Day 1

Day 2

Day 3

Read analogue clock times (quarter past/to).Play ‘Time chanting’. Set clock to show ‘quarter’ time, eg quarter past 3. Chn chant sequence of times in quarter hours from the given time until you tell them to stop. Rpt for other start times and include sequences that cross 12 o’clock.

Subtract a 1-digit number from a ‘teens’ number, crossing 10.Play ‘Quick on the draw’. Write a subtraction of a 1-digit number from a ‘teens’ number crossing 10, eg 14 – 7 = . On command of Go! or Fire! chn hold up fingers to match the answer, eg 7 fingers. Rpt for similar subtractions.

Count on or back in 1s, 10s, 100s from a 3-digit number.Use cards: +1, +10, +100, –1, –10, –100. Write a 3-digit number on board, and hold up one of the cards. Chn perform calculation and write new number. Rpt, using all the cards in turn. Target questioning appropriately.

Chn write 3-digit number of pounds on their whiteboards, eg £138. Pairs compare numbers. Show me your number if it is more/less than your partner’s. Show me your number if it is nearer to £500 than your partner’s.

Y3• Count on and

back in 1s or 10s up to at least 1000

• Read and write numbers up to 1000 in figures and words

• Compare two 3-digit numbers

• Know what each digit in a 3-digit number represents, including 0 as a place holder

Y4• Read and write

numbers up to 100 000 in figures and words

• Know what each digit in a 5-digit number represents

Y3 A1.a.2Reading and writing 3-digit numbers

AllWrite 87. Count on in 1s from 87. Write 100 as you reach it. Stop counting at 135. Write 367. Hide 3. Point to 67 on 100-square. What comes next? 68. Uncover the 3 in 367. Next number is 368. Write 368. Use 100-square to count on in 1s from 368 to 374. [ITR Y3 A1.a]

Y4 A1.a.3Creating 4-digit numbers and seeing which is closest to a given multiple of 1000

Y3 A1.a.4Creating 3-digit numbers, then writing in words and counting the number of letters

Y4 4.1 p3Writing 3-digit numbers in figures from words

Y4 A1.a.4Creating 4-digit numbers, reading them, and writing in figures

Y3 3.1 p8Working with hundreds, tens and units

Y4 A1.b.3

1.11 Place value puzzle

Y4 4.1 p8Partitioning 5-digit numbers

Y3 A1.a.1Creating and reading 3-digit numbers

Block A1.a: Know the value of each digit in a 3-, 4- or 5-digit number Block A1.b: Partition 3- or 4-digit numbers into H, T, U or Th, H, T, U

Ab

ac

us Evolve

Mixe

d-A

ge

Planning

Yea

r 3 an

d 4 W

eekly Plan

© Pea

rson

Edu

catio

n Ltd

2009

Y4 A1.a.1Using dice to create 4-digit numbers and comparing

Y3 3.1 p3Writing 2-digit numbers; 1 more or 1 less

Y3 A1.b.1Creating 3-digit numbers and comparing the digits

Y3• Read 3-digit

numbers• Write 3-digit

numbers in figures

Y4• Read and

write 3- and 4-digit numbers

• Compare 4-digit numbers

Pairs write a 3-digit number (Y3s) or 4-digit number (Y4s) on their whiteboards. Give them 3 or 4 minutes to write the next few numbers. How many more can you write? Chn hold up their whiteboards to show you.

Y3• Read 3-digit

numbers• Write 3-digit

numbers in figures and words

Y4• Read and

write 3- and 4-digit numbers

• Sequence 4-digit numbers

Ask each child to write a 4-digit number. Write a 4-digit number on the board, eg 6432. Any child with a digit in their number matching a digit in yours gets a cube. Eg if a child wrote 1408, they would get 1 cube; if they wrote 6730, they would get 2.

Y4Write fifty-six thousand, eight hundred and sixty-five. Chn read it and use fingers to show number of each digit. Show how to write in figures: listen to the words then write H, T and U first; listen again and add Th. Repeat for 19391. Point out that it is a palindrome.

AllWrite 7481 on p-v grid. Chn write 7481in words. (Y3s write 481.) Say number with a 0, eg 403. Write it on p-v grid. Pairs write a 4-digit number with a 0 (Y3s write 3-digit number). Ask a pair to say their number, write it in words, and write it in the p-v grid. Rpt.

Y3• Know what

each digit in a 3-digit number represents

Y4• Know what

each digit in a 4-digit number represents

• Partition numbers into Th, H, T, U

Maths Weekly Plan: Year 3 and 4

Activities

Y3• Partition 3-digit

numbers into H, T and U

• Know what each digit in a 3-digit number represents, including 0 as a place holder

Y3Count in 100s to 1000. Write 1, 10, 100 and 1000 on board. How many 1s in 10? How many 10s in 100? How many 100s in 1000? Write 746. Cover 100s and read 46. Uncover 7 to read 746. Match to correct p-v cards. Discuss how many H, T and U.

