Using what we have learnt today, can you answer the following questions?

Using the digit cards, 3, 5, 7 and 8, which of the following numbers is the greatest number I can make?

Using the digit cards, 3, 5, 7 and 8, which of the following numbers is the smallest number I can make?

Is this inequality correct?

If the target was to make a number closest to 2000, who has won?

Ordering and comparing a set of numbers beyond 1000

﻿Hello everyone, I'm Mrs Crane and welcome to today's lesson. In today's lesson, we're going to be finding 10, 100 or 1000 more than any given number. What's the weather like where you are today? It's really nice and sunny outside my window today. I hope the weather's good where you are. I'm going to go through all of the equipment that we'll need in a moment, so don't worry about that just yet, but what I'd really like you to do is turn off any notifications that you have on your devices and try and find somewhere in your home that's nice and quiet and distraction free for our lesson today. When you're ready, let's get started. OK then, let's go through the agenda of today's lesson. First of all, we're going to be looking at when we can use Deines, then we're going to be playing a dice game, then we're going to look at function machines and number lines and then for your independent task today, you're going to be finding 10, 100 or 1000 more than a given number. Then we're going to go through the answers together. So, the equipment that you will need today. You will need a pencil, some paper and a dice. If you don't have a physical dice in real life, then maybe you could ask a parent or carer if they could find an online interactive dice for you to use today. Please pause the video now to go and get the equipment that you need if you haven't got it already. OK, welcome back and let's begin! So, we're going to be finding 10, 100, or 1000 more than a given number and as I said, we're going to start off by looking at some Deines to help us. So, my number that I've made out of Deines today is the number seven hundred, eight thousand and twenty four. Can you say it with me? Seven thousand, eight hundred and twenty four. Now, it's going to be really important today that we go back to this original number each time. So when we add 10 to it, we go back to it, then when we add 100 to it, we go back to that original number, not our answer. We keep using our answer, we're going to get the wrong new answers. I'll show you exactly what I mean in a moment. So let's see how our numbers been made, with using our Deines. So, we have one, two, three, four, five, six, seven thousands here. We've got eight hundreds here, we've got two tens here and we've got four ones here. My first equation asks me to add 10. So before I do that, I'm going to show you what it looks like when it's written in numbers, as well as how it looks in Deines. So as you can see, the same number here is being represented in numbers here, and Deines here. Next, I'm going to add my 10. You can see I've added 10 here. What has happened to my tens column? Well done, there are now three tens in my tens column. So I need to edit this number here accordingly. So it should show three tens there. So my new number, all together. Seven thousand, eight hundred and thirty four. Then I can put that answer in here. Can I use that number to add 100 to it? I can't. This is what I'm talking about, we must go back to our original number, so we must make our original number again here and here, before we add our 100. If we add 100 to this number here, we're not going to get the correct answer. So we go back to that original number. We made it again. This time, I just want to add 100. So, I'm going to add in 100 here and I'm going to change my number here in my hundreds column, because I don't have eight anymore, I have now got nine hundreds. So I can put that in here, so my new number is seven thousand nine hundred and twenty four. Next then, I go back again to that original number, which is seven thousand, eight hundred and twenty four. This time, I want to add 1000 to it. I've made it again in my place value grid here. I've added my thousand so I need to edit my number accordingly, to show me eight thousands, in my eight thousands, because I've got eight thousands here. I've still got eight hundreds, I've still got two tens and I've still got four ones. So my answer can go in the box here, eight thousand, eight hundred and twenty four. Now, I've been wondering, I've got an always, sometimes or never question for you today. So, when I add 10, it is only the digit in the tens column that changes. What do you think? Have a little think. When I add 10, only the digits in the tens column changes. Not sure. I've got another question. When I add 100, it is only the digit in the hundreds column that changes. Have a little think. And my final question, when I add 1000, it is only the digit in the thousands column that changes. OK, we're going to need to use an example to decide whether these statements are always, sometimes or never true, OK? So, I've got a new number. My new number is one thousand, nine hundred and ninety one. You can see here that I've made that number here. So, I've got one thousand, I've got nine hundreds, we've got nine tens and I've got one one. Now, I'm going to add 10 to it, add 100 to it and add 1000 to it, to see if I can answer any of these questions here. So, let's start. I'm going to make it in my place value grid, so we can see it both in Deines and in numbers. So, adding 10. Add a ten. I had nine tens, I've got 10 tens. Can I put 10 tens in my tens column? Absolutely not, I can't put 10 tens there, so I need to do something. What do I need to do with my 10 tens? Well done, I need to do some regrouping. So, I'm going to put a cross through there because that doesn't work, and I'm going to regroup 10 tens for one hundred, because I know there's 10 tens in 100. Now, I have nine hundreds here, got one more hundred, I've got 10 hundreds. Can I put 10 hundreds in my hundreds column? I can't, I need to do something again, I need to regroup again. So I need to put a cross through that and I'm going to regroup 10 hundreds for one thousand. Why have I done that? That's right, there are 10 hundreds in one thousand, so I can regroup it much more easily, to make it so that I can actually write it into my place value column. So, I'm left with quite a different number here, to put my new number in. I'm left with two thousand and