Combinepdf 2

Homework/Extension
Step 4: Numbers to 100,000
National Curriculum Objectives:
Mathematics Year 5: (5N2) Read, write, order and compare numbers to at least 1,000,000
and determine the value of each digit
Differentiation:
Questions 1, 4 and 7 (Varied Fluency)
Developing Write the numbers shown by the representation and plot them on a number
line when representing numbers up to 100,000 using pictorial representations and
including conventional partitioning only.
Expected Write the numbers shown by the representation and plot them on a number line
when representing numbers up to 100,000 using pictorial representations, with some
unconventional partitioning. Numerals only.
Greater Depth Write the numbers shown by the representation and plot them on a number
line when representing numbers up to 100,000 including unconventional partitioning.
Numbers represented in numerals, words and some Roman numerals.
Questions 2, 5 and 8 (Varied Fluency)

Developing Partition the numbers to complete the diagrams when representing numbers
up to 100,000 using pictorial representations and including conventional partitioning only.
Expected Partition the numbers to complete the diagrams when representing numbers up
to 100,000 using pictorial representations, with some unconventional partitioning. Numerals
only.
Greater Depth Partition the numbers to complete the diagrams when representing
numbers up to 100,000 including unconventional partitioning. Numbers represented in
numerals, words and some Roman numerals.
Questions 3, 6 and 9 (Reasoning and Problem Solving)

Developing Decide whether a statement is correct and explain why when representing
numbers up to 100,000 using pictorial representations and including conventional
partitioning only.
Expected Decide whether a statement is correct and explain why when representing
numbers up to 100,000 using pictorial representations, with some unconventional
partitioning. Numerals only.
Greater Depth Decide whether a statement is correct and explain why when representing
numbers up to 100,000 including unconventional partitioning. Numbers represented in
More Year 5 Place Value resources
Did you like this resource? Don’t forget to review it on our website.
© Classroom Secrets Limited 2019

classroomsecrets.co.uk
Homework/Extension – Numbers to 100,000 – Teaching Information
Numbers to 100,000
1. Add the numbers shown in the representations to the number line.
A. TTh Th H T O B. C.
30,000 2,000 200 50
32,000 50
32,000 32,150 32,300
D VF
HW/Ext
2. Complete the following diagrams.
A. 40,150 B. 45,500
5,000
50
C. 20,750
100
700 50
D VF
HW/Ext
3. Hafsa is adding numbers represented in a place value chart on a number line.
16,250 16,500 TTh Th H T O
Hafsa
Is she correct?
Explain how you know.
D RPS
HW/Ext

Homework/Extension – Numbers to 100,000 – Year 5 Developing
Numbers to 100,000
50,000 200 50
50,005 200
50,000 50,300
E VF
HW/Ext
A. 22,160 B. 83,050
3,000
21,000
C. 74,325
100 9,000 5
E VF
HW/Ext
6. Steph is adding numbers represented in a place value chart on a number line.
32,000 32,600 TTh Th H T O
Steph
Is she correct?
E RPS
HW/Ext

Homework/Extension – Numbers to 100,000 – Year 5 Expected
Numbers to 100,000
4,000 + MMCCL
9,000 150
100
5,000 10,000
GD VF
HW/Ext
A. 57,165 B. 64,309
59,000 300
50,060
C. MMMMCCCCLXXVI
100 400 6
Write each number in words.

GD VF
HW/Ext
9. Josh is adding numbers represented in words on a number line.
72,000 73,000
Seventy-two thousand, four
hundred and seventy-five
Josh
Is he correct?
GD RPS
HW/Ext

Homework/Extension – Numbers to 100,000 – Year 5 Greater Depth
Homework/Extension
Numbers to 100,000
Developing
1. A is 32,100; B is 32,050; C is 32,250
2.
3. She is incorrect. She has represented 16,425 on the number line instead of 16,325.
Expected
4. A is 50,025; B is 50,205; C is 50,250
5.
6. She is incorrect. She has represented 32,500 on the number line instead of 32,050.
Greater Depth
7. A is 7,750; B is 9,250; C is 6,250
8.
A is fifty-seven thousand, one hundred and sixty-five; B is sixty-four thousand, three

hundred and nine; C is four thousand, four hundred and seventy-six
9. He is correct. He has represented 72,475 accurately on the number line between
72,450 and 72,500.

