Math lesson plan · 4th grade (Year 5 in England) · 45 minutes
Count forwards and backwards in powers of 10
Number sense
CCSS 4.NBT.A.1England: Y5 Number and place value
Objective and success criteria
Students will: Count forwards and backwards in powers of 10.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Find 10, 100 or 1000 more or less; Place value names up to hundred thousands
Leads to: the next skill in this area.
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Find 10, 100 or 1000 more or less; Place value names up to hundred thousands). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is 10 more than 3532? → 3542Prompt: Which digit changes when you add 10?
- In 805 473, which place is the digit 8 in? (ones / tens / thousands / hundred thousands) → hundred thousandsPrompt: The places in a group of three are hundreds, tens, ones — for thousands too.
- What is 100 more than 1957? → 2057Prompt: The hundreds digit is 9. What happens when it goes up by one?
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Count forwards and backwards in powers of 10. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Find the missing number: 214 209, 215 209, 216 209, __, 218 209
- Step 1: The step is +1000.
- Step 2: 217 209
- Answer: 217209
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Find the missing number: 260 974, 260 964, 260 954, __, 260 934 → 260944Prompt: Which digit changes from one number to the next?
- Start at 95 507 and count on 5 steps of 100 000. Where do you land? → 595507Prompt: 5 steps of 100 000 is 500 000 altogether.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Start at 244 043 and count on 5 steps of 10 000. Where do you land? → 294043Prompt: 5 steps of 10 000 is 50 000 altogether.
- Find the missing number: 733 760, 633 760, 533 760, 433 760, __ → 333760Prompt: Which digit changes from one number to the next?
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Find 10, 100 or 1000 more or less.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder