The Parkland Federation. February 2016

Size: px
Start display at page:

Download "The Parkland Federation. February 2016"

Transcription

1 The Parkland Federation February 206

2 EYFS/KS Calculations: Recording Addition (page of ). Aggregation/combining 2. Augmentation/counting on 3. Counting Contexts: Pupils physically combining groups Pupils counting objects moving each object in time to their verbal counting Combining (adding together) two or more quantities and finding the total. Combining groups of objects Buying 3 bags of crisps ( ) Pouring two cans of drink into a jug (ml) EG: A pile of 20 bananas Increase a given number/amount/quantity. Start at 5 and count on 4. Increase the quantity by a half. Ensure pupils meet the different structures within a range of different contexts. Moving objects onto a number line or recognised pattern. How much/many all together? What is the total when you add the amounts together? In this example, the pupil will end up with a pattern/group of 7 coins. The pattern will have a seveness about it. Recognising a group of objects has a sense of five or a threeness about it enables a pupil to use this as a known fact when combining or counting on. For other calculation methods, e.g: partitioning, see the KS2 section of the calculations policy as teaching methods should be similar.

3 KS/KS2 Calculations: Recording Addition (page of 2). Adding single digits (units or ones) Using a number line: Example: = Adding two digits (tens & units) Using a number line: A number line helps to break the number being added into manageable steps. There are many ways to jump along the line (three are shown below): Example: = Partitioning & Expanded Addition Partition (split) numbers into tens and units, add each part separately then recombine to find the total. This can be extended into larger numbers and is the first step towards using a column based method. Example: Using a number square: Example: = or (add all tens) = 50 (add all units) = 8 (recombine answers) = 58 This method of partitioning can then be used in simple column calculations where numbers are added vertically (downwards). Using a number square: Example: = 84 Count on in tens (3 tens) and then units (6) Example: = 58 Example: = 9 Example: = 592

4 KS/KS2 Calculations: Recording Addition (page 2 of 2) 4. Moving onto Column methods To build on the understanding of number and place value, developed through partitioning, it is important to continue to use the correct language that shows the value of each digit. However, column methods rely on adding the smallest numbers first so it is useful to do this from the start. Expanded column method: Example: = Add the units (or ones) seven add six Add the tens by saying forty add seventy is one hundred and ten 2 3 Total the numbers Even with column methods, it is important to use the correct language that shows the value of each digit. Whilst learning this method, some children find it useful to have the columns labelled: Example: (U) 0 0 (T) (H) 8 Example: Th (U) 5 0 (T) (H) (Th) Example: T U. t h (t). 0 (h) (U) (T) 4. 6 t = tenths h = hundredths Column Addition Example : Add the units: seven add six = The 3 stays in the units column. The one ten moves to the tens column 7 3 Add the tens: forty add twenty add ten (under the line) = 70 The 70 (or 7 tens) stay in the tens column Add the hundreds: Two hundred add nothing else = 200 The 200 (or 2 hundreds) stay in the hundreds column. Column Addition Example 2: Add the units as above (7 + 6 = 3) Add the tens: forty add seventy add ten + _ 7 6 (under the line) = The 20 stays in the tens column, the one hundred moves to the hundreds column Add the hundreds: Two hundred add one hundred (under the line) = 300. The 300 (3 hundreds) stay in the hundreds column.

5 EYFS/KS/KS2 Calculations: Recording Subtraction (page of 3). Subtracting single digits (units or ones) Using a labelled number line: Count back Example: - 4 = Subtracting using a blank number line Counting back A blank number line helps to break subtraction questions into manageable steps. There are many ways to jump along the line but children find it easier to work around their knowledge of counting to tens, hundreds and thousands. Example: 5-7 = 8 3. Subtracting using a blank number line Counting forward to find the difference A blank number line can also be used to subtract by counting up from the smaller number to the larger. This is called finding the difference. Again, there are many ways to jump along the line but children find it easier to work around their knowledge of counting to tens, hundreds and thousands. Example: 22-7 = Mark zero and the two numbers on the number line. Example: 5-7 = 8 Using a number square: Count back In the example above, the child has counted back to the nearest multiple of 0 using a jump of 5. They then needed to count back 2 more to make a total of 7 in their jumps We want to take away 7, so we scribble away 7. Example: = 47 Worked out by counting back 20 then 4 then 3 (total =27) How many do we have left? Count up from 7 to the next multiple of ten, which is 20. Record the number landed on below the line. Count up from 20 to Jumps may be recorded in a different order. Here, the first jump lands of a multiple of ten. (Total of jumps = 27) The final landing place is Find the total of the jumps to give the answer = 5 So = 47 So = 5

6 KS/KS2 Calculations: Recording Subtraction (page 2 of 3) 4. Subtracting using a blank number line 5. Partitioning & Expanded Column method Partitioning & Expanded Column method Counting forward to find the difference Example: = 47 0 Larger numbers = 47 So = 47 As children become more confident, they will no longer need to mark on zero or scribble out the part being subtracted. They will record just the values on the number line that they need. Example: = = 48 As confidence grows, adding of jumps should become more efficient. Eg. Mentally adding hundreds, tens, units then recombining eg = 48 Some children will also be able to make more efficient jumps along the number line = 48 So = 48 Partition (split) numbers into tens and units and write each part underneath each other. This mirrors the column method but supports understanding of the value of each number. Answers are recombined to find the final answer. This can be extended into larger numbers and is the first step towards using a column based method. Example: 45-3 = = 32 Example: = = = 30 It is not possible to do 4-7 so a ten is borrowed from the is left behind in the tens column the 4 already in the units column means there is now 4 in the units column The answer can now be completed = 47 Example: = Can t calculate so borrow 0, leaving 30 behind Units now total 0 + = 30-7 = Can t calculate so borrow 00, leaving 600 behind Tens now total = = = 374 Example: = Where a question is so close to a place value boundary eg. 500, it is often more efficient to use a number line or mental method though a column method can be used Can t calculate Need to borrow a ten but there are none. The tens will need to borrow a hundred before being able to lend 90 a ten to the units = 225

7 KS/KS2 Calculations: Recording Subtraction (page 3 of 3) 6. Column Subtraction Whilst column subtraction is the last step in written calculations, it is essential to realise the importance of all the strategies that have come before it. Often a mental strategy, using an informal number line or finding the difference are more efficient methods to use than a formal written method. It is vital that the correct vocabulary is used when using column methods so that children understand the value of the number they are working with. Eg. If subtracting hundreds, say 6 hundreds subtract 4 hundreds, rather than 6 subtract 4 Example: 45-3 = = Example: = = Example: = = Example: = =

