Prerequisites Mathematical language Pedagogical notes Understand place value in numbers with up to four digits value Zero is neither positive nor negative. Understand place value to tenths Digit It is expected that all pupils should from 0 in multiples of 6, 7, 9, 25 Use <, > and = symbols and 1000, but they should also be given the opportunity to start with any Count in steps of 4, 8, 50 and 100 Multiple given number. More NCETM: Less Zero Common approaches Positive Teachers use the language number’, and not number’, to ‘negative avoid future confusion with calculations Negative Every classroom has a and a place value chart on the wall (One, Two) Decimal Place Every classroom displays a number line up to 10 000 Number line Reasoning opportunities and probing questions Suggested activities Possible misconceptions What is the same and what is different: 2345, 4325, 3425, 4352 ? NRICH: Some pupils may think the negative number line is: Convince me that 4060 > 4059 is counting backwards through zero: 3, 2, 1, 0, -9, -8, -7, you …Do -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 agree with Lenny? NRICH: Jenny thinks that 0.36 > 0.4. Do you agree with Jenny? Some pupils that 1.32 > 1.4 because it has more decimal places NRICH: Some pupils may think that multiples stop at the of the times ‘end NCETM: tables’, e.g. 84 is the highest multiple of 7. NCETM: : Activity G NCETM: Learning review KM:
Prerequisites Mathematical language Pedagogical notes Understand place value in numbers with up to four digits Understand place value to tenths Use <, > and = symbols Count in steps of 4, 8, 50 and 100 value Digit Multiple More Less Zero Positive Negative (One, Two) Decimal Place Number line Zero is neither positive nor negative. It is expected that all pupils should from 0 in multiples of 6, 7, 9, 25 and 1000, but they should also be given the opportunity to start with any given number. NCETM: Common approaches Teachers use the language ‘negative number’, and not number’, to avoid future confusion with calculations Every classroom has a and a place value chart on the wall Every classroom displays a number line up to 10 000 Reasoning opportunities and probing questions Suggested activities Possible misconceptions What is the same and what is different: 2345, 4325, 3425, 4352 ? Convince me that 4060 > 4059 is counting backwards through zero: 3, 2, 1, 0, -9, -8, -7, …Do you agree with Lenny? Jenny thinks that 0.36 > 0.4. Do you agree with Jenny? NCETM: NRICH: NRICH: NRICH: NCETM: NCETM: : Activity G Learning review KM: Some pupils may think the negative number line is: -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 Some pupils that 1.32 > 1.4 because it has more decimal places Some pupils may think that multiples stop at the ‘end of the times tables’, e.g. 84 is the highest multiple of 7.