CAMBRIDGE PRIMARY 4

Mathematics
Teacherí s Resource

Emma Low

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Contents

The ethos of the Cambridge Maths project 1C: Handling data and problem solving
Introduction 7 Graphs, tables and charts (1) 69
Teaching approaches 7.1 Tally charts and bar charts 70
Talking mathematics 7.2 Pictograms 74
Resources, including games 8 Carroll and Venn diagrams 79
8.1 Carroll diagrams 80
8.2 Venn diagrams 82
Term 1
1A: Number and problem solving Term 2
1 Numbers and the number system 1
1.1 Reading, writing and partitioning numbers 2 2A: Number and problem solving
1.2 Ordering, comparing and rounding four-digit numbers 4 9 The number system and properties of number 87
1.3 Multiplying and dividing by 10 and 100 8 9.1 Decimal numbers in context 88
2 Addition and subtraction (1) 15 9.2 Positive and negative numbers 92
2.1 Addition (1) 16 9.3 Odd and even numbers 94
2.2 Subtraction (1) 20 10 Addition and subtraction (2) 99
2.3 Partitioning to add and subtract 24 10.1 Adding and subtracting near multiples of 10 100
3 Multiplication and division (1) 31 10.2 Choosing the most efficient subtraction strategy 104
3.1 Learning and using multiplication facts 32 11 Multiplication and division (2) 111
3.2 Using doubles 36 11.1 More multiplication 112
3.3 Multiplying a two-digit number by a single digit 38 11.2 Dividing two-digit numbers by single-digit numbers 114
1B: Measure and problem solving 2B: Geometry and problem solving
4 Weight 41 12 Angles, position and direction 117
4.1 Measuring weight 42 12.1 Angles and turning 118
5 Time (1) 47 12.2 Position and direction 120
5.1 Telling the time (1) 48 13 Symmetry 123
5.2 Using timetables 52 13.1 Shapes and symmetry 124
6 Area and perimeter (1) 57 14 2D and 3D shapes 127
6.1 Area (1) 58 14.1 2D shapes 128
6.2 Perimeter (1) 62 14.2 3D shapes 130

iii
 2C: Measure and problem solving 3C: Handling data and problem solving
15 Length 135 24 Graphs, tables and charts (2) 215
15.1 Meauring length 136 24.1 Tables and bar charts 216
16 Time (2) 143 24.2 Frequency tables and tree diagrams 219
16.1 Telling the time (2) 144 25 Venn and Carroll diagrams 227
16.2 Using calendars 148 25.1 Carroll diagrams (2) 228
17 Area and perimeter (2) 155 25.2 Venn diagrams (2) 230
17.1 Area (2) 156
17.2 Perimeter (2) 160

Term 3
3A: Number and problem solving
18 Special numbers 163
18.1 Special numbers 164
19 Fractions and divisions 167
19.1 Exporing fractions 168
19.2 Fractions, decimals and mixed numbers 172
19.3 Fractions and division 174
20 Ratio and proportion 181
20.1 Ratio and proportion 182
3B: Measure and problem solving
21 Capacity 187
21.1 Measuring capacity 188
22 Time (3) 193
22.1 Measuring time 194
22.2 Calculating time 198
23 Area and perimeter (3) 209
23.1 Area and perimeter 210

iv
The Ethos of the Cambridge Primary Maths project

Cambridge Primary Maths is an innovative combination of To get involved visit www.cie.org.uk/cambridgeprimarymaths

curriculum and resources designed to support teachers and
learners to succeed in primary mathematics through best-
practice international maths teaching and a problem-solving 2
approach.
1
Cambridge Primary Maths brings together the world-class Cambridge
Primary mathematics curriculum from Cambridge International
Examinations, high-quality publishing from Cambridge University Press 3
and expertise in engaging online eFment materials for the mathematics
curriculum from NRICH.

Cambridge Primary Maths offers teachers an online tool that maps

resources and links to materials offered through the primary mathematics
curriculum, NRICH and Cambridge Primary Mathematics textbooks and
e-books. These resources include engaging online activities, best-practice 4 5
guidance and examples of Cambridge Primary Maths in action.

