Scaling is when a given quantity is made ___ times the size. In this lesson, scaling will involve making values 1,000 times the size.

A multiple is the result of multiplying a number by an integer (not by a fraction).

Position five-digit multiples of 1,000 on a marked but unlabelled number line

Maths

In this unit pupils will explain how one hundred thousand can be composed and read and write numbers up to one million. In the future unit pupils will identify and place the position of 6-digit multiple of one thousand numbers, on a marked, but unlabelled number line. They will read scales, in graphing and measures contexts, by using their knowledge of the composition of 10000 and 100000. 

In the prior unit pupils applied memorised unit conversions to convert between units of measure. They solved problems involving converting between units of time and money. In this unit pupils will explain how one hundred thousand can be composed and read and write numbers up to one million. 

Multiples of 1,000

The midpoint between 30 and 40 is 35, so the midpoint between 30 thousand and 40 thousand is {{ }} thousand. Give the missing number.

Give the missing number. The midpoint between 70 and 80 is 75, so the midpoint between 70,000 and 80,000 is {{ }} 

Tick the best estimate for the value of a

What letter could 51,000 be represented by on this number line?

What number, (to the nearest multiple of 1,000) could letter e represent?

What number is missing from the number track?

Tick the best estimate of the value for a

Complete: The midpoint between 0 and 100 is {{ }}

Tick the best estimate for the value of b

This lesson will be removed by end of Summer Term 2025.

Position five-digit multiples of 1,000 on a marked but unlabelled number line

Lesson outcome

This lesson will be removed by end of Summer Term 2025.