1000.
Year 4

15. Day 3: Place 4-digit numbers on landmarked lines (marked in 1000s) and round to the nearest 1000.
2379 ?
5842 ?
7756 ?
Which of these six numbers do you think the first number is? Which numbers can’t it be?
What about the second number? How can you tell which number it is?
What 1000s number will it round to?
2379
What about the third number? What 1000s number will it round to?
We have 3 mystery numbers on our
0-10,000 number line.
2739
5482
5842
7576
It is closer to 2000 so it must be 2379.
7756
Year 4

16. Let’s check your ideas…
Day 3: Place 4-digit numbers on landmarked lines (marked in 1000s) and round to the nearest 1000.
2379
5842
7756
Write two numbers between 3000 and 4000, one which rounds down to 3000 and one which rounds up to 4000.
Today would be a great day to use a problem-solving investigation – The Thousands Game – from NRICH as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website.
Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Create 4-digit numbers to mark on a 5000 to 6000 number line. Round to nearest 1000.
ARE/GD: Play a game, rounding numbers from 0 to 10,000 to the nearest 1000.
Let’s check your ideas…
Year 4

17. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Round 4-digit numbers to the nearest multiple of 100 Sheet 1, at least questions 1 and 2.
ARE: Round 4-digit numbers to the nearest multiple of 100 Sheet 1.
GD: Round 4-digit numbers to the nearest multiple of 100 Sheet 1.
Year 4

18. Place 4-digit numbers on landmarked lines and round
Place Value
Place 4-digit numbers on landmarked lines and round
Well Done! You’ve completed this unit.
Objectives
Day 1
Place 4-digit numbers on landmarked lines (sections with 10s marked) and round to the nearest 10.
Day 2
Place 4-digit numbers on landmarked lines (sections with 100s marked) and round to the nearest 100.
Day 3
Place 4-digit numbers on landmarked lines (marked in 1000s) and round to the nearest 1000.
You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide.
Year 4

19. Problem solving and reasoning questions
Estimate the number shown by the arrow on this number line.
Circle the number which is closer to 2000:
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.
Year 4

20. Problem solving and reasoning: Answers
Estimate the number shown by the arrow on this number line.
2250 (accept ).
Circle the number which is closer to 2000:
Explain how you know is closer – it is only 3 away from 2000, 2007 is 7 away.
Round 7483 to the nearest 10, nearest 100 and nearest (nearest 10); 7500 (nearest 100); 7000 (nearest 1000).
Note that in each instance children should refer to the original number when rounding
Round these numbers to the nearest 100: 127, 1272, 12, , 1300, 12,700 respectively. Note that when rounding to the nearest 100, the last 2 digits will be zeros.
Year 4