The Cambridge curriculum is dedicated to helping schools develop learners

who are confident, responsible, reflective, innovative and engaged. It is
designed to give learners the skills to problem solve effectively, apply
mathematical knowledge and develop a holistic understanding of the subject.
The Cambridge University Press series of Teacher’s Resource printed books
and CD-ROMs provide best-in-class support for this problem-solving
approach, based on pedagogical practice found in successful schools
across the world. The engaging NRICH online resources help develop
mathematical thinking and problem-solving skills.
The benefits of being part of Cambridge Primary Maths are:
∑ the opportunity to explore a maths curriculum founded on the values of
the University of Cambridge and best practice in schools
∑ access to an innovative package of online and print resources that can
help bring the Cambridge Primary mathematics curriculum to life in the
classroom.
1 You can explore the available resources on the Cambridge Primary
Maths website by curriculum framework, scheme of work, or teacher
resources. In this example, the ‘Teacher resources’ tab has been selected.
2 The drop-down menu allows selection of resources by Stage.
3 Following selection of the ‘Teacher resource’ and ‘Stage 1’, the chapters
in the Cambridge University Press textbook ‘Teacher’s resource 1’ are
listed.
4 Clicking on a chapter (‘2 Playing with 10’ in this example) reveals the
list of curriculum framework objectives covered in that chapter. Clicking
on a given objective (1Nc1 in this example) highlights the most relevant
NRICH activity for that objective.
5 A list of relevant NRICH activities for the selected chapter are revealed.
Clicking on a given NRICH activity will highlight the objectives that it
covers. You can launch the NRICH activity from here.
v
 The Cambridge Primary Maths project provides a complete support
package for teachers. The Teacher's Resource is a standalone teaching
textbook that can be used independently or together with Cambridge
Primary Maths website. The free to access website maps the activities and
games in the Teacher's Resource to the Cambridge Primary curriculum. It
also highlights relevant online activities designed by the NRICH project
team based at the University of Cambridge.

The additional material that the Cambridge Primary Maths project provides
can be accessed in the following ways:

As a Cambridge Centre:
If you are a registered Cambridge Centre, you get free access to all
the available material by logging in using your existing Cambridge
International Examinations log in details.

Register as a visitor:
If you are not a registered Cambridge Centre you can register to the site as
a visitor, where you will be free to download a limited set of resources and
online activities that can be searched by topic and learning objective.

As an unregistered visitor:
You are given free access an introductory video and some sample resources,
and are able to read all about the scheme.

vi
Introduction
The Cambridge Primary Maths series of resources covers the entire content
of the Cambridge Primary Mathematics curriculum framework from
Cambridge International Examinations. The resources have been written
based on a suggested teaching year of three, ten week terms. This can be
amended to suit the number of weeks available in your school year.
The Cambridge Primary Mathematics framework provides a
comprehensive set of learning objectives for mathematics. These objectives
deal with what learners should know and be able to do. The framework is
presented in five strands: the four content strands of Number (including
mental strategies), Geometry, Measures and Handling Data are all
underpinned by the fifth strand, Problem Solving. Problem solving is
integrated throughout the four content strands. Whilst it is important to be
able to identify the progression of objectives through the curriculum, it is
also essential to bring together the different strands into a logical whole.
This series of printed books and CD-ROMs published by Cambridge
University Press is arranged to ensure that the curriculum is covered whilst
allowing teachers flexibility in approach. The Scheme of Work for Stage 4
has been fully covered and follows in the same ‘Unit’ order as presented by
Cambridge International Examinations (1A–C, 2A–C and then 3A–C) but
the order of objective coverage may vary depending on a logical pedagogy
and teaching approach.
The components of the printed series are as follows:
∑ Teacher’s Resource (printed book and CD-ROM)
This resource covers all the objectives of the Cambridge framework
through lessons referred to as ‘Core activities’. As a ‘lesson’ is a subjective
term (taking more or less time depending on the school and the learners)
we prefer to use the terms ‘Core activity’ and ‘session’ to reinforce that
there is some flexibility. Each Core activity contains the instructions for
you to lead the activity and cover the objectives, as well as providing
expected outcomes, suggested dialogue for discussion, and likely areas
of misconception. A section called ‘More activities’ provides you with
suggestions for supplementary or extension activities.
The Teacher’s Resource can be used on its own to completely cover the
course. (The Learner’s Book and Games Book should not be used without
the associated teacher resource, as they are not sufficient on their own to
cover all the objectives.)
The accompanying CD-ROM contains:
a Word version of the entire printed book. This has been supplied so
that you can copy and paste relevant chunks of the text into your own
lesson plans if you do not want to use our book directly. You will be
able to edit and print the Word files as required but different versions
of Word used on different PCs and MACs will render the content
slightly differently so you might have some formatting issues.
Questioning – This document outlines some of the different types
of question techniques for mathematics and how best to use them,
providing support for teachers.
Letters for parents – a template letter is supplied along with a
mapping grid to help you to write a letter per Unit of material in
order to inform parents what work their child is doing, and what they
can do to support their child at home.
Photocopy masters – resources are supplied as PDFs, and as Word
files so that you can edit them as required.
∑ Learner’s Book (printed book)
This resource is supplementary to the course. As the ethos of the
Cambridge Maths Project is to avoid rote learning and drill practice,
there are no accompanying write-in workbooks. The Learner’s Book
instead combines consolidation and support for the learner with
investigations that allow freedom of thought, and questions that
encourage the learner to apply their knowledge rather than just
remembering a technique. The investigations and questions are written
Introduction vii
 to assess the learner’s understanding of the learning outcomes of the
Core activity. Learners can write down their answers to investigations
and questions in an exercise book in order to inform assessment.
The overall approach of the Teacher’s Resource accompanied by the
Learner’s Book allows a simple way for you to assess how well a learner
understands a topic, whilst also encouraging discussion, problem-
solving and investigation skills.
At Stage 4, each Learner’s Book page is designed to help learners
to consolidate and apply knowledge. Each section associated with a
Core activity starts with an introductory investigation called “Let’s
investigate”, which is an open-ended question to get the learners
thinking and investigating. These are often ‘low threshold, high ceiling’
so that learners can approach the question at many levels. This is
followed by a series of questions and/or activities to develop problem-
solving skills and support learning through discovery and discussion.
New vocabulary is explained, and where possible this is done using
illustrations as well as text in order to help visual learners and those
with lower literacy levels. Hints and tips provide direct support
throughout. Ideally, the session should be taught using the appropriate
Core activity in the Teacher’s Resource with the Learner’s Book being
used at the end of the session, or set as homework, to consolidate
learning.
There is generally a double page in the Learner’s Book for each
associated Core activity in the Teacher’s Resource for Stage 4. The
Teacher’s Resource will refer to the Learner’s Book page by title and
page number, and the title of the Core activity will be at the bottom
of the Learner’s Book page. Please note that the Learner’s Book
does not cover all of the Cambridge objectives on its own; it is for
supplementary use only.
∑ Games Book (printed book and CD-ROM)
This resource is complete in its own right as a source of engaging,
informative maths games. It is also a supplementary resource to the
viii Introduction
series. It can be used alongside the Teacher’s Resource as a source of