Homework/Extension – Numbers to 100,000 ANSWERS
Compare and Order Numbers to 100,000
1. Which letter represents each number 4. Graham has drawn this number line but
on the number lines below? has forgotten to include the end point.
5,840 is ___ 5,800 is ___ 5,950 is ___

A
6,000
5,700 6,000
B He knows that each interval represents a
multiple of 100. He also knows that 6,600
fits on the line but 6,300 did not.
5,800 6,000
C
What could the end point of the number
line be?
4,000 6,000 VF RPS
2. Which number correctly completes the 5. Larissa says,

statement below?
If I use the digits 1 to 9, I can use
the same digit in each number
One thousand less than 9,720 is more than…
to make the statement correct.
A. 8,000 + 700 + 50
,2 4 6
5000 + 600
B. eight thousand, eight hundred and
eleven
4,5 7 > + 30 + 2
1,000 1,000 1,000 1,000 100 100 100 100

9,1 0
C.
1,000 1,000 1,000 1,000 100 100 100 10
VF
Is Larissa correct? Explain your answer RPS
3. Match each number to a letter on the 6. The numbers below are in descending
number line. order. What could the missing number
A B C be?
1,000 1,000 1,000 1,000 100 10 10
5,000 6,000 10 10 10 1 1 1
5,327 5,942 5,551

?
A B C
8,000 7,000
7,584 7,963 7,191
VF
Find 3 possible answers. RPS
Compare and Order Numbers to 100,000 – Prior Learning
1. A – 5,950; B – 5,840; C – 5,800

2. C
3. A – 5,327; B – 5,551; C – 5,942
A – 7,963; B – 7,584; C – 7,191
4. 7,200 or 9,600
5. Larissa is incorrect. Because each number needs to be more than 5,632, only the digits
6, 7, 8 or 9 will create two numbers that will work.
6. Any 3 answers between 4,122 and 4,153. For example: 4,126; 4,144; 4,151
Compare and Order Numbers to 100,000 ANSWERS
Reasoning and Problem Solving

Differentiation:
Questions 1, 4 and 7 (Problem Solving)
Developing Use given clues to identify a number when representing numbers up to 100,000
using pictorial representations and conventional partitioning.
Expected Use given clues to identify a number when representing numbers up to 100,000
using pictorial representations, with some unconventional partitioning. Numerals only.
Greater Depth Use given clues to identify a number when representing numbers up to
100,000 without pictorial representations, including unconventional partitioning. Numbers
represented in numerals, words and some Roman numerals.
Questions 2, 5 and 8 (Reasoning)

Developing Identify the odd one out when representing numbers up to 100,000 using
pictorial representations and conventional partitioning.
Expected Identify the odd one out when representing numbers up to 100,000 using
pictorial representations, with some unconventional partitioning. Numerals only.
Greater Depth Identify the odd one out when representing numbers up to 100,000 without
pictorial representations, including unconventional partitioning. Numbers represented in
Questions 3, 6 and 9 (Problem Solving)

Developing Find all possible numbers when representing numbers up to 100,000 using
pictorial representations and conventional partitioning.
Expected Find all possible numbers when representing numbers up to 100,000 using
pictorial representations, with some unconventional partitioning. Numerals only.
Greater Depth Find all possible numbers when representing numbers up to 100,000 without
pictorial representations, including unconventional partitioning. Numbers represented in
More Year 5 Place Value resources.
© Classroom Secrets Limited 2018 classroomsecrets.co.uk

Reasoning and Problem Solving – Numbers to 100,000 – Teaching Information
Numbers to 100,000 Numbers to 100,000
1a. Hilda is thinking of a five-digit number. 1b. Billy is thinking of a five-digit number.
• She adds 1 to it. • He subtracts 100 from it.