8 KS/KS2 Calculations: Recording Multiplication (page of 5) To be able to multiply successfully, children need to be able to: * Recall times tables facts speedily and accurately * Recognise that multiplication is commutative (can be done in any order) eg. 3 x 5 is the same as 5 x 3 * Use times table facts and place value to quickly calculate larger values eg. If 7 x 5 = 70 x 5 = 350 and 700 x 5 = then we can work out * Partition numbers into hundreds, tens & units It is important that children's mental strategies and accuracy of recalling times tables are continually practised alongside written calculations. Children need to be able to count times tables facts in order but also recall immediately when in a random order (without having to go through all facts to get to the answer). National Curriculum Expectations Pupils should, by the end of: Year * Be able to count in 2s, 5s, 0s Year 2 * Be able to count in 2s, 3s, 5s, 0s * Know by heart all x and facts for x2, x5 and x0 eg. 4 x 5 = 20 and 20 5 = 4 * Relate counting in 5s to the markings on a clock face. Year 3 * Know by heart all x and facts for x2, x5, x0, x3 and through doubling x2, know by heart all x4 and x8 facts and related facts * Understand how to use times table to get larger values eg. Use 4 x 3 to get to 40 x 3 Year 4 * Know by heart ALL times tables up to 2 x 2 and the related division facts. * Be able to multiple three numbers eg. 2 x 3 x 5 Year 5 * Multiply and divide whole numbers and decimals by 0/00 and 000 * Recognise prime numbers, square and cubed numbers Year 6 * Understand the order of calculations when using brackets. Early Stages of Multiplication Hands-on experience

9 KS/KS2 Calculations: Recording Multiplication (page 2 of 5). Early Stages of Multiplication Hands-on experience continued Understanding arrays 2. Early Stages of Multiplication Using times table facts and place value Any number multiplied by ten, moves up to the next column. Eg. 3 x 0 = 30 or 0 x 3 = 30 H The 3 moves up a column to the tens. A place holder (zero) is needed to show that there are no units left behind. Knowing how place value works is useful when using times tables facts and multiplying by multiples of ten. Eg. If we know 7 x 5 = 35, T We can use multiplying the question and the answer by 0 to help us work out 70 x 5 U It is important to avoid saying Add a zero in multiplication as this is NOT mathematically true. In this example 3 add 0 does not equal still equals 3 or = 3 Using times table facts and place value Any number multiplied by multiples of a hundred works in a similar way to that of x by 0 except that values move up by two columns. Example: If we know 3 x 6 = 8 we already know that 30 x 6 = 80 now we know 300 x 6 = 800 Th Th A place holder (zero) is needed again to show that there are no units left behind. To multiply by multiples of a thousand, move all values up by three columns. This method also works with decimals. Examples: 3 x 6 = x 6 = x 6 = x 0 = x 00 = Children need to recognise and understand that multiplication answers can be worked out using different arrays. In this example, 2 rows of 4 mean the same as 4 rows of 2. Both equal 8. H T 7 U H 7 x 5 = x x 5 5 = = So 70 x 5 = 350 (multiples of ten - any number in 0 times tables) T U The decimal point does NOT move. The numbers move.

10 KS/KS2 Calculations: Recording Multiplication (page 3 of 5) 3. Multiplying using partitioning Numbers are partitioned in the same way as addition and subtraction. Example : 2 4 x 3 Both 20 and 4 need to be 20 4 multiplied by 3 Step : 20 x 3 = 60 4 x 3 = 2 Final step is to add both answers. Step 2: = 72 Example 2: x 4 Step : 300 x 4 = x 4 = x 4 = and 50 and 2 need to be multiplied by 4 Step 2: Recombine or use column method to add answers = 408 Th (U) 0 (T) (H) _ (Th) This method uses two separate steps: Step = Working out multiplication answers. Step 2 = Separate addition calculation to work out final answer. 4. Moving on to column methods Expanded column multiplication This method relies on a secure understanding of place value, partitioning and how to add answers in columns. If any one of these skills is insecure, further work is needed before this method is used. As with addition, to build on the understanding of place value developed through partitioning, it is important to continue to use the correct language that shows the value of each digit. However, column methods rely on adding the smallest numbers first so it is useful to do this from the start. Example : 2 4 x 3 T U Partitioned x (U) (4 x 3 = 2) (T) (20 x 3 = 60) So 24 x 3 = 72 Example 2: x x (U) (6 x 4 = 24) (T) (30 x 4 = 20) (H) (200 x 4 = 800) So 236 x 4 = Column multiplication using partitioning (showing working out) Many children will quickly want to move on from expanded recording. Partitioning is still used verbally to support recording and the value of each digit should continue to be emphasised throughout. Example. 2 4 x 3 T U 2 4 x 3 2 (U) (4 x 3 = 2) 6 0 (T) (20 x 3 = 60) 7 2 So 24 x 3 = 72 Example 2: x x (U) (6 x 4 = 24) 2 0 (T) (30 x 4 = 20) (H) (200 x 4 = 800) So 236 x 4 = 944 As children become more confident with this method, they stop recording their calculations alongside the columns. It is vital that they still say all numbers correctly to avoid place value errors. eg. 30 x 4 (not three 4s) and 200 x 4 (not two 4s).

11 KS/KS2 Calculations: Recording Multiplication (page 4 of 5) 6. Column multiplication using Example. 2 4 x 3 T U 2 4 x 3 2 (U) 6 0 (T) 7 2 Example 2: x x (U) 2 0 (T) (H) Partitioning 7. Short Multiplication This method for multiplying by one digit, builds on all previous methods but answers are recorded on one line. Example. 2 4 x 3 T U 2 4 x 3 Calculation: four x three = The 2 stays in the units column. The one ten moves to the tens column. T U 2 4 Calculation: twenty x three = 60 x 3 or 6 tens. 7 2 There is one ten under the line that needs to be added to the 6 tens = 70 (6 tens + ten = 7 tens) The 70 (7 tens) stay in the tens column Example 2: x Step : 6 x 4 = 2 4 x or 2 tens Step 2: 30 x 4 = 20 x (2 tens) from Step = or 4 tens 00 or hundred Step 3: 200 x 4 = 800 x ( hundred) from Step 2 = or 9 hundreds Example 3: x 7 Example 3: x 7 Ten Th Th x 7 7 (U) (T) (H) (Th) Ten Th Th x

12 KS2 Calculations: Recording Multiplication (page 5 of 5) 8. Long Multiplication Multiplying by 2 digits T U x T U 9. Long Multiplication Multiplying by 2 digits x T U Example. 2 4 x x _ (Multiplying 24 by 6) (Multiplying 24 by 0) Explanation: Multiplying 24 by 6 ( 4 x 6 ) + ( 20 x 6 ) = 44 Once calculated 20 x 6, add the two tens from 24 to the total for the tens column Explanation: Multiplying 24 by 0 ( 4 x0 ) + ( 20 x 0 ) = 240 OR Use place value for multiplying by 0 Example x 4 6 Numbers moved or Th carried into next 3 2 column while x _ 4 6 multiplying 9 2 ( 2 x 6 ) + ( 30 x 6 ) ( 2 x 40 ) + (30 x 40 ) Example. 2 4 x 2 6 Numbers moved or carried into next 2 column while multiplying 2 4 x _ (Multiplying 24 by 6) (Multiplying 24 by 20) Explanation: Multiplying 24 by 6 ( 4 x 6 ) + ( 20 x 6 ) + (00 x 6 ) = 744 Explanation: Multiplying 24 by 20 ( 4 x 20 ) + ( 20 x 20 ) + (00 x 20 ) = 2480 OR Use place value for multiplying by 20 Numbers moved or carried into next column while adding final answers

