Count in tens/hundreds/thousands from different start numbers. Count backwards.

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1 Getting Started Number Number and place value Class counting (1) Tell the class the counting you are going to be doing, e.g. counting in thousands starting from five- or six-digit numbers. Tell all the children to be looking directly at you, as you will point to them when it is their turn to say the next number. Tell the class to be counting in their heads and thinking of the next number even when it is not their turn. Say the start number clearly or write it on the whiteboard. Point to children in a random pattern. Keep the pace up. After a few minutes, change the start number and begin again. Count in tens/hundreds/thousands from different start numbers. Count backwards. Class counting (2) Tell all the class to stand up. Tell the class the counting you are going to be doing, e.g. counting in tens starting from four-digit numbers. Tell all the children to be looking directly at you, as you will point to them when it is their turn to say the next number. Tell the class if they do not know the next number or get it wrong they are out and have to sit down. Tell the class to be counting in their heads and thinking of the next number even when it is not their turn. Say the start number clearly. Point to children in a random pattern to say the next number. Keep the pace up. Keep going until only four children are left standing, declare them the winners. Count in tens/hundreds/thousands from different start numbers. Count backwards. 30

2 Class counting (3) Tell all the class to stand up in a circle Tell the class the counting you are going to be doing, e.g. counting in hundreds starting from six-digit numbers. Choose two unlucky digits and write them on the board, e.g. 3 and 8. Anyone who says a number with one of these digits in has to sit down and is out. Keep the pace fast. Conducting counting Tell the class you are the conductor and you will be conducting the counting. Move your hands as a conductor does in a regular rhythmic way. Say that this means they count every time you move your hands. Show them a movement for stop and a movement for change direction. Make these up and use them every time you are counting with your class. Tell the class the start number and how you are going to be counting, e.g. in tens starting from Conduct the class s counting by changing the pace and changing the direction so they count backwards as well as forwards. Counting in hundreds backwards in steps of powers Tell the class they are going to be counting in hundreds. Write a five- or six-digit number on the board. This is the start number. Say: Every time I click my fingers, count on 100. You count on in your head from the start number. No one says anything. You will know when I have finished, as I will fold my arms. If you want the class to count on 700 click your fingers seven times then fold your arms. Choose four or five children to say the number they finished at. Say the right answer and congratulate everyone who had that number in their heads. Repeat with a different start number and amount of hundreds to count on. Count backwards more Say the number 10, 100 or 1000 more or less than a given number Say: I am going to say a number and you respond with the number that is 1000 more. Say various different numbers to the class. Expect whole-class responses. Keep the pace fast. Ask the class for the number that is 1000 less. Ask the class for the number that is 10 or 100 more or less. 31

3 Get in order Compare and order numbers up to Tell the class the range of numbers you wish to focus on, e.g. numbers between and Ask children to write a number within that range on their whiteboards. Choose four children to come to the front and show their number to the class. Tell the class they need to give the children instructions to move so the numbers will be in order. Then choose a space between two of the children and ask if anyone s number could come between those two numbers. If so, choose someone to come and stand in the line. If not, ask all the children to write a number that could come between the two chosen numbers. Repeat this several times. Draw a number line on the board with the appropriate numbers at the beginning and end. Ask children to put their number on the number line in the approximate place. Compare and order numbers up to Compare and order numbers up to ; counting stick In the middle Draw an empty number line on the board and mark the halfway point. Write as the middle number. Ask children, either in pairs or individually, to tell you what numbers could go on either end of the number line. Challenge children to think of ten different answers. Change the number in the middle of the number line. Counting stick Hold up the counting stick and tell the class that 0 is at the beginning and is at the end. Point to the marked divisions and ask the class to count with you. Move your finger forwards and backwards at varying speeds. When children are confident with the divisions 000, point to a space between two divisions. Tell children to write down the number you could be pointing to. Share numbers and discuss which are good approximations. Repeat this several times. Change the starting number, e.g and count on in steps

4 Digit cricket Recognise the place value of each digit in a six-digit number mini whiteboard, eraser and pen (per child) Ask children to write three different six-digit numbers on their whiteboards. Tell them you are going to call out different digit values such as 6 thousands, 4 hundred thousands, 2 ten thousands, 3 tens, 9 hundreds, 7 ones. If any of their numbers contain that digit, they cross out the digit not the whole number. The idea is for all their digits to be out. Call out various digit values. Keep a record of what you say for checking purposes. The first child to cross out all of their numbers is the winner. Play with five-digit numbers. Make the highest number Recognise the place value of each digit in a six-digit number large number cards 0 9 (per class) On the board draw Tell the class that they need to make the highest six-digit number they can. Shuffle the number cards and put them face down. Ask a child to turn over the top card. Look at the digit and decide in which place to put it out of the six spaces on the board. It cannot be changed once it has been placed. Repeat until you have a six-digit number. Ask if you have made the highest possible number with the digits you had. Make the lowest number possible. Split the class into two teams and see which team can make the highest number. Use a 0 9 dice or two sets of 0 9 cards. Imagine a number Recognise the place value of each digit in a six-digit number Ask the class to shut their eyes and imagine the number Ask questions similar to the following: - Which digit is on the far left? - Which digit is on the far right? - Which digit is between the digits 8 and 1? - What is the largest digit? - What is the value of the 7? - Which digit has the hundreds place value? - What would the number read if you swapped the 4 and the 6? - What would the number read if you read it backwards? Repeat with different numbers. Start by writing the number on the board to help children visualise it. 33

5 Round me Round numbers to the nearest 10, 100, 1000, or Say a five- or six-digit number and children write it on their board. Tell children what to round their number to. Compare answers. Repeat. Rounding numbers Round numbers to the nearest 10, 100, 1000, or Ask each child to write a six-digit number on their whiteboard. Tell the class what to round their number to and to keep their answer secret in their head. They then take turns to show their number to their partner who rounds it and says the answer. Their partner tells them if their rounding is correct. Children show their number to the class and the whole class respond with the number it would be rounded to. Roman numerals Read Roman numerals to 1000 Ask each child to write a Roman numeral on their whiteboard either C, L, X, V or I. The class then all stand up and walk around the room. You count to five and in that time, they make a group of four. Using their Roman symbols, they make a number and stand in a line to display it. Ask some groups to say their number. Repeat. Children make groups of five or six. Negative numbers Interpret negative numbers in context Tell children to close their eyes and imagine a thermometer that goes from 25 degrees to minus 25 degrees Celsius. Ask them various temperature questions that involve crossing 0 degrees, such as, At 6:00 a.m. the temperature was minus 4 degrees. Once the sun had risen, the temperature rose to 5 degrees. How much did it rise by? As children become more confident, increase the amount of degrees the temperature changes by. 34

6 Negative counting Count backwards through zero with negative numbers Tell the class the start number, e.g. 7. As a class, count backwards in ones crossing the zero boundary. Vary the pace of the counting. Ask children to count in their heads each time you click your fingers. Share the numbers children have finished on. Count in steps of two or three. 35

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