Maths Year 5 Weekly Plan: Autumn Week 1: ts1 Place value ~ ts2 Ordering numbers

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Maths Year 5 Weekly Plan: Autumn Week 1: TS1 Place value ~ TS2 Ordering numbers

Objectives: Know what each digit represents in five- and six-digit numbers, Order a set of numbers up to 1 million, Compare numbers up to 1 million, find a number in-between, use < and > signs, Round four-digit numbers to the nearest 10, 100 or 1000


Whole class teaching

Guided group and independent paired/indiv practice activities


Week 1 Monday

Place value of four-digit numbers.

Chn use digits 2, 3, 4, 5 to make nine 4-digit numbers, and write them on a 3×3 grid. Ring a number where: 5 is worth 500 / 3 is worth 30. First child to ring all numbers wins.

Draw a vertical place value chart:

100,000 10,000 1000 100 10 1

200,000 20,000 2000 200 20 2 … etc.

Cover 1st column. Point to 1 number from each column. Ask chn to write the 5-digit number created. Include 5-digit numbers using only 3 or 4 cards e.g. 40,156, 40,306 and 43,150. Uncover 1st column. Rept with 6-digit numbers. Chn write 43,561. What is 43,561 – 3000? Which digit will change? Subtract 500. What are we left with? Subtract 61. What’s left? Add 4, what do we have now? Add 210. Cont to +/– parts of 5-/6-digit numbers.


Write 50,555 on the f/c. I want to make all five digits the same (5), just by adding one number. How could I do this? What could I add? Chn test ideas on a calculator. What if I started with 55,505? Or 50,555? 55,550? Repeat with other 5-, then 6-digit number. Ask chn to make a 5-digit number, then to write addition sentence, e.g. 40,000 + 2000 + 300 + 50 + 6 = 42,356. Repeat with two other 5-digit numbers, then three 6-digit numbers. TD
Ask chn use knowledge of place value to complete number sentences (see resources).

Children can:

1. Partition 5- /6-digit numbers in thousands, hundreds, tens, units.

2. Say what each digit represents in 5- & 6-digit numbers.

Plenary Chn use the digit 2, 3, 4, 5, 6 and 7 to make five six-digit numbers and write them on their w/bs. Ring a number where: 6 is worth 60,000 / 3 is worth 3000 / 4 is worth 400,000… The first child to ring all 5 numbers is the winner.

Week 1 Tuesday

Count on/back in 10s, 100s, 1000s from 4-digit no’s.

Chn pass a beanbag round, counting on in steps of 100 from 1463, until past 2000. Shout change! Chn pass beanbag back, counting back in 100s. Rpt counting on/back in steps of 10/1000.

Write 230,567 on f/c & enter it on IWB/OHP calculator. We will add and subtract multiples of 100,000, 10,000, 1000, 100, 10 and 1 to make all the digits the same (4), so the new number will be 444,444. Write this. How can we make the first digit change to 4? What do we need to add? Take feedback. Agree that 200,000 needs to be added. Repeat with each digit. How do we change the 0 to a 4? What does zero tell us we have none of? No 1000s. We have 10,000 and 100,000 but not 1000. How much do we need to add? Repeat with 823,712 and 902,836.


Chn work in pairs to make 5- then 6-digit numbers, discussing how to change one digit to a 0, then other digits in turn, testing out ideas on the calculator and recording subtractions, e.g. 41,356 – 40,000 = 1,356

41,356 – 1,000 = 40,356

41,356 – 300 = 41,056

41,356 – 50 = 41,306 so 41,356 – 6 = ?


Write 45,462 on f/c. What number is 1 more? Write it. 10 more? 100 more? 1000 more? 10,000 more? Repeat with 45,895. Count in 10s through 45,900 and in 100s thro 46,000. Rept, finding 1, 10, 100 and 1000 less than 5-digit numbers. Rept with 452,645 & 458,795, counting in 1s, 10s, 100s, 1000s & 10,000s thro the next boundaries. Repeat finding 1, 10, 100, 1000, 10,000 less than 6-digit numbers. TD

Chn can:

1. Say what each digit represents in 5- and 6-digit numbers.

2. Find 1, 10, 100, 1000 more /less than 5-digit numbers.

Plenary Use calculator’s constant function to repeatedly add then subtract 1, 10, 100 and 1000 to 5-/6-digit numbers, asking chn to predict the next number each time.

Week 1 Wednesday

Count on/back in 10s, 100s, 1000s from 4-digit numbers.

Chn work in pairs. Write 2345, Roll a dice in turn. Choose to add that many 1s, 10s, 100s or 1000s, aiming to get as close to 10,000 but NOT going over. If chn go over they lose! ‘Stick’ before rolling dice. Who gets closest to 10,000? Write 6789, subtract 10s, 100s, 1000s to 0.

Draw a 5-cell box. Shuffle 0-9 cards. Draw out one card, e.g. 7. Where shall we put this digit to make the largest 5-digit number we can? Cont. until all spaces are filled. Now chn write largest poss. no. Rpt to write smallest number poss. Rpt but making 6-digit numbers. Make number nearest to 500,000. Mark this on a 0-1,000,000 land-marked line. Is there a closer number?

