To find a value that is close enough to the right answer, usually with some thought or calculation involved.

A line showing numbers in their correct positions relative to one another. It can be horizontal or vertical and can be marked or unmarked.

A multiple is the result of multiplying a number by another whole number.

Estimate the position of multiples of ten on a 0 - 100 number line

Maths

In this unit pupils will represent multiples of ten using numerals and names and and use knowledge of facts and unitising to add and subtract multiples of ten. In the future unit pupils will learn that 100 is composed of ten tens and one hundred ones.  They will learn that 100 is composed of 50s, 25s and 20s. They will use known facts to find multiples of ten that compose 100.

In the prior unit pupils extended their counting to counting the decade numbers and making representations using a variety of different manipulatives. In this unit pupils will represent multiples of ten using numerals and names and and use knowledge of facts and unitising to add and subtract multiples of ten.

Composition of  multiples of 10

What multiple of 10 is the arrow pointing to on this number line?

Which arrow shows the position of 80 on this number line?

Which arrow shows the position of 30 on this number line?

What is a good estimate for this multiple of 10 shown on the number line?

Say the count. What number will Laura say next?

Say the count. Laura is counting backwards. What number will Laura say next?

Look at this section of a 100 square. What number is hidden by the counter?

What number is the arrow pointing to on this number line?

This lesson will be removed by end of Summer Term 2025.

Estimate the position of multiples of ten on a 0 - 100 number line

Lesson outcome

This lesson will be removed by end of Summer Term 2025.