• She subtracts 10 from it. • He adds 1 to it.
• She subtracts 100 from it. • He subtracts 10 from it.
Her answer is: His answer is:
25,805 80,455
What was her original number? What was his original number?
D PS D PS
2a. Find the odd one out in the 2b. Find the odd one out in the
representations below. representations below.
A. TTh Th H T O A. 1,000 10,000 10,000 10,000 10,000 10,000
1,000 1,000 10,000 10,000 10,000 10,000 100
B. TTh Th H T O
B. TTh Th H T O
C. 1,000 1,000
C. 10,000 10,000 1,000 1,000 10,000
1,000
1,000
1,000
1
10,000
10,000 100
1,000 1,000 1 1,000 1,000
1,000 1,000
10,000
D Explain how you know. R D Explain how you know. R
3a. Phillipa has represented a five-digit 3b. Jackson has represented a five-digit
number using this place value grid. number using this place value grid.
TTh Th H T O TTh Th H T O
One counter is missing. Which numbers One counter is missing. Which numbers
could she have been representing? could he have been representing?
D PS D PS

Reasoning and Problem Solving – Numbers to 100,000 – Year 5 Developing
4a. Sarah is thinking of a five-digit 4b. Yussuf is thinking of a five-digit
number. number.
• She adds 10 to it. • He adds 100 to it.

• She subtracts 100 from it. • He subtracts 1 from it.
• She subtracts 1 from it. • He adds 10 to it.
34,406 22,150
E PS E PS
A. TTh Th H T O A.
65,000
66,000
B. TTh Th H T O
B.
21,000
21,500
C. 10,000 10,000 10,000 1,000 1,000

10
C. 10,000
1,000 10
1
10
1 1
1,000 10
10,000 1,000 1,000 10
1 10,000 10,000 10,000
10 1
10
E Explain how you know. R E Explain how you know. R
6a. Sumayah has represented a five-digit 6b. Frank has represented a five-digit
number using this part whole model. number using this part whole model.
10
1,000 10,000 10
10,000 1,000
10,000 1,000 10,000 1,000
100 10,000
10 10 10 1
100 100 100 1

100
1 100
10,000 10,000 10,000 1
10 10,000 100 10 100

1
E PS E PS

Reasoning and Problem Solving – Numbers to 100,000 – Year 5 Expected
7a. Jasmine is thinking of a five-digit 7b. Hector is thinking of a five-digit
number. number.
• She adds XXX to it. • He adds XL to it.

• She subtracts CC from it. • He subtracts 5,000 from it.
• She subtracts VI from it. • He adds II to it.
twenty-seven thousand, eleven thousand, one

two hundred and eight hundred and forty
Give your answer in words. Give your answer in words.
GD PS GD PS
A. A. TTh Th H T O
27,000
27,500
B. TTh Th H T O
B.
90,000 91,000
10,000 1,000
1,000 1,000 1,000
1,000
100 10 10 1,000 1 10 C. 10,000
10,000
C. 10,000 1
10,000
1,000
1 1 1,000 10,000 1,000
10 1,000 1
1,000 1 1,000
10,000
1,000
10,000 1 10,000
1 1,000 10,000 1 1 1,000
1 1 1,000 1,000
GD Explain how you know. R GD Explain how you know. R
9a. Holly has represented a five-digit 9b. Basharet has represented a five-digit
number using this part whole model. number using this part whole model.
I 1
M C
10,000 M M
I 1
10,000 M 10,000 C
100
M I
C I 10 100 1
M
I X X
C C I X
M 100
I X C
10,000 100 X X
C
M M 100 C
M I X X
GD PS GD PS