one. These zeros here are to show their place holders. If I don't put those zeros there, the number's 21 and the number isn't correct because, just because I don't have any hundreds or tens, doesn't mean that's what my number is. I have two thousands, so those zeros are really really important as place holders. Now, have I answered this question? When I add 10, it is only the digit in the tens column that changes. So when I added 10, let's have a look at our original number, one, nine, nine, one. two, zero, zero, one. How many digits have changed from this original number to this number here? Well done, one, two, three digits have changed because I had one in my thousands, I've now got two, I had nine in my hundreds, I've now got zero, I had nine in my tens, I've now got zero. So here, when I added that 10, more than one column changed. It's not always the case, but it is sometimes the case and it's not never the case, because we've just found an example where it does work! So, we're going to go back to that original number and we're going to see if we can answer the next question, which was, when I add 100, it is only the digit in the hundreds column that changes. Let's have a look. Again, as I said, we go back to that original number. Why do we go back to that original number? Well done, if we don't go back to that original number our answer's going to be incorrect. Because my equation wants me to add 100 to one thousand, nine hundred and ninety one. Not 100 to two thousand and one. So, original numbers been made again and we've written it in here again. This time I'm adding 100. I've added my 100. I now have 10 hundreds in this column. Can I do that? You're absolutely right, I need to regroup. So I'm going to regroup my 10 hundreds for one thousand, because there are 10 hundreds in one thousand! My new number then, is going to become two thousand and ninety one. There's nothing in this column, but my zero is here as a place holder to show that there's still two thousands, not two hundreds. I can now write it in my answer box. Let's consider this question again then. So when I add 1000, 100 sorry, getting carried away, it is only the digit in the hundreds column that changes. Let's have a look here. My hundreds column was a zero, was a nine sorry, it's now a zero. My thousands column was a one, it's now a two. Is that statement always, sometimes or never true? It's not always true and it's not never true, but it is sometimes true. Go back to our original number then, this time we're going to add 1000. Here's my original number, one thousand, nine hundred and ninety one. Add 1000, becomes two thousand, nine hundred and ninety one. Did I need to do any regrouping? No I didn't. How many digits have changed between this number and my new number? Only one. Which digit changed? It was the digit in the thousands column. So let's have a look at our question. When I add 1000, it is only the digit in the thousands column that changes. So, in this example, well yeah it was only the digit in the thousands column that changes. Definitely not never, because it definitely does change. Is it always? Can you think of an example where my number might have more than one column that changes when I add 1000? What would happen if I had nine thousand, nine hundred and ninety one and I wanted to add 1000 to it? Well done, we might sometimes need to change a digit, if we were looking at a five digit number. If I had a 10 thousand so I've got 2000 here, if I had 10,000, because I had 9000 and I added 1000 to it, It wouldn't just be my thousands column that would change, I would have a ten thousands column here, and that will change. So it's sometimes true, it's not always true and it's not never true. In this example, it was only the digit in my thousands column that changed. So, we're going to play a little dice game in a moment, and we're going to go through our Let's Explore together. Let's Explore, our dice game. So the first thing we're going to do is we're going to do it together We're both starting today with the number 5000. You're going to have a go in a minute to see if you can beat me to make the highest number. You're going to have five rolls, so it might be worth, on your paper in a moment, you drawing out a little box or writing one to five down, so you know what your number is each time, OK? So, I'm going to roll my dice. I've rolled a three. When I roll a three, that means I have to add 1000 to my number. 5000 add 1000, 6000. Going to roll it again. I've rolled a six. This time, again I have to add 1000 to my number. 6000 add 1000 is equal to 7000. And roll my dice again. This time I've rolled a one. So I need to add 10. 7000 add 10 is seven thousand and ten. I've rolled a three. This time, I need to add a thousand again. So my new number is eight thousand and ten. Last roll. I rolled a four. I need to add another 10 so my new number is 8020. So my final number, after my five rolls of a dice, is eight thousand and twenty. We didn't go back to our original number this time, we're practising adding 10, 100 and 1000 to any given number, OK? Now, we're going to have a go together, against me. So it's your turn, so what I want you to do in a moment, you're going to pause the video, you're going to roll the dice five times. Depending on which number you get, so if you get a one first, you add 10, if you get a five first, you add 100. Then, I'm going to roll my dice, and you're going to see if you've beaten me by rolling your dice. So pause the video now to have a go at your five rolls to see if you can beat me to make the highest number. OK, welcome back, let's have a look then. You should've had your five rolls by now and you should have your final number here. And I'm going to roll my dice and you're going to see if you can beat me. I've rolled a two. So, I've made 5010. I've rolled a five, so I've made 5200. I've rolled a one, so I've made 5210. I've rolled a six, so I've made 6210. And finally, I've rolled a one. So I've made 6220. Is your number greater than 6220? If it is, congratulations you have won. If it isn't, sadly, I've won. Right then, now we're going to move on and have a look at some Function Machines and some number lines. This is a Function Machine. We have our number here, it's 6520. What's my number? Fantastic. And I'm adding 100 to that number. What will my new number be? Have a think. What will my new number be? I know I'm adding a 100, so my new number's going to be 6620. Pause the video now if