13 KS/KS2 Calculations: Recording Division (page of 4) To be able to divide successfully, children need to be able to: * Know and be able to recall times tables * Recall division facts speedily and accurately eg. If we know 2 x 6 = 2 then 2 6 = 3 and if we know 6 x 2 = 2 then 2 2 = 6 * Recognise that division can only be done in the order that the question says eg. 5 3 is NOT the same as 3 5 * Use known division facts and place value to quickly calculate answers with larger numbers It is important that children's mental strategies and accuracy of recalling division facts are continually practised alongside written calculations. Children need to be able to use times tables facts in order to calculate division facts but also recall immediately when in a random order (without having to go through all facts to get to the answer). National Curriculum Expectations Pupils should, by the end of: Year * Be able to recognise that halving is the same as sharing between two and quarters mean sharing between 4 Year 2 * Be able to count backwards in 2s, 3s, 5s,0s * Know by heart all facts for 2s, 5s and 0s eg. 4 x 5 = 20 and 20 5 = 4 Year 3 * Know by heart all facts for 2s, 3s, 5s, 0s, 4s and 8s * Understand how to use division facts to calculate larger values eg. Use 9 3 to work out 90 3 Year 4 * Know by heart ALL division facts linked to times tables up to 2 x 2 Year 5 * Divide whole numbers and decimals by 0/00 and 000 Year 6 * Understand the order of calculations when using brackets. Early Stages of Division Hands-on experience Practically sharing objects between a number of groups 2 3 = 4 Using different strategies to work out 5 3 and linking it to 5 5

14 KS/KS2 Calculations: Recording Division (page 2 of 4) 2. Division using a number line As division is repeated subtraction, like subtraction a number line can be used to count back repeatedly: 0 2 (Count back in jumps of 2 to zero) There are 5 jumps so 0 2 = or count forward repeatedly until the total is reached: 42 3 is worked out by counting on in 3s until 42 is reached. 4 jumps of 3 are made. So 42 3 = Division using division facts (and applying knowledge of times tables) Before moving onto more formal methods, children need to have an understanding of number size so that they have an idea of how big answers should be. This will help them detect if any final answers are unreasonable. One informal method for division is drawing groups to represent the number being divided by (divisor) or by using the division spider. They then use division facts (or times tables) to share out the largest amounts they can until they have no more to share. Example: 46 4 = r (0 given to each group) 6 left to share - 4 ( given to each group) 2 left to share There is not enough left to share equally so 2 becomes the remainder. Each group has with a remainder of 2. Division spider: Using a number line method can also be used to see where any division questions have remainders or objects/ numbers left over that can not be shared equally between the groups. Example: 27 fish shared between 6 nets. Counting on by 6 has been used but after 4 jumps there are only 3 fish left which is not enough for another jump of 6. They are left over or remainders. So 27 6 = 4 fish in each net with a remainder of 3 fish 27 6 = 4 r 3 eg Amount to share Number of groups (divisor) Using division facts (times tables) we know that each group will have 7 in it = 7 (because 7 x 5 = 35) We can also use this idea and a knowledge of place value to work out: = Using place value to divide by 0/00/000 As in multiplication, dividing any number by 0, 00, 000 moves all digits to new columns. Dividing has the opposite effect to multiplication. Dividing moves all digits into lower value places (moves digits to right) t 0 t The decimal point does not move Digits jump over it. Eg = 3 All digits move one column smaller Eg = All digits move two columns smaller Dividing by 000 = move three columns smaller 5 h 3 2

15 KS2 Calculations: Recording Division (page 3 of 4) 4. Short Division This method is the quickest method for division but relies entirely on a secure knowledge of division facts, times tables and, as long as answers are recorded in the correct place, can be calculated without using place value. For every calculation, How many..? needs to be asked is written as: T U How many 3s are there in 30? There are 0. (How many 3s fit in the first column?) There is ten. T U This digit has been dealt with so is crossed out. T U 3_ How many 3s are there in 9? There are 3. (How many 3s fit in the second column?) There are 3. So = 3 Example: is written as: Short Division 2 Continue to ask How many..? These examples show what to do if numbers do not fit exactly (are not divisible exactly). Example: is written as How many 7s are there in 9? There is with 2 left over. The 2 is moved on to the next column. Cross through the 9. _ 4_ How many 7s are there in 28? There are 4. So = 28 Example: is written as How many 5s in 4? Zero. Move the 4 to next column. How many 5s in 45? 9 but nothing left over to move on. How many 5s in? Zero. Move the to next column. How many 5s in 0? 2 but nothing left so finished. So = Short Division 3 (remainders) There are sometimes amounts left over with nowhere to put them. These become left overs or remainders. It has not been possible to divide them equally. In a worded question, children will need to make sure they know what these remainders mean. Eg. If sharing sweets, the remainders are left over sweets. If dividing children into teams, these are left over children who have not been put into a team. They will need to decide what to do with remainders in the context of the question. Example: 8 9 sweets 7 children = 2 remainder 5 _ 2_ remainder 5 or 2 r How many 7s in 8? with left over. Move on to next column. How many 7s in 9? 2 with 5 left over. There is nowhere to move the 5 to so it is left over. It is called a remainder. In this question, the left overs are sweets so a decision needs to be made as to what to do with them. Example: = remainder remainder 3 or r There is no worded question so the remainder can be left as a number value. So = 2 0

16 KS2 Calculations: Recording Division (page 4 of 4) 5. Long Division When dividing by 2 digits, a long division method is needed. It works in a similar way to short division but is based more on the place value understanding of earlier methods. Example: is written as Explanation: How many 5s in 400? x 5 = = 32 2_ 8_ Explanation: How many 5s in 32? x 5 = = 2 2 So = 28 remainder 2 or 28 r 2 5. Long Division Recording remainders as fractions When dividing by whole numbers, the remainder can be left as a whole number (as in all previous examples shown) or shown as a fraction. Example: _ 8_ Explanation: How many 5s in 32? x 5 = = 2 2 So = 28 r 2 The remainder can be recorded as: 2 5 So = The fraction can be further simplified: So = 28 5 Division terminology = 28 remainder 2 Dividend 4 Divisor 2 3 = Quotient Remainder 5. Long Division Recording remainders as decimals When dividing by whole numbers, the remainder can also be recorded as a decimal (full name = decimal fraction). This is useful when working with money and measures. Example: Explanation: 3 0 How many 5s in 43 tens? x 5 tens = 30 tens 43 tens - 30 tens = 3 tens The 2 units are added to the 3 tens to make 32. t 2_ Explanation: 3 0 How many 5s in 32? x 5 = A decimal point is used 2.0 to show that whole numbers and decimals are being recorded. A place holder (0) is recorded to show that there are zero tenths in the dividend. This is added to the remainder to show 20 tenths are left. So = t 2_ 8. 8_ Explanation: x 5 =