Reasoning and Problem Solving – Numbers to 100,000 – Year 5 Greater Depth
Reasoning and Problem Solving Reasoning and Problem Solving
Developing Developing
1a. 25,914 1b. 80,564
2a. B is the odd one out as it represents 2b. A is the odd one out as it represents
34,200. A and C represent 34,002. 93,100. B and C represent 39,100.
3a. 24,250; 15,250; 14,350; 14,260; 14,251 3b. 43,060; 34,060; 33,160; 33,070; 33,061
Expected Expected
4a. 34,497 4b. 22,041
5a. B is the odd one out as it represents 5b. A is the odd one out as it represents
21,125. A and C represent 21,025. 65,550. B and C represent 65,050.
6a. 62,540; 53,540; 52,640; 52,550; 52,541 6b. 52,335; 43,335; 42,435; 42,345; 42,336
Greater Depth Greater Depth

7a. Twenty-seven thousand, three 7b. Sixteen thousand and ninety-eight
hundred and eighty-four 8b. C is the odd one out as it represents
8a. B is the odd one out as it represents 90,002. A and B represent 90,200.
27,061. A and C represent 27,150. 9b. 21,993; 12,993; 12,093; 12,003; 11,994
9a. 49,408; 40,408; 39,508; 39,418; 39,409

Reasoning and Problem Solving – Numbers to 100,000 ANSWERS
Varied Fluency

Differentiation:
Developing Questions to support representing numbers up to 100,000 using pictorial
representations and conventional partitioning.
Expected Questions to support representing numbers up to 100,000 using pictorial
representations, with some unconventional partitioning. Numerals only.
Greater Depth Questions to support representing numbers up to 100,000 without pictorial
representations, including unconventional partitioning. Numbers represented in numerals,
words and some Roman numerals.
More Year 5 Place Value resources.
© Classroom Secrets Limited 2018 Varied Fluency – Numbers to 100,000 – Teaching Information
1a. Match the representation to the 1b. Match the representation to the
correct number. correct number.
59,000 50,900 50,090 17,025 17,250 17,502
A.
A. TTh Th H T O
50,000 51,000
10,000
1,000 1,000
B. 10,000
1,000 1,000 1,000 100
1,000 1,000 1
10,000
10,000
1,000 1,000 1,000 B.
10,000 1,000 100 100
10,000 1,000 1,000 1
1,000 1,000
1,000 100 100
C. TTh Th H T O C.
17,000 18,000
D VF D VF
2a. Find the missing numbers in the 2b. Find the missing numbers in the
function machines below. function machines below.
55,805 + 10 A 45,005 + 100 A
56,750 + 100 B B + 10 34,090
C + 1,000 45,275 9,250 + 1,000 C
D VF D VF
3a. Complete the bar model. 3b. Complete the bar model.
24,505 27,150
4,000 500 20,000 50
D VF D VF
4a. Yasmin is counting backwards in 10s 4b. Ben is counting forwards in 1,000s
from the number represented below. from the number represented below.
Which number will she say fourth? Which number will he say third?
D VF D VF
© Classroom Secrets Limited 2018 Varied Fluency – Numbers to 100,000 – Year 5 Developing
10,800 17,016 18,600 35,005 35,250 35,025
A.
A. TTh Th H T O
18,000 19,000
B. TTh Th H T O
10,000 1,000 1 1
1,000
B. 1,000
10,000 1 1
1,000 1,000 1
10,000
1,000 1 1 C.
C. 10,000
1,000 1,000
10
1 1
1,000 1
1,000
1,000 1,000 1 35,000 35,500
E VF E VF
84,976 + 10 A 45,003 + 100 A
56,989 + 100 B B + 10 34,001
C + 1,000 45,262 9,201 + 1,000 C
E VF E VF
34,180 80,914
30,000 80 80,000 4
E VF E VF
8a. Sally is counting forwards in 10s from 8b. Laylu is counting forwards in 1,000s
the number represented below. Which from the number represented below.
number will she say third? Which number will she say fourth?
E VF E VF
© Classroom Secrets Limited 2018 Varied Fluency – Numbers to 100,000 – Year 5 Expected
44,302 43,114 44,320 13,083 18,803 18,380
1,000 1,000
10 A.
10,000 10,000 10 10
1,000
A. 10
10
10 1 10
10,000 10,000
10 18,000 18,400
10 1 1
10 10 10 1
1 10 1
1,000
10 1
B. 1,000 10
1
B. TTh Th H T O 10 1
1
10,000 1 1 1
1,000 10 1
10 1
1 1
C. TTh Th H T O
C.
44,300 44,400
GD VF GD VF
A + XX 45,900 34,910 – CC A
67,011 – 300 B 34,304 – XXX B
MMMDXI + 5,000 C C – 7,000 19,001
GD VF GD VF
34,391 59,295
30,000 11 40,000 95
GD VF GD VF
12a. Tilly is counting forwards in 10s from 12b. Kim is counting forwards in 1,000s
the number below. What will the eleventh from the number represented below.
number be? What will the twelfth number be?
16,190 MMMCCLXI
Give your answer in words. Give your answer in words.
GD VF GD VF
© Classroom Secrets Limited 2018 Varied Fluency – Numbers to 100,000 – Year 5 Greater Depth
Varied Fluency Varied Fluency
Developing Developing
1a. A – 50,900; B – 59,000; C – 50,090 1b. A – 17,025; B – 17,502; C – 17,250
2a. A – 55,815; B – 56,850; C – 44,275 2b. A – 45,105; B – 34,080; C – 10,250
3a. 3b.
24,505 27,150
20,000 4,000 500 5 20,000 7,000 100 50
4a. 20,110 4b. 8,100
Expected Expected
5a. A – 18,600; B – 10,800; C – 17,016 5b. A – 35,025; B – 35,005; C – 35,250
6a. A – 84,986; B – 57,089; C – 44,262 6b. A – 45,103; B – 33,991; C – 10,201
7a. 7b.
34,180 80,914
30,000 4,000 100 80 80,000 900 10 4
8a. 52,070 8b. 28,032
Greater Depth Greater Depth