additional activities to support learners that need extra reinforcement,
or to give to advanced learners as extension. Each game comes with a
‘Maths focus’ to highlight the intended learning/reinforcement outcome
of the game, so that the book can be used independently of any other
resource. For those who are using it as part of this series, relevant
games are referred to by title and page number in the ‘More activities’
section of the Teacher’s Resource. The accompanying CD-ROM
contains nets to make required resources; it also contains a mapping
document that maps the games to the other resources in the series for
those who require it. Please note that the Games Book does not cover
all of the Cambridge objectives on its own; it is for supplementary
use only.
Each chapter in the Teacher’s Resource includes
∑ A Quick reference section to list the title of each of the Core activities
contained within the chapter. It provides an outline of the learning
outcome(s) of each Core activity. (See page vii and later in this list, for
a reminder of what is meant by a Core activity.)
∑ A list of the Objectives from the Cambridge Primary Mathematics
curriculum framework that are covered across the chapter as a whole.
Please note that this means that not all of the listed objectives will be
covered in each of the chapter’s Core activities; they are covered when
the chapter is taken as a whole. The objectives are referenced using sub-
headings from the framework, for example ‘1A: Calculation (Mental
strategies)’ and the code from the Scheme of Work, for example,
‘2Nc3’.
Please be aware that the content of an objective is often split across
different Core activities and/or different chapters for a logical
progression of learning and development. Please be assured that
provided you eventually cover all of the Core activities across the whole
Teacher’s Resource, you will have covered all of the objectives in full.
It should be clear from the nature of a Core activity when parts of an
objective have not been fully covered. For example, a chapter on length
 will list ‘Measure’ objectives that also include weight, such as ‘1MI1’ Teacher-led whole class activity
(Compare lengths and weights by direct comparison…) but the weight The main narrative represents work to be done as a whole class.
aspect of the objective will not be covered in a chapter on length(!); Teacher-Learner discussion
that part of the objective will be covered in a chapter on weight. Or “Text that is set in italics within double-quotation marks represents
a chapter focussing on understanding teen numbers as ‘ten and some suggested teacher dialogue to instigate Teacher-Learner disccusion.”
more’ might cover the action ‘recite numbers in order’ but only up to 20 Learner-Learner interaction
and therefore only partially cover objective ‘1Nn1’ (Recite numbers in Group and pair work between learners is encouraged throughout and is
order … from 1 to 100…)). But please be reassured that, by the end of indicated using a grey panel behind the text and a change in font.
the Teacher’s Resource, all of objectives 1MI1 and 1Nn1 will have been
covered in full; as will all objectives. The Summary bulleted list at the
The right-hand (narrow) column provides,
end of each Core activity lists the learning outcome of the activity and
the vocabulary panel
can add some clarity of coverage, if required.
side-notes and examples
∑ A list of key Prior learning topics is provided to ensure learners are
a Look out for! panel that offers practical suggestions for identifying
ready to move on to the chapter, and to remind teachers of the need to
and addressing common difficulties and misconceptions, as well
build on previous learning.
as how to spot advanced learners and ideas for extension tasks
∑ Important and/or new Vocabulary for the chapter as a whole is listed.
to give them
Within the Core activity itself, relevant vocabulary will be repeated
an Opportunity for display panel to provide ideas for displays.
along with a helpful description to support teaching of new words.
∑ A Summary at the end of each Core activity to list the learning
outcomes/expectations following the activity. This is accompanied by a
The Core activities (within each chapter) collectively provide a
Check up! section that provides quick-fire probing questions useful for
comprehensive teaching programme for the whole stage. Each Core
formative assessment; and a Notes on the Learner’s Book section that
activity includes:
references the title and page number of the associated Learner’s Book
∑ A list of required Resources to carry out the activity. This list includes
page, as well as a brief summary of what the page involves.
resources provided as photocopy masters within the Teacher’s Resource
∑ A More activities section that provides suggestions for further
printed book (indicated by ‘(pxx)’), and photocopy masters provided
activities; these are not required to cover the objectives and therefore
on the CD-ROM (indicated by ‘(CD-ROM)’), as well as resources
are optional activities that can be used for reinforcement and
found in the classroom or at home. ‘(Optional)’ resources are those that
differentiation. The additional activities might include a reference to
are required for the activities listed in the ‘More activities’ section and
a game in the Games Book. You are encouraged to also look on the
thus are optional.
Cambridge Maths Project website to find NRICH activities linked to
∑ A main narrative that is split into two columns. The left-hand (wider)
the Cambridge objectives. Together, these activities provide a wealth of
column provides instructions for how to deliver the activity, suggestions
material from which teachers can select those most appropriate to their
for dialogue to instigate discussions, possible responses and outcomes,
circumstances both in class and for use of homework if this is set.
as well as general support for teaching the objective. Differences in
formatting in this section identify different types of interactivity:

