Planning tool

Students:

• read, write and name numbers to at least 10,000
• represent and rename three-digit and four-digit numbers, for example, describe and model 1,034 as ‘1 thousand, 3 tens and 4 ones’ and also as ‘10 hundreds, 3 tens and 4 ones’ as well as ‘103 tens and 4 ones’
• count by ones, tens, and hundreds across hundreds barriers (e.g. 199, 200, 201…; 199, 209, 219…; 199, 299, 399…) and across thousands barriers (e.g. 999, 1,000, 1,001...; 999, 1,009, 1,019…; 999, 1,099, 1,199…)
• order sets of numbers which range from 0 to at least 10,000.

Some students may:

• not yet be able to identify place-value parts. They can count orally to 100 and beyond, but still think about two- or three-digit collections additively in terms of ones (e.g. understand 468 as the sum of 400 ones, 60 ones and 8 ones). To address this, consolidate place value understanding with two-digit numbers by comparing and ordering two-digit numbers, counting forward and backward by tens and ones, and by renaming (e.g. 32 is 3 tens and 2 ones, but it’s also 32 ones, as well as 2 tens and 12 ones).
• have difficulty naming, writing or modelling three- or four-digit numbers that involve teens (e.g. 213, 2,518) or zeros (e.g. 207, 2,057, 4,005). To address this, provide repeated opportunities to make, name, rename and write these kinds of numbers using concrete materials and tools such as place-value charts.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning to read, write and order numbers up to 10,000.

Why are we learning about this?

• We read, write and use numbers in everyday life.

What to do

Play games that involve large numbers. For example:

1. ‘Hit it!’ is a fun game that involves three-digit numbers that can be accessed online.
2. ‘Number Heads’ is a variation of ‘Celebrity Heads’. Instead of a celebrity name, each player wears any number up to 1,000 or up to 10,000 on their head and asks yes/no questions to help work out their number:
   • ‘Is my number larger than 5,000?’
   • ‘Is it less than 2,000?’
   • ‘Is it an odd number?’
3. Count, skip-count and use numbers every day.
4. Go on a number hunt. Look for, recognise and read the numbers around you, for example, recognise and say numbers on signs, calendars, speed signs and houses.
5. Take turns saying the next number when counting forward and backward by ones, tens and hundreds from a given starting number, for example: 990, 991, 992, 993, 994, 995, 996, 997, 998, 999, 1,000, 1,001 etc.
6. Use numbers in measurement contexts, such as making a recipe that involves using millilitres/litres, and grams/kilograms.
7. Use a pedometer to read and think about large numbers when tracking your daily step count.

Success criteria

I can:

• read, write and say numbers up to 10,000
• count forwards and backward by ones, tens and hundreds
• know which of two three-digit or four-digit numbers is largest and explain why.