Number Sense Basics

Year Group:

Lower Key Stage 2 (Year 3 and Year 4)

Duration:

60 minutes

Class Size:

17 students (mixed Year 3 and Year 4) including EAL and SEND learners

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National Curriculum Links:

• Year 3 – Number and Place Value
  Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
  Compare and order numbers up to 1000
• Year 4 – Number and Place Value
  Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
  Round numbers to the nearest 10, 100 or 1000 (introduction)

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Learning Objectives (WALT):

• WALT recognise and understand the place value of digits in 2, 3, and 4-digit numbers.
• WALT read and write numbers in numerals and words.
• WALT compare and order numbers up to 1000 (Y3) and 10,000 (Y4).
• WALT develop number sense through interactive, kinaesthetic activities and games.

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Success Criteria:

• I can say the value of digits in a number.
• I can read and write numbers in words and numerals.
• I can compare two numbers and say which is bigger or smaller.
• I can participate in number games to show my understanding of place value.
• I can explain my thinking when ordering numbers.

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Resources:

• Place value charts (laminated for reuse) – 3-digit and 4-digit versions.
• Number flashcards (0-9 digits, also number words).
• Whiteboards, markers, and erasers.
• Counters/ Base-10 blocks (bundles of ten and single units).
• Interactive digital place value game (projector/tablet).
• Dyslexia-friendly number and word cards (clear font, coloured backgrounds).
• Visual prompt posters for place value vocabulary.
• Differentiated worksheets (see differentiation section).

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Lesson Outline:

1. Introduction & Engage (10 minutes)

• Starter question: "What can you tell me about the number 243?"
  Use a large place value chart projected on the board. Discuss hundreds, tens and ones using physical Base-10 blocks.

• Show numbers up to 4 digits and ask, "Where does each digit belong?"

• Group quick-fire game: Hold up flashcards and ask individuals to say the value of the digit shown.

• Use WALT and success criteria to introduce the learning.

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2. Main Teaching Activity: Interactive Place Value Game (25 minutes)

• Activity: ‘Number Builder’ Game
  Set up: Groups of 3 to 4, each with digits flashcards, base-10 blocks, and place value charts.

  • Stage 1 (for Year 3): Build and read 3-digit numbers. Each pupil selects cards to make a number; they then place base-10 blocks accordingly and write the number in words.
  • Stage 2 (Year 4 extension): Build and read 4-digit numbers and include ordering the numbers in their group from smallest to largest.
  • Use questioning to prompt thinking: “How many hundreds are there?” “What happens if we swap the tens and ones?”

• Differentiation:

  • SEND/EAL: Provide dyslexia-friendly word cards and clear physical manipulatives. Use visual and verbal cues. Pair with a ‘number buddy’ for support.
  • Advanced learners: Challenge to create two different numbers with the same digits and explain which is larger; extend to rounding to the nearest 10 or 100.

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3. Plenary and Reflection (15 minutes)

• Gather as a whole class. Use an interactive digital place value quiz on the board or tablet – two pupils come up to answer.

• Discuss common misconceptions heard during the game (e.g., mixing tens and hundreds).

• Use a ‘traffic light’ card system: green for confident, amber for some support needed, red if unsure.

• Students write one sentence in their books: “Today I learnt that…” using dyslexia-friendly lined paper if needed.

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4. Independent/Differentiated Worksheet Task (10 minutes)

• Year 3: Match numbers to words and draw place value base-10 representations of 2 and 3-digit numbers.

• Year 4: Order a set of 4-digit numbers and write the place value of given digits.

• SEND support: Use a worksheet with pictures and fewer numbers, plus extra visual scaffolds.

• Extension task: Advanced learners create their own number clues for a partner.

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Assessment and Feedback:

• Formative assessment through observation during group work and plenary responses.
• Use the traffic light system cards as a quick self-assessment tool.
• Review worksheets post-lesson to identify misconceptions.
• Provide verbal and written feedback tailored to each group’s needs.

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Differentiation Summary:

Learner Type	Strategies
EAL	Use visuals, word banks with translations, peer-support, slower pace, modelled language
SEND (e.g. Dyslexia)	Dyslexia-friendly resources, multi-sensory learning (manipulatives), simplified language, clear font and colour-coded resources
Advanced Learners	Greater challenge with larger numbers, reasoning tasks, number pattern extension
Whole Class	Varied groupings, kinaesthetic and digital activities to cover diverse learning styles

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Homework Suggestion:

• Practise writing numbers in words and numerals up to 1000 (Year 3) or 10,000 (Year 4).
• Draw and label the place value chart for given numbers.
• Optional: Play a simple online place value game recommended by the teacher (printed instructions provided).

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This lesson uses highly interactive, multi-modal approaches aligned to the National Curriculum expectations and promotes confidence in fundamental number concepts. It is designed to engage diverse learners, build strong foundations, and set the stage for deeper mastery in the upcoming lessons.