Introduction ix
 We would recommend that you work through the chapters in the order
they appear in this book as you might find that later chapters build on
knowledge from earlier in the book. If possible, work with colleagues
and share ideas and over time you will feel confident in modifying and
adapting your plans.
Teaching approaches
Learners have different learning styles and teachers need to appeal to all
these styles. You will find references to group work, working in pairs and
working individually within these materials.
The grouping depends on the activity and the point reached within a series
of sessions. It may be appropriate to teach the whole class, for example,
at the beginning of a series of sessions when explaining, demonstrating
or asking questions. After this initial stage, learners often benefit from
opportunities to discuss and explain their thoughts to a partner or in
a group. Such activities where learners are working collaboratively are
highlighted in the main narrative as detailed in the previous section.
High quality teaching is oral, interactive and lively and is a two-way
process between teacher and learners. Learners play an active part by
asking and answering questions, contributing to discussions and explaining
and demonstrating their methods to the rest of the class or group. Teachers
need to listen and use learner ideas to show that these are valued. Learners
will make errors if they take risks but these are an important part of the
learning process.
Talking mathematics
We need to encourage learners to speak during a maths session in order to:
∑ communicate
∑ explain and try out ideas
∑ develop correct use of mathematical vocabulary
∑ develop mathematical thinking.
x Introduction
It is important that learners develop mathematical language and
communication in order to (using Bloom’s taxonomy):
Explain mathematical thinking (I think that . . . because . . .)
Develop understanding (I understand that . . .)
Solve problems (I know that . . . so . . .)
Explain solutions (This is how I found out that . . .)
Ask and answer questions (What, why, how, when, if . . .)
Justify answers (I think this because . . .)
There is advice on the CD-ROM about the types of questioning you can
use to get your students talking maths (Questioning).
Resources, including games
Resources can support, assist and extend learning. The use of resources
such as Ten frames, 100 squares, number lines, digit cards and arrow cards
is promoted in the Teacher’s Resource. Games provide a useful way of
reinforcing skills and practising and consolidating ideas. Learners gain
confidence and are able to explore and discuss mathematical ideas whilst
developing their mathematical language.
Calculators should be used to help learners understand numbers and the
number system including place value and properties of numbers. However,
the calculator is not promoted as a calculation tool before Stage 5.
NRICH have created an abundance of engaging and well-thought-out
mathematical resources, which have been mapped to the Cambridge
Primary scheme of work, and are available from the Cambridge Primary
Maths website. Their interactive and downloadable activities can provide
an alternative learning style or enrichment for some of the core concepts.
1A 1 Numbers and the number system
Quick reference
Number
Core activity 1.1: Reading, writing and partitioning numbers (Learner’s book: p2) Reading, writing and partitioning numbers
Let’s investigate
Ordering and rounding
Let’s investigate
Ahmed writes a list of four-digit whole
Vocabulary
round to the nearest: to round to
the nearest hundred, look at the
tens digit and if it is …
Multiplying and dividing by 10 and 100
Let’s investigate
Use a calculator. Key in these numbers and signs.
Th H T U
5