Calculations: Recording Addition (page 1 of 2) 2. Adding two digits (tens & ones)

Calculations: Recording Addition (page 1 of 2) 2. Adding two digits (tens & ones) Updated August 205 . Adding single digits (ones) Using a number line: Example: 7 + 4 = 0 2 3 4 5 6 7 8 9 0 2 Calculations: Recording Addition (page of 2) 2. Adding two digits (tens & ones) Using a number

More information

Mental Calculation Policy 2014

Mental Calculation Policy 2014 Mental Calculation Policy 2014 RECEPTION Children count reliably with numbers from one to 20 and place them in order. Children can say which number is one more or one less than a given number up to 20

More information

An ordered collection of counters in rows or columns, showing multiplication facts.

An ordered collection of counters in rows or columns, showing multiplication facts. Addend A number which is added to another number. Addition When a set of numbers are added together. E.g. 5 + 3 or 6 + 2 + 4 The answer is called the sum or the total and is shown by the equals sign (=)

More information

Children to write number sentences Children to show jumps on laminated number line: Show the jumps on a number line as counting on e.

Children to write number sentences Children to show jumps on laminated number line: Show the jumps on a number line as counting on e. Written Methods& Mental Methods & A D D I T I O N FOUNDATION STAGE YEAR 1 YEAR 2 Count with 1:1 correspondence Recognise numbers Count to 20 and beyond Write numbers Order numbers to 20 Know one more than

More information

4 + 3 = 7 10= model. Starting at the bigger number and counting on

4 + 3 = 7 10= model. Starting at the bigger number and counting on South Wilford C of E Endowed Primary School - Progression in Calculations Addition Objective and Strategies Combining two parts to make a whole: partpart whole model Concrete Pictorial Abstract Use cubes

More information

Focus on Mathematics

Focus on Mathematics Focus on Mathematics Year 4 Pre-Learning Tasks Number Pre-learning tasks are used at the start of each new topic in Maths. The children are grouped after the pre-learning task is marked to ensure the work

More information

The Willows Primary School Mental Mathematics Policy

The Willows Primary School Mental Mathematics Policy The Willows Primary School Mental Mathematics Policy The Willows Primary Mental Maths Policy Teaching methodology and organisation Teaching time All pupils will receive between 10 and 15 minutes of mental

More information

Number Sense and Decimal Unit Notes

Number Sense and Decimal Unit Notes Number Sense and Decimal Unit Notes Table of Contents: Topic Page Place Value 2 Rounding Numbers 2 Face Value, Place Value, Total Value 3 Standard and Expanded Form 3 Factors 4 Prime and Composite Numbers

More information

4 + 3 = 7 10= Starting at the bigger number and counting on. Progression in Calculations

4 + 3 = 7 10= Starting at the bigger number and counting on. Progression in Calculations Progression in Calculations Addition Objective and Strategies Combining two parts to make a whole: partwhole model Concrete Pictorial Abstract Use cubes to add two numbers together as a group or in a bar.

More information

This policy has been largely adapted from the White Rose Maths Hub Calculation Policy with further material added.

This policy has been largely adapted from the White Rose Maths Hub Calculation Policy with further material added. This policy has been largely adapted from the White Rose Maths Hub Calculation Policy with further material added. St John s RC Primary School Calculation Combining two parts to make a whole: part- whole

More information

Enhancing their play with topic based mathematics and role play. For example,

Enhancing their play with topic based mathematics and role play. For example, Overview The ability to calculate mentally lies at the heart of the mathematics taught at primary school. During Key Stage 1, emphasis will be placed upon developing mental calculations. Written recordings

More information

Extra Practice 1. Name Date. Lesson 1: Numbers in the Media. 1. Rewrite each number in standard form. a) 3.6 million b) 6 billion c)

Extra Practice 1. Name Date. Lesson 1: Numbers in the Media. 1. Rewrite each number in standard form. a) 3.6 million b) 6 billion c) Master 4.27 Extra Practice 1 Lesson 1: Numbers in the Media 1. Rewrite each number in standard form. 3 a) 3.6 million b) 6 billion c) 1 million 4 2 1 d) 2 billion e) 4.25 million f) 1.4 billion 10 2. Use

More information

Extra Practice 1. Name Date. Lesson 1: Numbers in the Media. 1. Rewrite each number in standard form. a) 3.6 million

Extra Practice 1. Name Date. Lesson 1: Numbers in the Media. 1. Rewrite each number in standard form. a) 3.6 million Master 4.27 Extra Practice 1 Lesson 1: Numbers in the Media 1. Rewrite each number in standard form. a) 3.6 million 3 b) 6 billion 4 c) 1 million 2 1 d) 2 billion 10 e) 4.25 million f) 1.4 billion 2. Use

More information

4 + 3 = 7 10= Starting at the bigger number and counting on

4 + 3 = 7 10= Starting at the bigger number and counting on Ladbrooke JMI School Progression in Calculations Addition Objective and Strategies Combining two parts to make a whole: partwhole model Concrete Pictorial Abstract Use cubes to add two numbers together

More information

KEY STAGE 1 NUMERACY PRESENTATION PLACE VALUE & THE NUMBER SYSTEM.

KEY STAGE 1 NUMERACY PRESENTATION PLACE VALUE & THE NUMBER SYSTEM. KEY STAGE 1 NUMERACY PRESENTATION PLACE VALUE & THE NUMBER SYSTEM. LOOKING AT THE NUMBER SYSTEM. 1 2 3 4 5 6 7 8 9 10 10 20 30 40 50 60 70 80 90 100 100 200 300 400 500 600 700 800 900 1000 Our number

More information

Oaktree School Assessment MATHS: NUMBER P4

Oaktree School Assessment MATHS: NUMBER P4 MATHS: NUMBER P4 I can collect objects I can pick up and put down objects I can hold one object I can see that all the objects have gone I can help to count I can help to match things up one to one (ie.

More information

Objectives: Students will learn to divide decimals with both paper and pencil as well as with the use of a calculator.

Objectives: Students will learn to divide decimals with both paper and pencil as well as with the use of a calculator. Unit 3.5: Fractions, Decimals and Percent Lesson: Dividing Decimals Objectives: Students will learn to divide decimals with both paper and pencil as well as with the use of a calculator. Procedure: Dividing

More information

Whole Numbers WHOLE NUMBERS PASSPORT.

