There were five left. How many strawberries were there to start with?’ Say or write 􀂅 – 3 = 5 six went home early. How many children were still at the party?’ Say or write 23 – 6 = 􀂅 45 went. How many of her friends did not go?’ Write 68 – = 45 Represent a story with objects or on a think board. e.g. Substitute counters for cows to solve the problem - Three cows were put in a field with fourteen other cows. How many cows were in the field altogether? Find the difference between quantities by adding or subtracting. e.g. Tom had 15 marbles and Luke had 7. How many more will Luke need to have the same as Tom? Can be written as 􀂅 + 7 = 15 and 15 – 7 = 􀂅 Find the difference between quantities by adding or subtracting. e.g. Ann has read 25 pages of a book which has 80 pages. How many pages will she need to read to finish the book? Can be written as 25 + 􀂅 = 80 and 80 – 25 = 􀂅 Multiplication and Division Multiplication and Division Multiplication and Division Begin to solve a multiplication problem by using skip counting and understand that each successive count relates to putting sets of the same number together. e.g. 5, 10, 15 is 3 groups of 5 and another group of 5 will make 20. 3 sets of 2 make 6 Recognise and represent multiplication as repeated addition, groups and arrays (rows and columns). 3 + 3 + 3 + 3 = 12 Record an array as a multiplication sentence and work out how many there are in total. 8 + 8 + 8 = 24 Begin to understand the connection between repeated addition and multiplication. e.g. 4 + 4 + 4 + 4 + 4 is the same as 5 x 4 5 rows of 4 = 5 x 4 3 scuba divers catch 2 fish eac. How many fish do they catch altogether? 2 + 2 + 2 = 6. They also can record this as ‘3 groups of 2 is 6’. Use repeated addition or subtraction to work out an unknown multiplication fact from a known fact. e.g. Child knows that 5 x 4 = 20. To make 6 x 4 another strip of 4 must be added, so 20 + 4 = 24. To make 4 x 4 a strip of four must be removed, so 20 – 4 = 16.
freezing) and money (debt). Multiplication and Division See the for Second Level on the Highland Numeracy Blog. Work out the six, seven and eight times tables from their knowledge of the five times tables, using the distributive property of multiplication, e.g. 7 x 6 = 5 x 6 + 2 x6 Multiplying by 6 is same as x 5 add one more set, 8 x 6 = (8 x 5) + (8 x 1) Multiplying by 7 is same as x 5 add 2 more sets, 9 x 7 = (9 x 5) + (9 x 2) Multiplying by 8 is same as x 5 and add three more sets, 6 x 8 = (6 x 5) + (6 x 3) Children should be presented with daily opportunities to solve a mix of calculations in the form of equations and word problems where children choose the strategy from * and ** and discuss confidently the most efficient method Use place value to multiply the tens column and the ones column separately. e.g. 14 x 3 = e.g. 3 x 18 = e.g. 268 x 8 = (200 x 8) + (60 x 8) + (8 x 8) = 1,600 + 480 + 64 = 2,144 Use place value to multiply decimal fractions to two places by a single digit. e.g. 3.24 x 3 = (3 x 3) + (0.2 x 3) + (0.04 x 3) Understand that multiplication is commutative and use this to solve a problem by changing the order of the factors.
Solve multiplication problems by using a rounding and compensation method (tidy numbers) e.g. 5 x 19 5 x 20 and then subtract 5 100 – 5 = 95 5 x 21 5 x 20 and then add 5 100 + 5 = 105 Children should be presented with daily opportunities to solve a mix of calculations in the form of equations and word problems where children choose the strategy from * and ** and discuss confidently the most efficient method chosen. Begin to solve multiplication or division problems involving a 3 - digit number by a 1-digit number by a short written algorithm Solve division problems by partitioning using place value. e.g. 186 ÷ 3 = (180 ÷ 3) + (6 ÷ 3) = 60 + 2 = 62 Solve division problems using known addition, subtraction and multiplication facts within the 2, 3, 4, 5 and 10 times table. E.g. How many threes are there in 15? 15 ÷ 3 = 5 5 threes makes 15 How many equal sets of 3 makes 15 15 – 3 – 3 – 3 – 3 – 3 = 0 3 + 3 + 3 + 3 + 3 = 15 Begin to solve division problems by using a rounding and compensation method (tidy numbers) e.g. 248 ÷ 7 How many 7s are there in 280? 7 x 40 = 280 280 – 248 = 42 42 ÷7 = 6 so 40 sevens subtract 7 sevens equals 33 sevens.
boxes of 6 to stop them from breaking on her journey home. How many boxes will she need? of calculations in the form of equations and word problems where children choose the strategy from * and ** and discuss confidently the most efficient method chosen. E.g. 53 r2 426 ÷ 8 = 426 ÷ 2 ÷ 2 ÷ 2 = 213 ÷ 2 ÷ 2 =106 ½÷ 2 = 53 ¼ 426 ÷ 8 = 53.25 Begin to reason which answer would be most appropriate for the set word problem. Find solutions to multi-step problems involving mixed operations and make up their own multi-step word problems. e.g. 5 x40 + 7 = 207 12 x 3 + 128 = Solve problems using a combination of the four operations, including using the order of operations, which has been exemplified at the beginning of Second Level. Rounding and Estimating Rounding and Estimating Rounding and Estimating Confidently round whole numbers to the nearest 10 or 100. e.g. 342 to 340 1,278 to 1,280 – nearest 10 1,578 to 1,600 3,839 to 3,800 – nearest 100 Round whole numbers to the nearest 10, 100 or 1,000. e.g. 4,790 to 5,000 28,399 to 28,000 Confidently round whole numbers to nearest 10, 100 or 1,000, 10, 000 or 100, 0000 e.g. 378,642 rounds to 378, 640 (nearest 10 to 378,600 (nearest 100) to 379,000 (nearest 1,000) to 380,000 (nearest 10, 000) to 400, 000 (nearest 100, 000) Round numbers having one decimal place to the nearest whole number. e.g.... round 3.6 to 4 17.2 to 17 Round numbers having two decimal places to the nearest whole number. e.g.... round 3.48 to 3 16.83 to 17 Round numbers having up to two decimal places to the nearest whole number, tenth or hundredth. e.g.... 5.47 rounded to nearest tenth is 5.5 nearest whole is 5 6.789 rounded to nearest hundredth is 6.79 nearest tenth is 6.8