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Here we can see how this question borrows from the learning of the Year 3 place value lesson; this is chosen deliberately so the students are not grappling with too much new content straight away.

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Once they get to Year 6, place value includes completing calculations such as -3 + 5. Teaching negative numbers Year 6 Use this handy Double-Sided Counters: Number Bonds of 10 Worksheet as a fun and engaging activity to support children with counting to 10, and show how the number 10 can be composed in different ways. Providing an equation in Roman numerals such as CDL + CL = DC, and asking pupils how else they can create that total using the four operations and their knowledge of Roman numerals provides an adequate challenge, while also allowing children to practice arithmetic. Should this prove too difficult still, then breaking each numeral down into its component part should be done first e.g. 100 + 100 + 100 + 50 + 10 + 1 + 1. This will depend on the pupils’ prior attainment.

When comparing numbers, pupils should continue to use manipulatives, draw the numbers pictorially or write them using digits or in written form. Dienes in base 10 and place value counters make up the most common manipulatives used for teaching this concept. Dienes showing 1, 10, 100 and 1000 This question can provide plenty of rich mathematical discussion which would be hard to document here.

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This is why you can often find the misconception of ‘a hundred and one’ written as 1001. Students must enter Key Stage 2 with a conceptual understanding of place value. I implore you to not teach other objectives of mathematics if their understanding of place value is not secure.Teaching addition and subtraction, multiplication or place value concepts that are beyond their understanding is like building a house with sand as foundations; it is destined to fall down and crumble. Any new learning that they cannot make sense of will fall out of their head. Pupils will need to learn that D represents 500 and M represents 1,000. Depending on the cohort, I would suggest that these are taught over two days should curriculum time allow. When looking at place value, going from concrete to pictorial to abstract is important. The maths manipulatives shown below should be staples of every classroom from Early Years to Year 6. 1. Dienes for place value This continuous change in thinking between each question, while leading to some challenge in the lesson, will produce more meaningful long-term learning.