you feel really confident, to work out what function is missing from this box here. Have a look at the two numbers, this number's gone in, this number's come out. What happened in my Function Machine? Don't worry if you're not feeling so confident, we're going to go through it together. So, the number that went in was 7400. The number that came out was 7410. What's the difference between these two numbers? Well done, this number has 10 more than this number here. So my missing box must be plus 10. OK, now we're going to have a look at number lines. Now, I'm going to show you using Deines to begin with and the number line here. Let's have a look at what's already happening on our number line, before we have a go at completing it. Why is it important to look at what's happening in my number line? We need to work out the pattern. We need to work out if my numbers are increasing in steps of 10 or steps of 100 or steps of 1000. So, let's see. Four thousand, seven hundred and thirty one. Four thousand, seven hundred and forty one. What's changed between these two numbers? Well done, it is my tens digits that changed and it's increased in steps of 10 so far. So, I'm going to put another 10 in here. This time I have one, two, three, four, five tens. So my new number is 4751. Going to put another 10 in. My new number is 4761. Do you spot a pattern? Well done, each time it's increasing in tens here, my number is increasing in tens up here. See if you can count along with me. Another 10, four thousand, seven hundred and seventy one. One more 10, four thousand, seven hundred and eighty one. Another 10, four thousand, seven hundred and ninety one. Oh, I know if I have 10 tens in here, I'm going to need to do something. So let's see. I need to regroup my 10 tens, for one hundred. So this time, more than one column's going to change. My new number, is going to be 5000, no not, sorry. Start again. My new number, my thousand stays the same, so it's still 4000. But my hundreds have increased, I now have one, two, three, four, five, six, seven, eight of them, and I have zero tens, but I have one one, OK? So my new number is 4801. I can carry on adding my tens then. Don't get confused and add a hundred, we're still counting in our tens. So my new number, I've made it here, this time it's four thousand, eight hundred and eleven. So I can write it here, 4811. Two tens here, so it's going to be 4821. Three tens here, so it's going to be 4831. Fantastic work today, really really impressed. Now, if you're feeling really confident, what I would like you to do is have a go at creating this number line here. You can always draw in the Deines, to show this number here. You don't have to, but you can. If you're not feeling so confident don't worry, we're going to draw in the Deines, but we're not going to use them to help us today. We've drawn in our Deines, I've got 6 thousands here, I've got five hundreds here, got five tens here and I've got three ones here. We're going to look at the two numbers again. Six thousand, four hundred and fifty three. Six thousand, five hundred and fifty three. What's changed between these two numbers? Well done, the number in the hundreds column has changed. It's increased by one hundred. So, we're going to count up in our hundreds, and we're going to do some counting along the number line today, in this example. Rather than showing you in the Deines. You can use the Deines if you want to, I'm just going to show you another way of doing it, if you prefer it, OK? So, my next number's going to be six thousand, six hundred and fifty three. Count along with me. 6753. 6853. 6953. See if you can get this one. 7053. Which changed in two columns, because I have a nine here, I have to regroup 10 tens for one thousand to give me 7053. Remember we're still counting up in our hundreds, let's keep going. 7153. 7253. 7353 and 7453. Right then, you're ready for your independent task today which is, can you make a target number? Question one. Using the place value grid, so you can use it here, answer the following equations. Remember, you can draw in the Deines if they will be helpful for you. Remember go back to that original number for each equation. Question two asks you to do the same. Question three, you're going to complete a Function Machine, by working out what's come out. Question four, you're going to work out what function the Function Machine performed on our two numbers. Question five, you've got a number line here, you're going to continue that number line. You also have the place value grid if you'd like to use it to draw on your Deines. And question six is the same as question five, just different numbers. Please pause the video now to complete your task. When you're ready to resume, we'll go through the answers together. OK, let's go through the answers then. So, my number was 4323, add 10 is 4333. Back to my original number, add 100 is 4423. This time back to my original number and I'm adding 1000, it's 5323. Question two. 7800, I'll start again. 7982 and I'm adding 10, gives me 7992. I'm adding 100 back to that original number, gives me 8082. Let's do some regrouping there because we had a nine in our hundreds column. 7982 plus 1000 then, gives me 8982. My Function Machine. I had this number to begin with, 6194, I've added 10 to it I've regrouped, because nine lots of 10 plus one group of 10 is going to give me 10 groups of 10 which means I have to regroup. So my answer is 6204. This time, I don't know what my missing function is. My number originally was 4960. When it came back out, it was 5060, therefore I must have added 100 to it. Last two questions then. We looked at number lines. You could draw in the Deines if it was helpful. I'm just going to go through the numbers that should be on your number line. So, you had 263, 273, 283, you can count along with me. 293, 303, 313, 323, 333, 343, 353, and 363. OK, let's go through question six then. So, we had 6389, 6489. Again, I'm not going to show it you on the Deines here, we're going to count up using the number lines. So, you can count along with me. 6589, 6689, 6789, 6889, 6989, Remember, we're going to require some regrouping 7089, 7189, 7289 and 7389. If you would like to, please ask your parent or carer to share your work on Twitter, by tagging @OakNational and using the #LearnwithOak. You've done some really great work today. Don't forget to go and complete your final quiz and hopefully we'll see you again soon. Thank you and goodbye.