Easy Chn draw a 5-cell box and take turns to roll 0-9 dice, & write the digit in a box, each trying to make largest number poss. Chn then write the actual largest number using those exact same digits. Play again, to make the smallest number poss.


Provide place value charts (see resources) and 6 counters. Chn put a counter in each column to make: a 6-digit number greater than half a million / less than 200,000 /between 400,000 and 500,000 / the smallest 6-digit number/ the largest /Closest to 600,000 … etc. Discuss how 599,999 is closer to 600,000 than 611,111. Make a number between 500,000 and 600,000 but as far from 600,000 as poss! TD


Each chd writes a sequence of ten 6-digit numbers each separated by 1111. Check each others. Then say a number in words for partner to write correctly.

Chn can:

1. Say what each digit represents in 5-/6-digit numbers.

2. Compare 5-/6-digit numbers.

Plenary: Chn use digits 1, 2, 3, 4, 5 and 6 to make given numbers (e.g. close to 500,000).


Whole class teaching

Guided group and independent paired/indiv practice activities


Week 1 Thursday

Compare 4-digit numbers and find a number lying ‘in-between’.

Chn work in pairs to shuffle a pack of 1-9 digit cards, take four cards and make the biggest number they can, the smallest, and one number in-between. They write the 3 numbers in order.

How many trios can they write in 5 min?

Chn sketch a line from 5570 and 5580 on their w/bs. Think of a number between 5570 and 5580 and mark it on your line. Which is the nearest multiple of ten? Think of a different number that will round to 5580. Now show me a number that will round to 5570. Call out 4-digit numbers and ask chn for the nearest multiple of 10. Rpt this time asking chn to sketch a line from 5500 to 5600 rounding numbers to the nearest 100, then to sketch a line from 500 to 6000 rounding them to the nearest 1000.


Chn write at least four numbers on a 3000-4000 landmarked line (100s labelled).

They write the four numbers underneath, and write the nearest multiple of 10, 100 and 1000 at the side of each.


Chn work in pairs to shuffle a pack of 0-9 digit cards, and take four to make a 4-digit number. They discuss which two multiples of ten it lies between, sketch a line between the two multiples of 10 and mark on the number they made. They ring the nearest multiple of 10. Rpt for multiples of 100 and 1000.


Sketch a line on the f/c from 4600 to 4700. A child thinks of a number between the two and marks it on the line but doesn’t write the number. Chn discuss and write an estimate on their w/bs. They choose two multiples of ten for you to put on the line. The child marks on these two numbers. Do you want to change your estimate? Ask the child to reveal the mystery number and say how s/he decided where to mark the number. Discuss estimates. Rpt, with 5000 to 6000 line, making on multiples of 100 after initial estimates. TD

Chn can:

1. Round four-digit numbers to the nearest 10, 100 or 1000.


Ask a child who did the Hard activity to do this with the class.

Week 1 Friday

Compare 4-digit numbers and find a number lying in-between.

On the board, write pairs of four-digit numbers for chn to compare using the < and > signs, recording the inequality on their w/bs. They also write a number lying between.

Display a table of distances between places around the world (see resources). Find the distance from London to Delhi. What multiples of ten lie either side of 5907? Sketch a line on your whiteboards to show 5907 between 5900 and 5910. So what is 5907 to the nearest 10 miles? To the nearest 100 miles? Sketch a number line on your whiteboards to show this. And to the nearest 1000 miles? Sketch a line to show this.

Repeat with two four-digit distances.

What is the shortest distance between two cites on the table? And the greatest? The closest city to London? And the furthest away? You might want to show some of these cities on a globe so that chn appreciate where they are. Look where Tokyo and Sydney are in relation to London. Approximately how far do you think it is around the widest part of the Earth? (Approximately 25,000 miles.)


Chn choose 3 three-digit numbers to round to the nearest 10 and 100, and then choose 3 four-digit numbers to round to the nearest 10, 100 and 1000. TD


Ask chn to choose at least 6 four-digit distances from the table (see resources) and to round them to the nearest 10, 100 and 1000 miles, sketching number lines to show where the distances lie between neighbouring multiples of 10, 100 and 1000.


Chn plan a world trip, estimating the distance travelled from Tokyo to Delhi, onto Frankfurt and so on, finding each distance on the table and rounding to the nearest 1000.

Chn can:

1. Round four-digit numbers to the nearest 10, 100 or 1000.


If someone lived in Tokyo and travelled to every city on the table and back in between each trip, roughly how far would that person travel? Chn round distances to nearest 1000 to help. Agree that you need to double the total as the person came home in-between. So rounding is helpful when we want an approximate answer.

Scroll down for Resources


  • Calculators

  • Activity sheet of incomplete place value number sentences (see resources)

  • Beanbag

  • Activity sheet (see resources)

  • 0-9 digit cards

  • Place value charts (see resources)

  • Table of distances between places around the world (see resources)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y5 Week 1 TS1 and TS2 Autumn

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