1. YEAR 4M1c: Can understand the place value of each digit in a 3 digit and 4 digit number = Teacher’s Notes Commissioned by The PiXL Club Ltd. 2017 This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution. PiXL Club Ltd endeavour to trace and contact copyright owners. If there are any inadvertent omissions or errors in the acknowledgements or usage, this is unintended and PiXL will remedy these on written notification. © Copyright The PiXL Club Limited, 2017 PiXL Club Ltd endeavour to trace and contact copyright owners. If there are any inadvertent omissions or errors in the acknowledgements or usage, this is unintended and PiXL will remedy these on written notification.

2. Assessing Understanding Probing questions for teachers: How many tens are there in 100? How many ones are there in 1 ten? How many hundreds are there in 1,000? What number is ten less than 67? What is the value of 3 in 236? What number is ten less than….., 100 less than……, 1,000 less than? A number is partitioned into 4,000 + 300 + 50 + 6, what is the number?

3. Key Vocabulary ones, tens, hundreds, thousands, digit, one-, two-, three- or four-digit number, stands for, represents, most, largest, least, fewest, smallest, one…, ten…, one hundred…, one thousand, more/less, compare, order, size, ascending/descending order, before, after, next, between, half-way between, guess how many, estimate, nearly, roughly, close to, about the same as, partition, parts, whole.

4. We should be able to work with numbers all the way up to 10,000.

5. Partitioning Let’s look at an example with 3-digit numbers. Can you read this number: 269? Which column is the largest in value? Which column is the smallest in value? What is the value of the 6 in this number? What is the value of the 2 in this number? Let’s see how we can partition this number into its separate parts…

6. Partitioning We can use a place value chart to help us: • Write the number in a place value chart. • Give the value not the column name. • Consider carefully how many zeros each part needs to make it the right size for the given number. so 269 = 200 + 60 + 9 or 269 = 2 hundreds, 6 tens and 9 ones

7. Partitioning Let’s look at a different example with 3-digit numbers. Can you read this number: 957? Which column is the largest in value? Which column is the smallest in value? What is the value of 7 in this number? What is the value of 9 in this number? Partition this number into its separate parts.

8. Problem Solving and Reasoning What mistake has been made? What should the partitioning look like? 385 = 3 + 8 + 5

9. Partitioning Let’s look at a different example with 4-digit numbers. Can you read this number: 2046? Which column is the largest in value? Which column is the smallest in value? What is the value of 2 in this number? What is the value of 4 in this number? Partition this number into its separate parts.

10. Problem Solving and Reasoning 2,000 + 600 + 50 + 3 = ____________

11. Problem Solving and Reasoning What value does the 8 have in these numbers: 6852, 2987, 8652, 6048?

12. Partitioning Take it in turns with your partner to write down 3 or 4-digit numbers and then partition them.

13. Problem Solving and Reasoning Make a number between 131 and 139 using the digits 7, 3 and 1.

14. Can you say different things about this number: 400? It is _______ less than 420. It is _______ less than 600. It is made up of ________ tens. It is made up of _________ ones.

15. Can you say different things about this number: 362? It is _______ less than _____. It is _______ more than _______. It is made up of ________ hundreds, ________ tens and _______ ones.

16. Problem Solving and Reasoning Make a number between 2,000 and 2,500 using the digits 1, 9, 2, 4.

17. M1c: Activities • Give pupils a range of 3 and 4-digit numbers and ask them to partition them. • Give pupils the parts and ask them to put them together to get the whole number. • Display the number and also it partitioned but with missing parts for the children to fill in, e.g. 3456 = 3000 + _____ + 50 + 6. • Get children to count on from a given number in any multiple of 10/100/1000. • Get children to compare 3 and 4-digit numbers where only 1 digit is different – can they spot the significance of 1 digit difference to the value of the number? • Give children a starting number, give them a set of instructions to do to their number (add ten, subtract 100, double it etc.) and see if they all end up on the same number.

18. M1c. Your Turn Test 1 1. 2349 = 2000 + _____ + 40 + _____. 2. Partition 3854. 3. Write a number that comes between 374 and 474 that has 3 hundreds.

19. M1c. Your Turn Test 2 1. ________ = 4000 + 200 + 200 + 40 + 7. 2. 347 has how many tens? 3. What is the value of 4 in each of these numbers? 5742 497 3004 249

20. M1c. Your Turn Test 3 1. What is the value of the digit 3 in the following numbers? 4623 539 3785 376 2. I have partitioned 3976 into 3000 + 900 + 70 + 6. Partition 3976 in another way. 3. 4076 has how many thousands?