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Day 1

Day 1. L.O.1 To be able to derive quickly all 2-digit pairs that total 100 and pairs of multiples of 50 that total 1000. Show any two numbers that total 100. With a partner show two 2-digit numbers that total 100. MULTIPLES OF 10 ARE NOT ALLOWED . Q. What do the units total?

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Day 1

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  1. Day 1

  2. L.O.1 To be able to derive quickly all 2-digit pairs that total 100 and pairs of multiples of 50 that total 1000.

  3. Show any two numbers that total 100. • With a partner show two 2-digit numbers that total 100. MULTIPLES OF 10 ARE NOT ALLOWED. Q. What do the units total? Q. What do the tens total?

  4. With a partner show multiples of 50 which total 1000. • Q. Which digits total 100? • Q. Which digits total 900?

  5. L.O.2 To be able to find the difference between 2 integers by counting up through 10, 100, 1000

  6. 350 + 650 = 1000 Using a number line: +50 +600 350 400 1000 Notice how the number line works. Write the four related number sentences for this calculation.

  7. You should have written: 350 + 650 = 1000 650 + 350 = 1000 1000 – 350 = 650 1000 – 650 = 350

  8. LOOK +11 +200 +7 389 400 600 607 200 11 7 + 218 389 + 218 = 607 Q. What is the connection between adding on by counting and subtraction.

  9. We will do these together BUT you will need to understand as you are going to copy them into your book. 2006 – 1994= 7005 – 3991 =

  10. Q. Can you do these in your head? • 3005 – 2997 • 8008 – 7991 • 6003 – 5992 • 4007 – 3995

  11. 705 807 902 • 287 • 496 2993 3995 4989 8006 6004 7008 Find the difference between pairs of numbers in each pair of clouds by counting on. Prisms do 8: Spheres do 6: Tetrahedra do 4. Record in your books.

  12. We now need volunteers to show us their working.

  13. By the end of the lesson the children should be able to: Find the difference between two integers by counting up through 100 or 1000. Derive rapidly all two-digit pairs that total 100 and pairs of multiples of 50 with a total of 1000.

  14. Day 2

  15. L.O.1 To be able to read and write whole numbers and know what each digit represents.

  16. Write these numbers in your books. • A • B • C • D Now we’ll check them.

  17. Remember PARTITION 468 = 400 + 60 + 8 3895 = 3000 + 800 + 90 + 5 27426 = 20000 + 7000 + 400 + 20 + 6

  18. SPACE INVADERS - - KILL THE ALIENS WE ARE GOING TO KILL 4671 First kill the 4 by removing 4000 then kill the 6 by removing 600 next the 7 by removing 70 and lastly the 1 by removing 1 So we are left with nothing!

  19. With a partner and with a calculator try to kill some space invaders. These may have three, four or five digit numbers. (Prisms can have 6 digit numbers if they wish). 5 minutes

  20. L.O.2 To be able to partition numbers into H T U adding the most significant digits first. To be able to use informal pencil and paper methods to support, record or explain additions. To be able to extend written methods to column addition of two integers less than 100.

  21. Q. How can we use partitioning to help us to calculate 54 + 28 mentally?

  22. We could do it…. 50 + 20 = 70 ; 4 + 8 = 12 ; 70 + 12 = 82 This shows how your brain might work to do the sum.

  23. Q. Can we calculate 354 + 28 in this way?

  24. We could do it…. 350 + 20 = 370 4 + 8 = 12 370 + 12= 382

  25. Try these in your head… 237 + 48 = 456 + 37 = 727 + 34 = 648 + 45 =

  26. Consider 468 + 276 = This is NOT EASY to do mentally! Q. Why not? Answer : We can’t remember the numbers as we do it.

  27. If we try to record what we are doing in stages it helps us to get a correct answer. 468468 468+276 + 276 + 276 400 + 200 = 600 60014 60 + 70 = 130 130130 8 + 6 = 14 14600 744 744 744 Q. Does it matter if we add the units first?

  28. With a partner create two 3-digit numbers. Practise adding them using a written method – one of you adding hundreds first and the other adding the units first. Compare your answers. Prisms – 4 calculations each Spheres - 3 calculations each Tetrahedra – 2 calculations each

  29. Watch carefully – you may see magic!

  30. 389 +653 1042 11

  31. Use the carrying method to find the sum of these numbers. 583 +496

  32. Would anyone like to demonstrate one of their carrying sums? Q. How can we check that the answers are correct.

  33. LOOOOOOK….. 587 + 475 = 900 + 150 + 12 = 1062 We can check this using the inverse operation e.g. 1062 – 600 = 462 462 + 13 = 475 Check one of your calculations in this way.

  34. By the end of the lesson children should be able to: Work out simple additions involving 3-digit numbers mentally. Use a written method for addition of pairs of 3-digit numbers which are more difficult to calculate mentally. Check the results of addition calculations.

  35. Day3

  36. L.O.1 To be able to round any integer up to 10 000 to the nearest 10, 100, 1000.

  37. REMEMBER…… If the digit to the right of the tens, hundreds or thousands is less than 5 ROUND DOWN. If it is 5 or more ROUND UP.

  38. 7682 Round this to the nearest 10, 100 ,1000

  39. 6400 7530 3000 Write numbers which will round to these.

  40. L.O.2 • To be able to : • Partition into HTU subtracting the most significant digit first. • Use informal pencil and paper methods to support, record or explain subtractions. • Extend written methods to column subtraction of two integers less than 10 000. • Check with the inverse operation.

  41. 569 – 42 327 – 34 632 – 364 Q. Which are easy to do mentally by partitioning the numbers? Try the first two. Be ready to explain how you did them.

  42. 632-264 It is useful to have a number line. It may be horizontal +36 +300 +32 264 300 600 632 264 + 368 = 632

  43. The number line may be vertical. 264 +36 632 -264 36 to make 300 300 to make 600 32 to make 632 368 300 +300 600 +32 This is the written column method. 632

  44. Use the written column method with: 726 – 348 823 – 487 Q. Can you think of any other ways of doing 823 - 487

  45. Using dice generate 823 - 487 323 (823 – 500) + 13 (500 – 487 = 13) 346 • This is the compensation method. Using dice generate pairs of 3-digit numbers then find their difference using the written column method.

  46. Q. How can you check to see if your answers are correct? With a partner create a word problem for: 1782 – 493 = 1289 and for: 1573 + 692 = 2265

  47. By the end of the lesson children should be able to: Use partitioning to find differences between appropriate pairs of 3-digit numbers, or a 3- and a 2-digit mentally. Use a written column method with pairs of 3-digit numbers. Check results using the inverse operation.

  48. Day 4

  49. L.O.1 To know by heart all multiplication facts to 10 x 10.

  50. 36 42 63 64 48 32 28 35 56 21 54 45 40

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