Learners understand the place value of digits up to a four-digit number and use
numbers. The digits in each number add H T
H U T U
Pablo has these digit cards. 5 ! 10 " " " … Th H T U
!10

1 8 7
up to 3. ! 5, round down 88 ?? 00
He makes three-digit numbers with the cards. 11 ! 100 " " " … 5 0
" 5 or # 5, round up
Write down all the numbers he could make. Th H T U
!10
H T U
830 to the nearest 12 500 # 10 " " " …
5 0 0

this knowledge to write numbers in figures, words and expanded form.

1 Write each red number in figures, words and expanded form. 8 3 0 hundred, is 800.
What happens when you press the equals (") sign?
(a) 1000 2000 3000 4000 5000 6000 7000 8000 9000 He writes the numbers in order of size, H T U
48 to the nearest Try using different start numbers. Do you notice the same thing?
100 200 300 400 500 600 700 800 900 starting with the smallest. 4 8 ten, is 50.
10 20 30 40 50 60 70 80 90 Write down all the numbers that could 1 Calculate.
be in Ahmed’s list. Make sure you write Rounding numbers makes them !100
1 2 3 4 5 6 7 8 9 (a) 67 ! 10 (b) 40 # 10 (c) 3600 # 100
them in order of size. easier to use.

Core activity 1.2: Ordering, comparing and rounding four-digit numbers (Learner’s book: p4)
(b) 1000 2000 3000 4000 5000 6000 7000 8000 9000 (d) 415 ! 10 (e) 350 # 10 (f) 35 ! 100
100 200 300 400 500 600 700 800 900 1 Write these numbers in order of size, starting with the smallest. (g) 4100 # 100 (h) 4700 # 10 (i) 3900 # 100
#100
10 20 30 40 50 60 70 80 90 (a) 1066 1606 1660 1060 1666 2 What is the missing number? 5400 # ? ? " 100
1 2 3 4 5 6 7 8 9 (b) 9080 8990 9009 9090 8999
3 Write the missing digits.

Learners compare numbers on a number line using the <, > and = notation. They
2 Write each number in words. 2 What is the number shown by an arrow on each number line?
Vocabulary (a) ? ? ? ! 10 " 2320 (b) 461 ? # 10 " ? 61
(a) 2345 (b) 3030 (c) 2901 (a) (b)
digit: 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 are digits. (c) 34 ? 0 # 10 " ? ? 6 (d) 31 ? ! 10 " ? ? 60
(d) 7777 (e) 2816 (f) 9109
expanded form: 4567 ! 4000 " 500 " 60 " 7 4 Write the missing numbers.
3 Write these numbers in figures.
partition: breaking up a number into its 8000 9000 5500 6000 (a) ? # 10 " 54 (b) 307 ! ? " 3070

round whole numbers to the nearest 10 or 100.

(a) nine thousand and nine parts. In 830, the 3 has a (c) (d) (c) ? ! 100 " 6000 (d) 3400 # ? " 34
(b) four thousand and forty place value: the value
value of 3 tens (30).

H T U 5 Here are four number cards. ed

4 What is the value of 4 in of a digit determined eight hundr
8 3 0
C and fifty
these numbers? by its position. 7000 8000 5500 6000
five hundred
A fifty-eight B five hundred
(a) 6423 (b) 4623 (c) 3409 thousand: is a four-digit number that is 3 Round these numbers to the nearest 100. and eighty D
and eight

Core activity 1.3: Multiplying and dividing by 10 and 100 (Learner’s book: p6) Learners
10 times larger than a hundred.
(d) 9040 (e) 1234 (f) 4321 (a) 1060 (b) 7225 (c) 4680 (d) 1007 (e) 885
Th H T U Write down the letter of the card that is the answer to:
4 Which of these numbers is closest to 1000?
1 0 0 0 (a) 85 ! 10 (b) 5800 # 10 (c) 5800 # 100
#10 1050 1039 1100 980 899 (d) 8500 # 10 (e) 580 # 10 (f) 5080 # 10

practise multiplying and dividing by 10 and 100, including in the context of measures. 2 Unit 1A: Core activity 1.1 Reading, writing and partitioning numbers
4 Unit 1A: Core activity 1.2 Ordering, comparing and rounding numbers
6 Unit 1A: Core activity 1.3 Multiplying and dividing by 10 and 100

please note that listed objectives might only be partially covered within any given chapter but are covered fully across the book when taken as
Prior learning Objectives* – a whole
This chapter builds on 1A: Numbers and the number system
work done in Stage 4Nn1 – Read and write numbers up to 10 000.
3 where learners 4Nn2 – Count on and back in ones, tens, hundreds and thousands from four-digit numbers.
worked with numbers 4Nn3 – Understand what each digit represents in a three- or four-digit number and partition into thousands, hundreds, tens and units.
4Nn9 – Round three- and four-digit numbers to the nearest 10 or 100.
up to 1000 exploring
4Nn10 – Position accurately numbers up to 1000 on an empty number line or line marked off in multiples of 10 or 100.
place value, ordering,
4Nn11 – Estimate where three- and four-digit numbers lie on empty 0–1000 or 0–10 000 number lines.
comparing and
4Nn12 – Compare pairs of three-digit or four-digit numbers, using the > and < signs, and find a number in between each pair.
rounding.
1A: Calculation (Mental strategies)
4Nc15 – Understand the effect of multiplying and dividing three-digit numbers by 10.
1A: Calculation (Multiplication and division)
4Nc25 – Understand that multiplication and division are the inverse function of each other.
2A: Numbers and the number system
4Nn7 – Multiply and divide three-digit numbers by 10 (whole number answers) and understand the effect; begin to multiply
numbers by 100 and perform related divisions.
1A: Problem-solving (Using understanding and strategies in solving problems)
4Ps4 – Explore and solve number problems and puzzles, e.g. logic problems.
4Ps5 – Use ordered lists and tables to help to solve problems systematically.
4Ps9 – Explain methods and reasoning orally and in writing; make hypotheses and test them out.
1B: Measure (Length, mass and capacity)
4Ml2 – Know and use the relationships between familiar units of length (m, cm and mm).
*for NRICH activities mapped to the Cambridge Primary objectives,
please visit www.cie.org.uk/cambridgeprimarymaths
Vocabulary
digit ∑ expanded form ∑ partition ∑ place value ∑ thousand ∑ round to the nearest

