Building Number Sense

Overview

In this fifth lesson of Year 4 Maths Across Aotearoa, students develop understanding of four-digit place value. They build, read, partition, compare and represent numbers to at least 10,000, moving from blocks and place-value mats to arrow cards and written notation.

Learning intentions

• WALT build and represent numbers to at least 10,000.
• WALT read and partition four-digit numbers.
• WALT explain the role of zero as a placeholder.
• WALT compare four-digit numbers using place-value knowledge.

Success criteria

• I can make a four-digit number using blocks, a place-value mat or arrow cards.
• I can partition a number into thousands, hundreds, tens and ones.
• I can explain why a zero may be needed as a placeholder.
• I can compare two four-digit numbers and justify which is greater.

Curriculum links

• Mathematics and Statistics: number knowledge, place value and representation.
• Mathematics and Statistics: communicating mathematical thinking and explaining strategies.
• Mathsteasers: higher-order thinking questions that deepen understanding.
• Mathsteasers / Alignment: relevant challenge connected to classroom mathematics.

Lesson structure (60 minutes)

1. 0–7 min · Hook and connect. Display the question “Which is greater: 4,582 or 4,258? How do you know?” on the comparison hook slide. Students make an individual choice, then explain their thinking to a partner using the thousands and hundreds digits.

2. 7–20 min · Model place value. Use the place-value modelling slides alongside a large place-value mat and blocks to build 4,582. Teacher records: 4,000 + 500 + 80 + 2, then models 7,306 as 7,000 + 300 + 6, discussing why “0 tens” is not written in the complete partition. Students build both numbers, read them aloud and show each partition with materials or drawings.

3. 20–35 min · Number Builder. Give pairs place-value mats, blocks and arrow cards. Follow the instructions on the Number Builder instruction slide: one student draws or chooses four digits, the other builds the number, says it, writes it in expanded form and records it in standard form; then swap roles. Distribute the place-value practice worksheet for students to record at least four builds, including one number with a zero. Circulate and ask, “What does this digit represent?” and “How does your model prove it?”

4. 35–45 min · Must Do and Can Do. Students complete the first section of the place-value practice worksheet: partition 7,306 completely as 7,000 + 300 + 6. They then complete the comparison task by ordering or comparing two four-digit numbers, recording the correct symbol and a place-value justification. Pause for a quick pair-check, then invite two students to explain different representations.

5. 45–54 min · Try challenge. Display the challenge on the challenge and discussion slide: “Make the greatest number from 2, 5, 0 and 8: 8,520.” Students arrange the digits, explain why the greatest digit must be in the thousands place, and find the smallest possible number. Early finishers create another four-digit number using the same digits and challenge a partner to compare it with 8,520.

6. 54–60 min · Plenary and exit check. Revisit the learning intentions on the plenary slide. Students complete the final worksheet prompt: write a four-digit number containing a zero, partition it, and explain what the zero represents. Invite several responses, correcting the misconception that a placeholder has no value in the whole number.

Resources

• the place-value lesson slide deck
• the place-value practice worksheet
• Place-value mats, one per pair
• Base-ten blocks or bundled sticks
• Arrow cards for thousands, hundreds, tens and ones
• Digit cards 0–9
• Mini-whiteboards and pens
• Pencils and erasers
• Large class place-value chart

Assessment

• Listen during the hook and Number Builder for accurate use of thousands, hundreds, tens and ones language.
• Check models and worksheet responses, especially the complete partition of 7,306 and explanations involving zero.
• Use the final worksheet prompt as an exit check. Record students who need further support with reading, partitioning or comparing four-digit numbers.

Differentiation

• Support learners with a labelled place-value mat, pre-selected arrow cards and partially completed partitions such as 7,000 + 300 + __ + 6. Rehearse numbers orally before writing.
• Pair students thoughtfully and provide sentence starters: “The ___ is greater because…” and “The zero shows there are no ___.”
• For EAL learners, use gestures, visual models and repeated vocabulary such as digit, value, thousands, hundreds, tens, ones and placeholder.
• Extend confident learners to make the greatest and smallest numbers from four digits, explain whether 0 may be placed first, and generate a comparison that is decided only by the ones place.