Mrs Crane has completed the following number line,  is she correct?

Complete this function machine by deciding if you need to add 10, 100 or 1000

I think of a number. I add 10, then add 100. My answer is 7820. What was my number?

Finding 10, 100 or 1000 more than a given number

In this lesson, we will use our place value knowledge to find 10, 100 or 1000 more than a given number and consider how the digits change when we are required to regroup.

Maths

Y4 Maths

Key Stage 2

Year 4

Reasoning with 4-digit numbers

Number

THEME

UNIT

Recognising the place value of each digit in a 4-digit number

Ordering and comparing numbers beyond 1000

Finding 10, 100 or 1000 less than a given number

Rounding numbers to the nearest 10

Rounding numbers to the nearest 100

Rounding numbers to the nearest 1000

Finding the odd one out

Applying and consolidating: Reasoning with 4-digit numbers

What 4-digit number do these Dienes represent?

1785 > 1885

4001 rounded to the nearest 10 is 4010

My number is 3740. Which of the following are the nearest two multiples of 1000?

From the following numbers, select the odd one out  because it has less than 4 hundreds...

When rounded to the nearest hundred, 2560 rounds to...

Always, sometimes or never... when I round to the nearest 10, only the digit in the tens column changes.

Lesson overview:Finding 10, 100 or 1000 more than a given number

Core Content

Reasoning with 4-digit numbers: