To consolidate our learning on ordering numbers to 10,000, we each became a 4-digit number! To begin with, we were able to choose any 4-digit number we liked but then we were given specific criteria for our numbers. For example, each digit had to have a different value. We then had to order ourselves from smallest to biggest or biggest to smallest, depending on the instruction we were given. We worked really hard to make sure that the value of the person to one side of us was bigger than us and the value of the person to the other side was smaller. We used our maths vocabulary to have a conversation about why we should be in a certain position. For example, “My tens column has a higher value so I have to bie bigger.” Shoutout to Jenson who was able to become the teacher during this lesson and instruct people where they should be going and why! To end our lesson, we were given four 4-digit numbers that we had to order from smallest to biggest on a whiteboard. Miss was very excited when we all managed to complete this independently!

Today, Crew Hamill used their place value knowledge to begin ordering 4 digit numbers to 10,000. We used our place value arrow cards to build our numbers so that we could visually see the numbers we were working with. We then began following the steps needed to decide which order they should go in, whether they be in ascending order (smallest to biggest) or descending order (biggest to smallest). We started by looking at the column with the highest value (our thousands) and then working down the columns until we found the digit that would help us decide whether the numbers were bigger or smaller. We were then able to apply this knowledge to some fluency questions in our books.

To consolidate our learning, Crew Hamill took part in a practical lesson in which we became a number line to 10,000 in order to deepen our understanding on how to estimate numbers on a number line. We began by each being a different number, starting with our start and end numbers (0 and 10,000) and adding in the interval half way (5000) and half way again (2500 and 7500). Remaining children were then given a number between 0 and 10,000 and had to decide where they would place themselves along the line, thinking carefully about which of our interval numbers they would stand between and which one they would be closer to based on the value of their number. Once we had done this, we then worked in mini crews to mark on different interval values on number lines to 10,000 and placed a range of numbers where we estimated they belonged onto each line.