9a. A – 43,114; B – 44,302; C – 44,320 9b. A – 18,380; B – 13,083; C – 18,803
10a. A – 45,880; B – 66,711; C – 8,511 10b. A – 34,710; B – 34,274; C – 26,001
11a. 11b.
34,391 59,295
30,000 4,000 300 80 11 40,000 19,000 200 95
12a. Sixteen thousand, three hundred 12b. Fifteen thousand, two hundred and
sixty-one
© Classroom Secrets Limited 2018 Varied Fluency – Numbers to 100,000 ANSWERS
1. Which representation is the greatest 4. Use the digit cards and clues to create
number? three 5-digit numbers and order them
from smallest to largest.
a. b. twenty-six
thousand,
21,000 6,400 20 three hundred 3 1 five 4 two
and five
The thousands digit is odd.
100 1,000
c. d. 18,900
1,000 The hundreds digit is one more than
10,000 1,000
1 1 the tens of thousands digit.
1,000
100 10,000 1,000 6,000
The tens and the ones digits are the
smallest numbers.
VF PS
2. Add the letters to make the statement 5. Louisa has ordered the following
correct. numbers in descending order.
a.
55,000 3,100 80
< <
b. fifty-six thousand, six hundred and
twenty-six
a. b. 1,000 1,000
thirty-seven 10,000 1,000
c. 2,500
thousand, one 1 10,000 1
hundred and six 100 10,000
100
46,101
1 1
d. 52,148
c.
33,000 1,400 11 Is Louisa correct? Explain your answer.
VF R
3. Circle the number that would be third 6. Add four counters to the place value
when these numbers are placed in chart to make the statement still correct.
ascending order.
a. seventy-one b.
thousand, six 18,121 TTh T H T O
sixty-one
hundred and two thousand,
c. 1 d.
three
hundred and
>
100 10
10 12,000 twelve
10,000 1,000
100
1 10
100
10 1,000 100
8,300
Find three different possibilities.
VF PS
Compare and Order Numbers to 100,000 – Year 5
1. A
2. B, C, A
3. D
4. Various answers, for example: 35,421; 43,512, 43,521
5. Louisa is incorrect as C and D are in the wrong order. C totals 48,601 and so this should
be the final number after 52,148.
6. Various answers, for example: 57,518; 55,718; 56,429, 59,318
Compare and Order Numbers to 100,000 – Year 5 ANSWERS

