Position 6-digit multiples of 1,000 on a marked but unlabelled number line
I can position six-digit multiples of one thousand on a marked but unlabelled number line.
Position 6-digit multiples of 1,000 on a marked but unlabelled number line
I can position six-digit multiples of one thousand on a marked but unlabelled number line.
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Lesson details
Key learning points
- Counting on and back identifies the unlabelled marks on the number line.
- Thinking about the value of the digits helps to position numbers on a number line.
- Work out which points a number lies between to help position it on a number line.
Keywords
Scaling - Scaling is when a given quantity is made ___ times the size. In this lesson, scaling will involve making values 1,000 times the size.
Multiple - A multiple is the result of multiplying a number by an integer (not by a fraction).
Common misconception
Pupils struggle to position five-digit multiples of 1,000 on a 0-1,000,000 number line.
It is important to check if pupils are secure in placing numbers on a 0-1,000 number line. This is a fundamental prerequisite to be able to achieve with this learning, so spending time securing this prior learning may be necessary.
To help you plan your year 6 maths lesson on: Position 6-digit multiples of 1,000 on a marked but unlabelled number line, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your year 6 maths lesson on: Position 6-digit multiples of 1,000 on a marked but unlabelled number line, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
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The assessment exit quiz will test your pupils' understanding of the key learning points.
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Explore more key stage 2 maths lessons from the Multiples of 1,000 unit, dive into the full primary maths curriculum, or learn more about lesson planning.
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Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.Complete the sentence: 400 can be composed of ___ hundreds.
Q2.Complete the sentence: 1,000 is composed of 5 groups of
Q3.What number is missing from the number track?
Q4.Match the pairs of numbers that sum to 1,000
850
270
190
Q5.Which of these is the Roman numeral for 5?
Q6.Tick the expressions that represent this image.
Assessment exit quiz
6 Questions
Q1.What is the value of each interval in this number line?
Q2.Complete the sentence. The midpoint between 300 and 400 is 350, so the midpoint between 300 thousand and 400 thousand is thousand.
Q3.Complete: The midpoint between 800 and 900 is 85, so the midpoint between 80,000 and 90,000 is
Q4.Tick the best estimate for the value of a
Q5.What letter could 360,000 be represented by on this number line?
Q6.What number, (to the nearest multiple of 10,000) could letter d represent?