Whole Numbers WHOLE NUMBERS PASSPORT. WHOLE NUMBERS PASSPORT www.mathletics.co.uk It is important to be able to identify the different types of whole numbers and recognise their properties so that we can apply the correct strategies needed

More information

Introduction. It gives you some handy activities that you can do with your child to consolidate key ideas.

Introduction. It gives you some handy activities that you can do with your child to consolidate key ideas. (Upper School) Introduction This booklet aims to show you how we teach the 4 main operations (addition, subtraction, multiplication and division) at St. Helen s College. It gives you some handy activities

More information

Has difficulty in partitioning, for example, 208 into 190 and 18 and 31 into 20 and 11

Has difficulty in partitioning, for example, 208 into 190 and 18 and 31 into 20 and 11 Has difficulty in partitioning, for example, 208 into 190 18 31 into 20 11 Opportunity for: developing mental images 2 Y4 / Resources Key vocabulary Three 100-bead strings partition complement add hundreds

More information

Whole Numbers. Whole Numbers. Curriculum Ready.

Whole Numbers. Whole Numbers. Curriculum Ready. Curriculum Ready www.mathletics.com It is important to be able to identify the different types of whole numbers and recognize their properties so that we can apply the correct strategies needed when completing

More information

Year 5 Maths Assessment Guidance - NUMBER Working towards expectations. Meeting expectations 1 Entering Year 5

Year 5 Maths Assessment Guidance - NUMBER Working towards expectations. Meeting expectations 1 Entering Year 5 5.1.a.1 Count forwards and backwards with positive and negative whole numbers, including through zero (^) 5.1.a.2 Count forwards or backwards in steps of powers of 10 for any given number to 1 000 000

More information

Rounding inaccurately, particularly when decimals are involved, and having little sense of the size of the numbers involved

Rounding inaccurately, particularly when decimals are involved, and having little sense of the size of the numbers involved Rounding inaccurately, particularly when decimals are involved, and having little sense of the size of the numbers involved Opportunity for: developing mathematical language Resources Cubes Empty number

More information

Long Division. Trial Divisor. ~The Cover-up Method~

Long Division. Trial Divisor. ~The Cover-up Method~ Long Division by Trial Divisor ~The Cover-up Method~ Many students have experienced initial difficulty when first learning to divide by a multi-digit divisor. Most of the emphasis is placed on the procedure,

More information

Developing Conceptual Understanding of Number. Set D: Number Theory

Developing Conceptual Understanding of Number. Set D: Number Theory Developing Conceptual Understanding of Number Set D: Number Theory Carole Bilyk cbilyk@gov.mb.ca Wayne Watt wwatt@mts.net Vocabulary digit hundred s place whole numbers even Notes Number Theory 1 odd multiple

More information

MAKING MATHEMATICS COUNT

MAKING MATHEMATICS COUNT MAKING MATHEMATICS COUNT By Kerry Dalton Using manipulatives from Early Years Foundation Stage to Year 6 10 minutes per day, in addition to the daily mathematics lesson Covers Early Years Foundation Stage

More information

Name Date Handling Numbers Level 1 revision 1. Put these numbers in order of size starting with the lowest and going up to the highest

Name Date Handling Numbers Level 1 revision 1. Put these numbers in order of size starting with the lowest and going up to the highest 1. Put these numbers in order of size starting with the lowest and going up to the highest a. 17 53 35 86 24 71 b. 3057 215 3507 7305 512 125 c. 15043 10543 30345 3345 33045 53004 2. In each of the following,

More information

An Overview of Mathematics 4

An Overview of Mathematics 4 An Overview of Mathematics 4 Number (N) read, write, represent, and describe whole numbers to 10 000 using concrete materials, pictures, expressions (e.g., 400 + 7), words, place-value charts, and symbols

More information

Progression In Calculations Addition

Progression In Calculations Addition Objective and Strategies Combining two parts to make a whole: partwhole model Addition Concrete Pictorial Abstract Use cubes to add two numbers together as a group or in a bar. Use pictures to add two

More information

Class 8: Square Roots & Cube Roots (Lecture Notes)

Class 8: Square Roots & Cube Roots (Lecture Notes) Class 8: Square Roots & Cube Roots (Lecture Notes) SQUARE OF A NUMBER: The Square of a number is that number raised to the power. Examples: Square of 9 = 9 = 9 x 9 = 8 Square of 0. = (0.) = (0.) x (0.)

More information

Numeracy Warm Up. Introduction

Numeracy Warm Up. Introduction Numeracy Warm Up Introduction Numeracy Warm Up is a set of numeracy exercises that can be used for starters, main lessons and plenaries. It is aimed at Numeracy lessons covering National Curriculum Levels

More information

4 + 3 = 7 10= Combining two parts to make a whole: partwhole. Starting at the bigger number and counting on

4 + 3 = 7 10= Combining two parts to make a whole: partwhole. Starting at the bigger number and counting on Progression in Calculations Addition Objective and Strategies R/Y1 Combining two parts to make a whole: partwhole model Concrete Pictorial Abstract Use cubes to add two numbers together as a group or in

More information

Number: Number and Place Value with Reasoning

Number: Number and Place Value with Reasoning count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Number: Number and Place Value with Reasoning +COUNTING Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 count

More information

Place Value (Multiply) March 21, Simplify each expression then write in standard numerical form. 400 thousands thousands = thousands =

Place Value (Multiply) March 21, Simplify each expression then write in standard numerical form. 400 thousands thousands = thousands = Do Now Simplify each expression then write in standard numerical form. 5 tens + 3 tens = tens = 400 thousands + 600 thousands = thousands = Add When adding different units: Example 1: Simplify 4 thousands

More information

MFL and Numeracy. Teachers of MFL in KS2 and KS3 reinforce:

MFL and Numeracy. Teachers of MFL in KS2 and KS3 reinforce: MFL and Numeracy "When evaluating the achievement of pupils, inspectors consider...how well pupils develop a range of skills, including reading, writing, communication and mathematical skills, and how

More information

MATH MILESTONE # A5 DIVISION

MATH MILESTONE # A5 DIVISION MATH MILESTONE # A5 DIVISION The word, milestone, means a point at which a significant change occurs. A Math Milestone refers to a significant point in the understanding of mathematics. To reach this milestone

More information

Sample lessonsample lessons using ICT

Sample lessonsample lessons using ICT Sample lessonsample lessons using ICT The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose

More information

Maths. Using numbers to carry out calculations and solve problems.