Cambridge Primary Mathematics 4 © Cambridge University Press 2014 Unit 1A 1

 Core activity 1.1: Reading, writing and partitioning numbers LB: p2

Resources: Numbers all around us photocopy master (p11); large version for class display. Place value chart: 1–9000 photocopy master (CD-ROM);
large version for class display. (Optional: 0–9 dice, 0–9 spinners or 0–9 digit cards (CD-ROM).)

Learners should recognise the place value of the digits in 103 as one ‘hundreds’, zero ‘tens’
Vocabulary
and three ‘ones/units’ from Stage 3 (Unit 1A, chapter 1). Remind them how our number
system is based on 10: ten lots of ones/units makes 10; ten lots of ten makes 100. Ask, “What digit: 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 are digits; we use
do you think ten lots of one hundred makes?” Elicit that this makes one thousand, and this is a digits to make up the numbers we need.
further column in the place value table. Explain that there are different ways we can describe place value: the value of a digit is determined by
a number using place value. For example, in 1830 we can say there is one ‘thousand’, eight its position. For example, in 1830 the 3 is worth 3
‘hundreds’, 3 ‘tens’ and zero ‘ones’. Or we could say that are 18 ‘hundreds’, three ‘tens’ and tens (30).
zero ‘ones’. Or, one ‘thousand’ and 83 ‘tens’. Similarly, seven hundreds (700) is the same as 70 Th H T U
tens; and one thousand and 10 (1010) is the same as 101 tens. Give learners some four-digit 1 8 3 0
numbers and ask them to count on and back in ones, tens, hundreds and thousands using Each place value can only contain a single digit; if
the place value table to help them. Then ask questions such as, “What is 1 less than 4000?” there are 11 units, then a 1 is placed in ‘U’ and the
(Answer: 3999) “What is ten more than 2456?” (2466), encouraging them to think of the place other 1 is carried over to ‘T’. For whole numbers, you
value of each digit as they do so. must always have a digit in a smaller place value to
the right in order to show the size of the number; zero
Reading numbers is the placeholder.
Display the Numbers all around us photocopy master. Learners discuss in pairs what they notice. partition: breaking up a number into parts.
Remind learners about place value by pointing to the picture of the car number plate expanded form: what you get when you partition a
(A357 NNM), and reading out these comments made by three learners: (1) “I think the 3 means number according to place values, e.g.
three hundred.”; (2) “I think the value of the digit 3 on the number plate is three.”; (3) “I don’t 4567 = 4000 + 500 + 60 + 7
think the 3 has a place value that is important. It’s just a number in a list of letters and numbers.” thousand: a four-digit number that is 10 times
Discuss these comments with the class. Ensure that learners understand that groups of digits longer than a hundred.
can have different purposes. For example, place value is important when recording a score of 3
or 30, but is irrelevant in a telephone number.

Reading, writing and partitioning numbers Opportunity for display

Explain that a palindromic number reads the same when written forwards or backwards. Display examples of numbers from newspaper
Show how 343 is a palindromic number and ask learners to give other examples. articles, magazines and photographs.

2 Unit 1A 1 Numbers and the number system

Take examples, such as 9779 and:
∑ write the number on the board Look out for!
∑ say the number, “Nine thousand, seven hundred and seventy-nine”. As you say ‘nine Learners who write what they hear, e.g. they write
thousand’ point to it on the place value chart. Repeat for seven hundred, for seventy and ‘60009’ when they hear “six thousand and nine”.
for nine. Ensure that learners understand that the position of
∑ partition the number into thousands, hundreds, tens and units: 9000 + 700 + 70 + 9. the digit determines its value.
Challenge pairs of learners to write down all the four-digit palindromic numbers where the sum of the
digits is 10. Collect responses, ensuring that the numbers are written, said and partitioned (as above).
Learners should be encouraged to work in an organised way. (Answer: 1441, 2332, 3223, 4114, 5005).

