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Year Group

Mixed Year 3 and Year 4 (Ages 7-9)

Duration

45 minutes

Class Size

25 students

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National Curriculum Links

Year 3 and Year 4 Number and Place Value

• Yr3: Count from 0 in multiples of 4, 8, 50 and 100; recognise the place value of each digit in a three-digit number (hundreds, tens, ones) (NC Ref: 3NPV1, 3NPV5)
• Yr4: Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones); Order and compare numbers beyond 1000 (NC Ref: 4NPV1, 4NPV2)
• Read, write, and understand numbers to at least 1000 using multiple representations (Yr3 and Yr4)

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WALT (We Are Learning To)

• Understand and represent numbers up to 100
• Explain the value of digits in tens and ones
• Use place value to read and write numbers accurately

Success Criteria

• I can identify tens and ones in numbers up to 100
• I can match number representations (e.g. Base 10 blocks, digits, pictures) correctly
• I can explain what each digit in a number means using place value language
• I can complete worksheets with support by applying these skills

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Lesson Overview

Time	Activity	Details & Differentiation
0-5 mins	Starter: Number talk	Show digits from 0 to 100 visually (e.g., Base 10 blocks, dot patterns). Ask: “How many tens? How many ones?” Use number cards from Task 4.pdf. Dyslexia-friendly: Use clear fonts, colour-coded digits (blue for tens, red for ones).
5-15 mins	Teacher Modelling	Model with the class how to approach Task 4 (“Represent Numbers to 100” worksheet). Think aloud to show decoding images, identifying tens and ones. Write sentences: “There are X tens and Y ones. The number is Z.” Use large visuals. Provides steps to scaffold understanding.
15-25 mins	Guided Practice	Complete 2-3 examples as a class from Task 4. Use ‘turn-and-talk’ pairs (peer discussion) to explain reasoning. For lower attainers: provide Base 10 blocks for hands-on support. For higher attainers: encourage creating own number representations using digit cards.
25-35 mins	Independent/Paired Work	Children complete remaining Task 4 activities on their own or with a partner. Support adults circulate to prompt and scaffold understanding. Extension for advanced learners: Create a short quiz with own numbers to challenge classmates.
35-40 mins	Speedy Calculations Game	Using Task 3.pdf, engage the class in a timed ‘Speedy Number Facts’ game to boost fluency within 20 complements understanding place value in mental maths context. Use timers and encourage personal best scores.
40-45 mins	Plenary and Reflection	Discuss the success criteria. Ask: “How did identifying tens and ones help you?”; “What was tricky about the task?” Recap vocabulary (tens, ones, digit, representation). Children self-assess against success criteria.

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Differentiation Strategies

Group	Strategies
Lower Attainers / SEN / Missed KS1 foundations	- Use Base 10 physical equipment and number lines - Break tasks into small chunks with clear, visual steps - Sit in guided groups with adult support - Use dyslexia-friendly worksheet fonts and coloured overlays
Average Attainers	- Standard worksheet with periodic prompts - Encourage verbal explanations of reasoning - Pair work to discuss answers
Higher Attainers / More Confident	- Challenge by representing numbers up to 1000 using digit cards - Create own number representation problems - Design extension ‘mini quiz’ for peers

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Resources Needed

• Printed copies of Task 4 (Represent Numbers to 100 worksheet)
• Base 10 equipment (tens rods, ones cubes)
• Number digit cards (0-9) in large font, colour-coded for tens/ones
• Timer for Speedy Calculations game (Task 3.pdf)
• Whiteboard and pens for modelling
• Dyslexia-friendly coloured overlays (optional)

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Assessment for Learning

• Formative: Observe paired talk and individual worksheet completion. Use questioning during guided practice to probe understanding of tens/ones.
• Self-assessment: Children tick off success criteria.
• Summative: Collect and mark worksheets for correct place value identification and number representations. Use errors to identify misconceptions.

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Dyslexia-Friendly Reading Options

• Use multi-sensory teaching aids (e.g., concrete maths equipment)
• Display vocabulary on coloured backgrounds with simple fonts (e.g., OpenDyslexic or Comic Sans)
• Provide instructions orally alongside written text
• Use diagrams and images for conceptual reinforcement

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WOW Factor: Interactive Modelling with AI Support

To wow teachers, incorporate this into modelling:

• Use an interactive whiteboard or tablet to manipulate virtual Base 10 blocks on screen in real time.
• Model thinking aloud and visually “drag and drop” digit cards to form numbers, explaining place value step-by-step.
• Record these modelling steps as a video for children to revisit for homework or additional support.
• Use a simple quiz app or timer on tablets/PCs for the Speedy Calculations game to add a digital competitive edge.

This combination of concrete manipulation, visualisation, modelling, and timed fluency activities ensures a multisensory lesson tailored to diverse learners — all aligned explicitly with the National Curriculum for Years 3 and 4 number and place value requirements.

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End of Plan