Maths. Using numbers to carry out calculations and solve problems. Maths Using numbers to carry out calculations and solve problems. We want children to be confident manipulating numbers based on their visualisation of quantities. Which group has 30? Children often muddled

More information

FSA Math Review. **Rounding / Estimating** **Addition and Subtraction** Rounding a number: Key vocabulary: round, estimate, about

FSA Math Review. **Rounding / Estimating** **Addition and Subtraction** Rounding a number: Key vocabulary: round, estimate, about FSA Math Review **Rounding / Estimating** Rounding a number: Key vocabulary: round, estimate, about 5 or more add one more-----round UP 0-4 just ignore-----stay SAME Find the number in the place value

More information

Go to Grade 4 Everyday Mathematics Sample Lesson

Go to Grade 4 Everyday Mathematics Sample Lesson McGraw-Hill makes no representations or warranties as to the accuracy of any information contained in this McGraw-Hill Material, including any warranties of merchantability or fitness for a particular

More information

Game 1 Count em Skill to be learnt What you will need: How to play: Talk points: Extension of this game:

Game 1 Count em Skill to be learnt What you will need: How to play: Talk points: Extension of this game: A set of maths games provided by the Wiltshire Primary Maths Team. These can be used at home as a fun way of practising the bare necessities in maths skills that children will need to be confident with

More information

Does not use partitioning to find double twelve or double thirty-five

Does not use partitioning to find double twelve or double thirty-five Does not use to find twelve or thirty-five Opportunity for: developing mental images Number cards 0 9 (Resource sheet 1) Doubling cards (Resource sheet 33) Counters/interlocking cubes Additional + cards

More information

Block D: Calculating, measuring and understanding shape Unit 1 10 days

Block D: Calculating, measuring and understanding shape Unit 1 10 days 1 of 7 The National Strategies Primary Key - Italic text signifies objectives which do not appear in the single-age version of this unit but have been added to create a coherent mixed-age unit - Smaller

More information

Measurement. Money. Teaching for mastery in primary maths

Measurement. Money. Teaching for mastery in primary maths Measurement Money Teaching for mastery in primary maths Contents Introduction 3 01. Introduction to coins and notes 4 02. Understanding pounds and pence 4 03. Adding and subtracting money 5 04. Solving

More information

Chapter 2: Numeration Systems

Chapter 2: Numeration Systems Chapter 2: Numeration Systems 8. In base ten, 215.687 is exactly ones, exactly tens, exactly hundreds, and exactly thousands; also, 3421 is exactly tenths and exactly hundredths. In base ten, 215.687 is

More information

Games you could play to help

Games you could play to help Games you could play to help Dominoes playing properly, playing snap by counting the dots and much more! Card games playing snap, adding or subtracting the numbers... Counting shells or pebbles from the

More information

Summer Math Completed 5 th grade Entering 6 th grade

Summer Math Completed 5 th grade Entering 6 th grade Name Date Summer Math Completed 5 th grade Entering 6 th grade Instructions: Please complete the following problems showing all work. This packet is due on the first day of school and will count as your

More information

Intermediate A. Help Pages & Who Knows

Intermediate A. Help Pages & Who Knows & Who Knows 83 Vocabulary Arithmetic Operations Difference the result or answer to a subtraction problem. Example: The difference of 5 and is 4. Product the result or answer to a multiplication problem.

More information

= = = =

= = = = Addition using the column method Method: Line up your numbers in place value columns. Start at the right-hand end. Add the column and carry if necessary. Continue to the left, remembering to add the carried

More information

Answer Key. Easy Peasy All-In-One-Homeschool

Answer Key. Easy Peasy All-In-One-Homeschool Answer Key Easy Peasy All-In-One-Homeschool 4 5 6 Telling Time Adding 2-Digits Fractions Subtracting 2-Digits Adding and Subtracting Money A. Draw the hands on each clock face to show the time. 12:20 6:05

More information

Math Review Packet. Grades. for th. Multiplication, Division, Decimals, Fractions, Metric & Customary Measurements, & Volume Math in the Middle

Math Review Packet. Grades. for th. Multiplication, Division, Decimals, Fractions, Metric & Customary Measurements, & Volume Math in the Middle Math Review Packet for th 5 th 6 Grades Multiplication, Division, Decimals, Fractions, Metric & Customary Measurements, & Volume 206 Math in the Middle Multiplying Whole Numbers. Write the problem vertically

More information

Section 1: Whole Numbers

Section 1: Whole Numbers Grade 6 Play! Mathematics Answer Book 67 Section : Whole Numbers Question Value and Place Value of 7-digit Numbers TERM 2. Study: a) million 000 000 A million has 6 zeros. b) million 00 00 therefore million

More information

5th Grade. Divisibility Rules. Slide 1 / 239 Slide 2 / 239. Slide 3 / 239. Slide 4 / 239. Slide 6 / 239. Slide 5 / 239. Division. Division Unit Topics

5th Grade. Divisibility Rules. Slide 1 / 239 Slide 2 / 239. Slide 3 / 239. Slide 4 / 239. Slide 6 / 239. Slide 5 / 239. Division. Division Unit Topics Slide 1 / 239 Slide 2 / 239 5th Grade Division 2015-11-25 www.njctl.org Slide 3 / 239 Slide 4 / 239 Division Unit Topics Click on the topic to go to that section Divisibility Rules Patterns in Multiplication

More information

Unit 5 Shape and space

Unit 5 Shape and space Unit 5 Shape and space Five daily lessons Year 4 Summer term Unit Objectives Year 4 Sketch the reflection of a simple shape in a mirror line parallel to Page 106 one side (all sides parallel or perpendicular

More information

Summer Solutions Problem Solving Level 4. Level 4. Problem Solving. Help Pages

Summer Solutions Problem Solving Level 4. Level 4. Problem Solving. Help Pages Level Problem Solving 6 General Terms acute angle an angle measuring less than 90 addend a number being added angle formed by two rays that share a common endpoint area the size of a surface; always expressed

More information

Please make sure that you print this resource at 100% so that all measurements are correct. To do this, follow the relevant steps below.

Please make sure that you print this resource at 100% so that all measurements are correct. To do this, follow the relevant steps below. Please make sure that you print this resource at 00% so that all measurements are correct. To do this, follow the relevant steps below. Adobe Reader or Adobe Acrobat Adobe Reader is a free PDF viewer,

More information

Hanham Primary Federation Calculation Policy 2014

Hanham Primary Federation Calculation Policy 2014 PROGRESSION Foundation Practical representation Practical representation Create 2 groups of objects, then count them as a whole. Select appropriate numicon tiles. Push the tiles together and count the

More information

Number: Number and Place Value with Reasoning

Number: Number and Place Value with Reasoning count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Number: Number and Place Value with Reasoning +COUNTING Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 count

More information

The Eliot Bank and Gordonbrock Schools Federation. Calculation Policy. Addition Subtraction Multiplication Division Take away practically

The Eliot Bank and Gordonbrock Schools Federation. Calculation Policy. Addition Subtraction Multiplication Division Take away practically Reception Counting to make total practically Take away practically Drawing objects Drawing objects and crossing out Tallying/mark making Using a completed number track to count on. Using a completed number

More information

Released October Year. Small Steps Guidance and Examples. Block 4: Multiplication & Division

Released October Year. Small Steps Guidance and Examples. Block 4: Multiplication & Division Released October 2017 Year 5 Small Steps Guidance and Examples Block 4: Multiplication & Division Multiply and divide numbers mentally drawing upon known facts. Multiples Factors Common factors Prime numbers

More information

Instruction: Show the class the card. Do not read the number out loud. Allow 3 seconds after reading the card.

