Position 6-digit multiples of 1,000 on a marked but unlabelled number line | Maths

Starter quiz

Complete the sentence: 400 can be composed of ___ hundreds.
- 4 ✓
- 40
- 400
Complete the sentence: 1,000 is composed of 5 groups of ______
- '200' ✓
What number is missing from the number track?
- '8,200 ' ✓
Match the pairs of numbers that sum to 1,000
- 150
  
  ⇔
  
  850 ✓
- 730
  
  ⇔
  
  270 ✓
- 810
  
  ⇔
  
  190 ✓
Which of these is the Roman numeral for 5?
- I
- V ✓
- X
Tick the expressions that represent this image.
- 30,000 + 5,000 + 400
- 300,000 + 5,000 + 40,000
- 300,000 + 50,000 + 4,000 ✓
- 300 000 + 4 000 + 50 000 ✓

Exit quiz

What is the value of each interval in this number line?
- '100' ✓
Complete the sentence. The midpoint between 300 and 400 is 350, so the midpoint between 300 thousand and 400 thousand is ______ thousand.
- '350' ✓
Complete: The midpoint between 800 and 900 is 85, so the midpoint between 80,000 and 90,000 is ______
- '85,000' ✓
Tick the best estimate for the value of a
- 290,000 ✓
- 209,000
- 29,000
- 200,900
What letter could 360,000 be represented by on this number line?
- a
- b ✓
- c
- d
- e
What number, (to the nearest multiple of 10,000) could letter d represent?
- '640,000' ✓

Worksheet

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Presentation

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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.

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.

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).