- Read and write the vocabulary of comparing and ordering numbers. Use symbols correctly, including less than (<), greater than (>), equals (=)
## Examples of what pupils should know and be able to do

Which is greater, 7216 or 7261?

Which is longer, 3157 m or 3517 m?

If 3160 $\square $ 3190, what could $\square $ be?

- Primary mathematics exemplification: Ordering (whole numbers)
- Assessment example: Ordering four-digit numbers: Natasha (PDF-245 KB) Attachments

## Probing questions

- Look at this equation: $\square +\mathrm{\square}=20$. What could the missing numbers be?
- What is different about this equation: $\mathrm{\u25cb}+\mathrm{\square}<20$? How would you choose numbers to make it correct?
- What about $30>\u25cb-\square $? How would you choose numbers to make this correct?

## What if pupils find this a barrier?

Compare two given three-digit numbers, say which is more or less, and give a number that lies between them.

Roll a dice four times then use the four digits to complete different statements by filling in boxes.

$\begin{array}{l}\square \square >\square \square \\ \square \square <\square \square \end{array}$

Present this as a game for pupils to play in pairs. Pupils throw the dice and choose where to place the digit scored each time. Pupils score for each correct statement.

- Round any positive integer less than 1000 to the nearest 10 or 100
## Examples of what pupils should know and be able to do

- Primary mathematics exemplification: Rounding (whole numbers)
- Assessment example: Rounding to the nearest 10 or 100: Tommy (PDF-495 KB) Attachments

## Probing questions

- I rounded a number to the nearest 10. The answer is 340. What could I have started with?
- The local newspaper said that 800 people attended the school summer fair. This was given to the nearest 100. What is the smallest number of people that could have attended? What is the largest number?
- What tips would you give someone who is learning how to round numbers to the nearest 10 or 100?

## What if pupils find this a barrier?

Use real-life contexts that pupils are confident with.

Some pupils will be able to round numbers up to 100 to the nearest ten, but cannot round 562, for example. It is worth emphasising that 560 is 56 tens.

- Adapt the targeting level 4 lesson: Rounding decimals to fit the objective.
- Download Mathematics ITP: Number line (SWF-39 KB) Attachments to provide a useful visual image that will help pupils round.
- Download Mathematics ITP: Measuring cylinder (SWF-42 KB) Attachments and use it to practise rounding.

### Attachments

### Related downloads

- Ordering four-digit numbers: Natasha [ pdf : 245 KB ]
- Rounding to the nearest 10 or 100: Tommy [ pdf : 495 KB ]
- Mathematics ITP: Number line
- [Windows executable] - [ exe : 4.1 MB ]
- [Flash] - [ swf : 39 KB ]
- Mathematics ITP: Measuring cylinder
- [Windows executable] - [ exe : 4.1 MB ]
- [Flash] - [ swf : 42 KB ]
- Download all [ 771 KB ]