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

Starter quiz

Match the pairs that sum to 10,000

3,000

⇔

7,000 ✓

5,000

⇔

5,000 ✓

4,000

⇔

6,000 ✓
Match the pairs that sum to 1,000

50

⇔

950 ✓

450

⇔

550 ✓

250

⇔

750 ✓
What number is missing from the number track?

'2,700' ✓
Tick the best estimate of the value for a

28 ✓

38

48

30
Complete: The midpoint between 0 and 100 is ______

'50' ✓
Tick the best estimate for the value of b

400

4,000 ✓

40,000

400,000

Exit quiz

What is the value of each interval?

'10' ✓
The midpoint between 30 and 40 is 35, so the midpoint between 30 thousand and 40 thousand is ______ thousand. Give the missing number.

'35' ✓
Give the missing number. The midpoint between 70 and 80 is 75, so the midpoint between 70,000 and 80,000 is ______

'75,000' ✓
Tick the best estimate for the value of a

86,000 ✓

88,000

68,000

82,000
What letter could 51,000 be represented by on this number line?

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

'78,000' ✓

Worksheet

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Video

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 0-100,000 number line.

It is important to check if pupils are secure in placing two-digit numbers on a 0-100 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).