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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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 0-100,000 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).