Year 4 Unit 1: Reasoning with 4-digit numbers

Lesson 1: Place value

Key learning: To recognise the place value of each digit in a 4-digit number
The relationship between different place values. Pupils might struggle with the concept that the value of a digit
becomes:

10 times bigger every time it moves one place to the left

100 times bigger if it moves two places to the left.

This concept is to be reinforced with Dienes blocks and place value charts.

Lesson overview
Pupils apply their understanding of place value in numbers up to four digits by looking at similarities and differences
between numbers.
By the end of this lesson ALL pupils must be able to:
recognise the value of ones, tens, hundreds and thousands in any number of up to four digits.

Fluency first
Pupils rehearse transitions, skip counting in threes and fours.

New learning
Understanding how place value affects the value of a digit
Show pupils the Big Picture and ask them to discuss what maths
they can see in the picture. Guide pupils to come up with ideas
such as the number of countries, populations, cities, etc.
Link the Big Picture to this lessons key learning:
?

Why is it important to be able to recognise place value in a

4-digit number, when finding out about Europe?

Question pupils about the number 2503, to assess current

understanding of place value. Model representing this number
using a place value chart and Dienes blocks, and demonstrate how
one digit could be worth different amounts depending on its place
in the number.
?

How could the value of the digit 5 change depending on its

place in the number?

When the five is in the ones column, it is worth five ones,

which are five. In the tens column, it is worth five tens, which
are 50. In the hundreds column, it is worth five hundreds
which are 500. In the thousands column, it is worth five
thousands, which are 5000.

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Year 4 Unit 1: Reasoning with 4-digit numbers

Lesson 1: Place value
Having collected feedback from pupils, begin to question and explain
the relationship between different place values, how each digit
becomes ten times bigger (smaller) when it moves one place to the
left (right). Reinforce this using Dienes blocks.
?

How does the value of my digit change when it moves from

the ___ column to the ____ column?

Lets explore
Task 1a: Using the odd one out to discuss place value
Model talk task with a pupil or another adult.
In pairs, pupils discuss which number is the odd one out using the
key vocabulary, and demonstrate this with place value charts and
equipment (Dienes blocks or counters are recommended).
Emphasise comparisons between the place values of different digits
and reinforce the use of key vocabulary.

Pupil A: I think the odd one out is 408 because there are no
thousands whereas the other numbers all have at least two
thousands.

Pupil B: I agree. Another possibility could be 5231, because it

has three tens, and the other three numbers all have zero
tens.

Pupils swap roles. Pupils may have different answers depending on

their reasoning. Can pupils find more than one answer for each grid?

Discuss examples from the talk task. Did everyone get the same
answers? Pupils should be encouraged to explain their reasoning
using key vocabulary and full sentences.
What do you notice about how many ones (tens, hundreds,
thousands) there are?
Is there another possibility?

Copyright 2015 Mathematics Mastery. This can be printed out and photocopied by Mathematics Mastery toolkit registered users only. For further
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Task 1a
Recognise place value
Look at each grid. Take it in turns with your partner to decide which is the odd
number out. How do you know?

Discuss with your partner. Does your partner agree?

How many possibilities can you find for each grid?

1)

3)

5231

408

6402

2503

4236

1238

9237

5023

5)

2)

343

353

321

463

23

725

3022

4)

1209

1590

1630

40

Year 4 Unit 1
Copyright Mathematics Mastery 2015

Year 4 Unit 1: Reasoning with 4-digit numbers

Lesson 1: Place value
Develop learning and independent task
Developing understanding of place value
Share an example of a blank grid that has the rule of the grid
already written next to it. Model completing the grid according to
the rule.
Model completing a grid incorrectly to emphasise the importance
of understanding language and accuracy.
?

There is only one number that does not have three tens and
eight thousands. Does this mean I have one number or
three numbers with three tens and eight thousands?

Discuss strategies to complete grids; for example, pupils might

want to label thousands, hundreds, tens and ones column headings
to help organise their thinking.
Once the grid is completed, ask pupils whether there are
alternative solutions.
Task 1b: Applying understanding of place value to complete Odd one out grids
Possible adaptations
Support

Dienes blocks or place value counters can be used to help pupils to identify similarities and
differences between numbers.

Place value columns could be drawn into grids.

Grids could be partially filled so that pupils only need to complete the odd one out or the other 3 numbers.
Depth of understanding

Pupils create their own grids with rules for an odd one out. This could be extended through the challenge of creating
grids with more than one correct answer.

Pupils create grids with more numbers, e.g. a 3 2 grid.

Plenary
Celebrating success and addressing misconceptions
Share some examples of pupils work, writing them onto the IWB.
Ensure that all pupils participate in checking the rule against the
numbers given.

Copyright 2015 Mathematics Mastery. This can be printed out and photocopied by Mathematics Mastery toolkit registered users only. For further
information please see our terms and conditions at www.mathematicsmastery.org/terms-and-conditions.

Task 1b
Recognise place value

1)

2)

There is only one number

that does not have three
tens and eight thousands.

There is only one number

where the digit four
represents 10 x 40.

3)

4)

There is only one number

that has fewer than five
thousands.

There is only one number

that has more than six tens.

5)

6)

There is only one number

that does not have zero
hundreds and seven ones.

There is only one number where

the digit four represents a larger
value than the number six

Year 4 Unit 1
Copyright Mathematics Mastery 2015