Combinepdf 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Combinepdf 2

Uploaded by

Copyright:

Available Formats

Homework/Extension

Step 4: Numbers to 100,000

National Curriculum Objectives:

Questions 2, 5 and 8 (Varied Fluency)

Questions 3, 6 and 9 (Reasoning and Problem Solving)

More Year 5 Place Value resources

© Classroom Secrets Limited 2019

30,000 2,000 200 50

32,000 32,150 32,300

2. Complete the following diagrams.

3. Hafsa is adding numbers represented in a place value chart on a number line.

16,250 16,500 TTh Th H T O

© Classroom Secrets Limited 2019

5. Complete the following diagrams.

6. Steph is adding numbers represented in a place value chart on a number line.

32,000 32,600 TTh Th H T O

© Classroom Secrets Limited 2019

8. Complete the following diagrams.

Write each number in words.

9. Josh is adding numbers represented in words on a number line.

© Classroom Secrets Limited 2019

A is fifty-seven thousand, one hundred and sixty-five; B is sixty-four thousand, three

© Classroom Secrets Limited 2019

5,840 is ___ 5,800 is ___ 5,950 is ___

2. Which number correctly completes the 5. Larissa says,

1,000 1,000 1,000 1,000 100 100 100 100

5,327 5,942 5,551

7,584 7,963 7,191

1. A – 5,950; B – 5,840; C – 5,800

National Curriculum Objectives:

Questions 2, 5 and 8 (Reasoning)

Questions 3, 6 and 9 (Problem Solving)

More Year 5 Place Value resources.

© Classroom Secrets Limited 2018 classroomsecrets.co.uk

• She adds 1 to it. • He subtracts 100 from it.

Her answer is: His answer is:

1,000 1,000 10,000 10,000 10,000 10,000 100

D Explain how you know. R D Explain how you know. R

© Classroom Secrets Limited 2018 classroomsecrets.co.uk

• She adds 10 to it. • He adds 100 to it.

Her answer is: His answer is:

C. 10,000 10,000 10,000 1,000 1,000

100 100 100 1

10 10,000 100 10 100

© Classroom Secrets Limited 2018 classroomsecrets.co.uk

• She adds XXX to it. • He adds XL to it.

Her answer is: His answer is:

twenty-seven thousand, eleven thousand, one

© Classroom Secrets Limited 2019 classroomsecrets.co.uk

Greater Depth Greater Depth

© Classroom Secrets Limited 2018 classroomsecrets.co.uk

National Curriculum Objectives:

More Year 5 Place Value resources.

1,000 100 100

55,805 + 10 A 45,005 + 100 A

56,750 + 100 B B + 10 34,090

C + 1,000 45,275 9,250 + 1,000 C

4,000 500 20,000 50

84,976 + 10 A 45,003 + 100 A

56,989 + 100 B B + 10 34,001

C + 1,000 45,262 9,201 + 1,000 C

67,011 – 300 B 34,304 – XXX B

MMMDXI + 5,000 C C – 7,000 19,001

5,840 is _ 5,800 is _ 5,950 is ___