Instruction: Show the class the card. Do not read the number out loud. Allow 3 seconds after reading the card. Instruction: Show the class the card. Do not read the number out loud. Allow 3 seconds after reading the card. Question (1) Say: What number is one more than Instruction: Show the class the card. Do not

More information

GRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.

GRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts. GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as

More information

find more or less than a given number find 10 or 100 more or less than a given number

find more or less than a given number find 10 or 100 more or less than a given number count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Number: Number and Place Value COUNTING Consolidate count to and across 100, forwards and backwards, beginning

More information

This book belongs to

This book belongs to This book belongs to This book was made for your convenience. It is available for printing from the website. It contains all of the printables from Easy Peasy's Math 4 course. The instructions for each

More information

Summer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages

Summer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages 4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures

More information

Is muddled about the correspondence between multiplication and division facts, recording, for example: 3 5 = 15, so 5 15 = 3

Is muddled about the correspondence between multiplication and division facts, recording, for example: 3 5 = 15, so 5 15 = 3 Is muddled about the correspondence between multiplication and division facts, recording, for example: 3 5 = 15, so 5 15 = 3 Opportunity for: recognising relationships Resources Board with space for four

More information

MAT 0002 Final Review A. Acosta

MAT 0002 Final Review A. Acosta 1. The page design for a magazine cover includes a blank strip at the top called a header, and a blank strip at the bottom called a footer. In the illustration below, how much page length is lost because

More information

MAT 0002 Final Review A. Acosta. 1. Round to the nearest thousand. Select the correct answer: a b. 94,100 c. 95,000 d.

MAT 0002 Final Review A. Acosta. 1. Round to the nearest thousand. Select the correct answer: a b. 94,100 c. 95,000 d. 1. Round 94156 to the nearest thousand. 94000 94,100 95,000 d. 94,200 2. Round $67230 to the nearest $100. $68000 $67000 $67200 d. $67300 3. Subtract: 851 (476 61) 314 1,266 436 d. 446 PAGE 1 4. From the

More information

Multiplication and Division MODELS

Multiplication and Division MODELS Multiplication and Divion MODELS Multiplication groups and arrays When we put objects into rows and columns like th we call it an array. Arrays can make it easier to work out how many objects there are

More information

Describes the operation of multiplying by ten as adding a nought

Describes the operation of multiplying by ten as adding a nought Describes the operation of multiplying by ten as adding a nought Opportunity for: investigating numbers Interactive Teaching Program (ITP) Number Grid, how many times group or paper copy of 100-square

More information

Skill Builder. J. B. Wright A D VA N TA G E

Skill Builder. J. B. Wright A D VA N TA G E MATHS MATE Skill Builder 6 J. B. Wright THE EDUCATIONAL A D VA N TA G E THE EDUCATIONAL MATHS MATE /6 Skill Builder J. B. Wright Published by The Educational Advantage Pty Ltd PO Box 068 Echuca VIC 64

More information

Hyde Community College

Hyde Community College Hyde Community College Numeracy Booklet 1 Introduction What is the purpose of this booklet? This booklet has been produced to give guidance to pupils and parents on how certain common Numeracy topics are

More information

What must be added to 30 to make one hundred? =

What must be added to 30 to make one hundred? = 2.1 1. How many groups of ten can be made out of 70 marbles? 2.2 2. Order these numbers starting with the smallest: 30, 17, 12, 23 2.2 3. Write the number two hundred and seven in digits. 2.3 4. Write

More information

MATHEMATICS. Y4 Counting and Understanding Number 4207 Use decimal notation. Order decimal fractions. Equipment

MATHEMATICS. Y4 Counting and Understanding Number 4207 Use decimal notation. Order decimal fractions. Equipment MATHEMATICS Y4 Counting and Understanding Number 4207 Use decimal notation. Order decimal fractions. Paper, pencil, ruler Calculator Equipment Maths Go Go Go 4207 Use decimal notation Order decimal fractions

More information

I can explain the effect of multiplying and dividing numbers by 10, 100 and 1000.

I can explain the effect of multiplying and dividing numbers by 10, 100 and 1000. I can explain the effect of multiplying and dividing numbers by 10, 100 and 1000. Explain how you multiply 36x10=, 72x100=, 57x1000= Explain how you divide 55 by 10, 67 by 100 and 33 by 1000. 36x10=360

More information

4 th Grade Mathematics Learning Targets By Unit

4 th Grade Mathematics Learning Targets By Unit INSTRUCTIONAL UNIT UNIT 1: WORKING WITH WHOLE NUMBERS UNIT 2: ESTIMATION AND NUMBER THEORY PSSA ELIGIBLE CONTENT M04.A-T.1.1.1 Demonstrate an understanding that in a multi-digit whole number (through 1,000,000),

More information

Year 5. Mathematics A booklet for parents

Year 5. Mathematics A booklet for parents Year 5 Mathematics A booklet for parents About the statements These statements show some of the things most children should be able to do by the end of Year 5. A statement might be harder than it seems,

More information

Reception Year 1. Counting. Bournmoor Primary School Overview of Strategies and Methods - Counting. How many in a set?

Reception Year 1. Counting. Bournmoor Primary School Overview of Strategies and Methods - Counting. How many in a set? Counting Overview of Strategies and Methods - Counting How many in a set? How many in a set? Estimate, and encourage estimation, within a range Seven hand claps Estimate, and encourage estimation, within

More information

Downloaded from DELHI PUBLIC SCHOOL

Downloaded from   DELHI PUBLIC SCHOOL Worksheet- 21 Put the correct sign:- 1. 3000 + 300 + 3 3330 2. 20 tens + 6 ones 204 3. Two thousand nine 2009 4. 4880 4080 5. Greatest four digit number smallest five digit number. 6. Predecessor of 200

More information

ANNUAL NATIONAL ASSESSMENT GRADE 6 MATHEMATICS TERM 1: 2012 EXEMPLAR MEMORANDUM

ANNUAL NATIONAL ASSESSMENT GRADE 6 MATHEMATICS TERM 1: 2012 EXEMPLAR MEMORANDUM ANNUAL NATIONAL ASSESSMENT GRADE 6 MATHEMATICS TERM : 0 EXEMPLAR MEMORANDUM GRADE 6 MATHEMATICS TERM : 0 EXEMPLAR MEMORANDUM COUNT FORWARDS AND BACKWARDS IN DECIMALS TO AT LEAST DECIMAL PLACES.. C. C.

