Module 3 Calculating
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Can I explain and record my methods and solutions?

Example review questions

  • Work out 47 + 29. Can you show me how you found the answer?
  • Find the total of 3, 4, 5, 6 and 7, jotting down how you work it out. Which numbers did you start with? Why?
  • You have 15 counters. Place some onto a circle and the others onto a square so that there is one more counter on the circle than the square. Explain your method.
  • I am thinking of a number between 35 and 55. It is a multiple of 10. What could my number be? Are there any other possible answers? Explain your method.
  • Every row and column in this grid has a total of 15. Fill in the missing numbers. Explain your method.
    A number grid containing 9 squares with three squares in three rows. Across the top row the numbers read blank, seven and one. Across the middle row the numbers read five, blank, blank. Across the bottom row the numbers read three, four, blank.

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

DOC file Can I explain and record my methods and solutions? - teaching guidance | 189KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resource for a description.

PDF file How to use number grid ITP | 358KB new window

SWF file Number grid ITP | 63KB new window

XLS file Sum product difference | 328KB new window

DOC file Sum product difference guide | 76KB new window

XLS file Which number where? | 32119KB new window

PDF file Mathematical challenges booklet | 920KB new window

XLS file Addition and subtraction facts | 52KB new window

Number grid

itp_number_grid.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of number, reasoning and problem solving. Number grid ITP allows the child or teacher to generate a number grid with different starting numbers, orientations and numbers of columns. Individual numbers or chosen multiples can be coloured and numbers masked to explore number sequences and patterns and develop children's ability to predict and generalise.

Opportunities to use and apply

Possible contexts include:

  • number problems and puzzles, e.g. Arrange these digit cards to make three-digit odd numbers.
    Three cards with the numbers two, seven and four in each card respectively.
    How many can you make? Explain your reasoning.
  • patterns and sequences, e.g. Work out what numbers should go in the circles. Explain how you know.
    A number grid which is six columns by four rows. The numbers read 1, 2, 3, 4, 5, 6 across the top row. They read 7, 8, 9, 10, 11, blank across the next row down. Then they read 13, 14, blank, blank, blank, blank across the next one down. The bottom row is entirely blank. Row 3 has a circle drawn around the six box and row 4 has a circle drawn around the fourth box.
  • measures, e.g. Give the children a cup and a measuring cylinder. Ask: 'How many cups could be filled from a 1-litre bottle of water? Explain how you solve this problem, recording each step of your working.'

Confirming learning

Ask probing questions such as:

  • 60p can be made using two different coins (one 50p piece and one 10p piece). Find all the possible amounts that can be made, using two different coins. How do you know you have found all possibilities?
  • Patrick and Andrew buy their dad a present that costs 90p. Andrew pays 10p more than Patrick. How much do they pay each? Explain how you reached your solution.
  • This is the beginning of a calendar for June. What will be the date of the last Saturday in June? How did you work this out?
    A picture of a calendar displaying the first 12 days in June.