OutcomesPlenaryMental oral starter Objectives Main teaching

AllWrite 365 and 536 on the board. Which is larger? Discuss answer with the chn. How do we know? Cover the numbers and then reveal each digit. 500 is more than 300. Rpt for 456 and 256, then 782 and 287. Reveal each digit (units, tens, then hundreds) and discuss its value.

Y4What number would we get if we added 1000 to 374? Write 1374. What if we add 100 to this? Write 1474 and cover it. Reveal digits in turn, starting with units. Ask chn to say the number. Discuss how the hundreds digit has changed. Rpt, adding another 100.

Week 1

Group 1

Y3

Group 2

Y3

Group 3

Y4

Group 4

Y4

Day 4

Day 5

Know addition/ subtraction facts for numbers up to 20.Draw a 4 × 2 grid. Chn copy it. Write 7 in first space on the grid. Chn write number which adds to 7 to make 20 in their first space: 13. Continue writing numbers with chn writing partners to 20 until grids are complete. Check and discuss.

Recall ×10 multiplication and division facts.Chn work in pairs. First child writes a 1-digit number on their whiteboard. Second child writes the number that is 10 times bigger. They must write a different number from their neighbours! Extend by asking the first child to write a 2-digit number.

Place four 3-digit cards face down. These are 3-digit numbers. Turn over first card. Read it together. Point to next card. Is it likely to be higher or lower than the first one? Chn respond. Rpt for remaining cards.

(Continued)Y4• Recognise the

relationship between Th, H, T and U

• Partition 4-digit numbers into Th, H, T and U

Y3 A1.b.5Playing a place-value game with 4-digit numbers

AllMake 453 using place-value cards. Stress the value of each digit, H first. Repeat for 8642, stressing value of Th first. Ask Y3s to use p-v cards to make 309. Ask Y4s to make 7081. Discuss 0 as a place holder. Only 2 cards are needed to make 309, even though it has 3 digits. Ask chn to generate other 3-digit numbers with 2 cards (Y3s) or 4-digit numbers with 3 cards (Y4s). Ask Y4s to create a number above 10 000 using the 10 000 card and 3 other cards. Read this number together. Stress that we can have more than 10 thousands, e.g. 38 000 or 47 000 etc.

AllUse 901–1000 number grid. Count back in 1s from 920 to 900. Draw row of 3 squares. Write 967 in middle. Point at right-hand square. What comes after 967? Use grid to check. Write 968. 968 is 1 more. Write 966 in left-hand square. 966 is 1 less. Rpt for another 3 rows.

Y4 A1.b.4

1.31 Place value puzzle

Y3 A1.b.6Making 3-digit numbers using place-value cards, and matching to coins

Y4 A1.b.5Investigating making 4-digit numbers using eight place-value cards

Y4 A1.b.5Investigating making 4-digit numbers using eight place-value cards

Y3 3.1 p7Reinforcing place value in 2-digit numbers

Ab

ac

us Evolve

Mixe

d-A

ge

Planning

Yea

r 3 an

d 4 W

eekly Plan

© Pea

rson

Edu

catio

n Ltd

2009

Y4 4.1 p8Partitioning 5-digit numbers

Y3 A1.b.3

1.21 Place value

Y3• Know what

each digit in a 3-digit number represents

Y4• Know what

each digit in a 5-digit number represents

• Begin to partition 5-digit numbers

Put chn in 4 teams. Give each team a dice and a place-value grid. Chn throw dice and write number thrown on grid. Their aim is to make a number as close as possible to 5000.

Y3• Know what

each digit in a 3-digit number represents

• Begin to partition 3-digit numbers

Y4• Investigate

5-digit numbers

Vocabularycount on, back in 1s, 10s, 100sbeforeafternextdigitunitstenshundredsthousandsplaceplace valueplace holderamountfigure

1-, 2-, 3- or 4-digit numbercomparemore/less than1 more/less1 more, 10 more, 100 moreadd 1, 10, 100palindromequarter past/tohoursubtraction

Resourceslarge analogue clock with moveable handslarge 100-squareabout eight small 100-squaresfour dice labelled 1–6individual whiteboardsabout three sets of number cards 0–9place-value cards (10Th, Th, H, T, U)six cards: +1, +10, +100, –1, –10, –100large place-value grid (Th H T U)dice labelled 0–9calculatorsPost-it notescubesfour small place-value grids (Th H T U)

two sets of number cards 0–9four 3-digit number cards901–1000 number grid£1, 10p and 1p coins counters

Activities OutcomesPlenaryMental oral starter Objectives Main teaching

Y4If we add 1, the units digit changes. What if we add 10? Write 41 246. What is 10 more than 41 246? Write 41 256. Which digit changed? Chn use p-v cards to make both numbers. Which card changed? Ask a child to use p-v cards to add 100. Which digit changed? Rpt for 81 347.

Group 1

Y3

Group 2

Y3

Group 3

Y4

Group 4

Y4