More information

Addition 10=5+5. Vocabulary NB:H=hundreds/T=Tens/O=ones

Addition 10=5+5. Vocabulary NB:H=hundreds/T=Tens/O=ones Addition Vocabulary NB:H=hundreds/T=Tens/O=ones number bonds, number line, add, more, plus, make, sum, total, altogether, double, how many more?, column addition, partition, counting on, efficient method,

More information

Reception. Year 1. Counting. Overview of strategies and methods Counting. How many in a set? How many in a set?

Reception. Year 1. Counting. Overview of strategies and methods Counting. How many in a set? How many in a set? Overview of strategies and methods Counting How many in a set? How many in a set? Estimate, and encourage estimation, within a range Counting Estimate, and encourage estimation, within a range Seven hand

More information

Multiplying Whole Numbers. Dividing Whole Numbers. ex: 3, ex: 6,

Multiplying Whole Numbers. Dividing Whole Numbers. ex: 3, ex: 6, Multiplying Whole Numbers. Write the problem vertically. Multiply the ones digit of the bottom number by each of the digits in the top number, right to left 3. Bring down a zero and then multiply the tens

More information

Shapes. Practice. Family Note. Unit. show 3-sided, 4-sided, 5-sided, and 6-sided shapes. Ask an adult for permission first. Add.

Shapes. Practice. Family Note. Unit. show 3-sided, 4-sided, 5-sided, and 6-sided shapes. Ask an adult for permission first. Add. Home Link 8-1 Shapes In this lesson children examined different shapes, such as triangles, quadrilaterals, pentagons, and hexagons. They also discussed these shapes attributes or characteristics such as

More information

Learning Log Title: CHAPTER 1: INTRODUCTION AND REPRESENTATION. Date: Lesson: Chapter 1: Introduction and Representation

Learning Log Title: CHAPTER 1: INTRODUCTION AND REPRESENTATION. Date: Lesson: Chapter 1: Introduction and Representation CHAPTER 1: INTRODUCTION AND REPRESENTATION Date: Lesson: Learning Log Title: Toolkit 2013 CPM Educational Program. All rights reserved. 1 Date: Lesson: Learning Log Title: Toolkit 2013 CPM Educational

More information

SERIES Reading and Understanding Whole Numbers

SERIES Reading and Understanding Whole Numbers F Teacher Student Book Reading and Understanding Whole Numbers Name Contents Series F Reading and Understanding Whole Numbers Topic Section Looking Answers at whole (pp. ) numbers (pp. 8) read looking

More information

Sample pages. Skip Counting. Until we know the pattern of numbers, we can count on from the last answer. Skip count and write the numbers as you go.

Sample pages. Skip Counting. Until we know the pattern of numbers, we can count on from the last answer. Skip count and write the numbers as you go. 1:01 Skip Counting Until we know the pattern of numbers, we can from the last answer. When I count on, I my fingers. Skip count and write the numbers as you go. a Each time, three more. 3 6 b Each time,

More information

MENTAL COMPUTATION: A STRATEGIES APPROACH. MODULE 4 two-digit whole numbers. Alistair McIntosh

MENTAL COMPUTATION: A STRATEGIES APPROACH. MODULE 4 two-digit whole numbers. Alistair McIntosh MENTAL COMPUTATION: A STRATEGIES APPROACH MODULE 4 two-digit whole numbers Alistair McIntosh Mental Computation: A strategies approach Module 4 Two-digit whole numbers Alistair McIntosh This is one of

More information

Grade 6 Module 2 Lessons 1-19

Grade 6 Module 2 Lessons 1-19 Eureka Math Homework Helper 2015 201 Grade Module 2 Lessons 1-19 Eureka Math, A Story of R a t i o s Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part of this work may be reproduced,

More information

4th Grade Mathematics Mathematics CC

4th Grade Mathematics Mathematics CC Course Description In Grade 4, instructional time should focus on five critical areas: (1) attaining fluency with multi-digit multiplication, and developing understanding of dividing to find quotients

More information

MATH NUMBER SENSE 3 Performance Objective Task Analysis Benchmarks/Assessment Students: 1. Students understand place value of whole numbers.

MATH NUMBER SENSE 3 Performance Objective Task Analysis Benchmarks/Assessment Students: 1. Students understand place value of whole numbers. Students: 1. Students understand place value of whole numbers. 1. Count, read, and write whole numbers to 10,000. Count to 10,000 Which numbers are whole numbers? Whole number 0, 15.3, 4/5, 8, 25 1/2 Count

More information

Targets for pupils in Year 4

Targets for pupils in Year 4 Number game 3 Use three dice. If you have only one dice, roll it 3 times. Make three-digit numbers, e.g. if you roll 2, 4 and 6, you could make 246, 264, 426, 462, 624 and 642. Ask your child to round

More information

Targets for pupils in Year 4

Targets for pupils in Year 4 Number game 3 Use three dice. If you have only one dice, roll it 3 times. Make three-digit numbers, e.g. if you roll 2, 4 and 6, you could make 246, 264, 426, 462, 624 and 642. Ask your child to round

More information

How to Help Your Child With Mathematics Calculations in KS2

How to Help Your Child With Mathematics Calculations in KS2 How to Help Your Child With Mathematics Calculations in KS2 Getting Involved As well as the calculations we are looking at tonight, you can help your child by including maths in the conversations you have

More information

saying the 5 times, 10 times or 2 times table Time your child doing various tasks, e.g.

saying the 5 times, 10 times or 2 times table Time your child doing various tasks, e.g. Can you tell the time? Whenever possible, ask your child to tell you the time to the nearest 5 minutes. Use a clock with hands as well as a digital watch or clock. Also ask: What time will it be one hour

More information

Navy Electricity and Electronics Training Series

Navy Electricity and Electronics Training Series NONRESIDENT TRAINING COURSE SEPTEMBER 1998 Navy Electricity and Electronics Training Series Module 13 Introduction to Number Systems and Logic NAVEDTRA 14185 DISTRIBUTION STATEMENT A: Approved for public

More information

Counting in multiples Page 8

Counting in multiples Page 8 Counting in multiples Page 8 1 a Add four Accept +4 b Add eight Accept +8 c Add fifty Accept +50 2 a Missing numbers are: 60, 80, 100 b Missing numbers are: 300, 400, 600 c Missing numbers are: 24, 48,

More information

Maths is all around us and we re using it every day!

Maths is all around us and we re using it every day! http://www.bbc.co.uk/schools/parents/resources/ www.mathszone.co.uk http://www.woodlands-junior.kent.sch.uk/maths/ http://www.coolmath4kids.com/ http://www.comberps.newtownards.ni.sch.uk/maths_games _for_ks1.htm

More information

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count

More information

SERIES Addition and Subtraction

SERIES Addition and Subtraction D Teacher Student Book Name Series D Contents Topic Section Addition Answers mental (pp. 48) strategies (pp. 4) look addition for a mental ten strategies_ look subtraction for patterns_ mental strategies

More information