Summary
∑ Learners are able to read and write numbers from 1 to 10 000. Check up!
∑ They understand the value of each digit and use this knowledge to write a number ∑ “What number is represented by 7000 + 40 + 2?”
in expanded notation. For example: 9876 = 9000 + 800 + 70 + 6 ∑ “Show me on the place value chart.”
Notes on the Learner’s Book ∑ “How would you write it in words?”
Reading, writing and partitioning numbers (p2): learners investigate how many three-digit
numbers they can make from the numbers 1, 8 and 7. They then practise reading and writing
numbers in figures, words and expanded form.

More activities
Boxes (for the whole class or groups)
You will need a 0–9 dice, 0–9 spinner or set a of 0–9 digit cards (CD-ROM); templates for the dice and spinner can be found on the CD-ROM.

Each learner draws four boxes in a row. They use a dice, a spinner or digit cards to generate numbers from 0 to 9. As each number is generated, learners
decide which box to write the digit in. Once they have made a decision they cannot change it. The winner is the learner with the highest four-digit number.
Learners should be asked to say their number in words. The game can be varied so that the learner with the smallest number is the winner.
Guess my number (for groups)
One learner decides on a three- or four-digit number, for example, 471. They make up some sentences to define the number. For example: “My number has three
digits.”, “The units digit is 1.”, “The tens digit is 3 more than the hundreds digit.”, “The sum of the digits is 12.” Other learners attempt to guess the number. The
learner who gives the correct answer gains one point and defines the next number. Alternatively, one learner chooses a number and it is identified by other learners
who ask questions with a yes/no answer. Demonstrate how learners might use questions to guess the number. For example: “Is the tens digit less than six?”

Core activity 1.1: Reading, writing and partitioning numbers 3

 Core activity 1.2: Ordering, comparing and rounding four-digit numbers LB: p4

Resources: Number line 0–1000 photocopy master (CD-ROM). (Optional: 0–9 dice; 0–9 spinners or 0–9 digit cards (CD-ROM); Volcanoes cards
photocopy master (CD-ROM).)

Generate a sequence (whole class mental activity)

Vocabulary
One learner is given a four-digit starting number and the rest of the class continues the
round to the nearest: to round a number to the
sequence following a given rule. For example, add or subtract 1, 10, 100 or 1000.
nearest hundred look at the tens digit:
Visualisation (whole class activity) ∑ if it is less than 5 round down
Ask learners to close their eyes and visualise a blank number line. ∑ if it is 5 or more round up.
∑ “Using the digits 1, 2, 3 and 4, what is the largest number you can make? Visualise this on (Look at the place value to the right when determining
your number line.” (Answer: 4321) to round up or down; for example, if rounding to the
∑ “What is the smallest two-digit number you can make? nearest 10, you would look at the unit place value.)
Visualise this on your number line.” (Answer: 1234)
∑ “Use the four digits to make a number in between your two numbers.
Is this number closer to the largest number or the smallest number?” Example:
Learners then draw a number line, mark their numbers on it and compare their results with a
partner’s by stating if their number is greater than, less than or equal to their partner’s. Repeat with
other digits. 1234 3241 4321
nearer to larger number

Rounding
Challenge pairs of learners to discuss which of these numbers gives 50 when rounded to the nearest
10: 40, 54, 57, 42, 46, 60. (Answer: 46 & 54). Ask learners to explain their answers to the class.

Show a number line marked only from 3000 to 4000 (no other numbers marked). Ask
learners:
∑ “Where would you position 3241 on this number line?”
∑ “Is the number nearer to 3000 or 4000?”
∑ “How do you know?”
Explain that if 3241 was rounded to the nearest thousand the answer would be 3000 because
3241 is nearer to 3000 than to 4000.
Example:
Show another number line marked only from 3200 to 3300.
“What number is halfway between 3200 and 3300?” (Answer: 3250) 3000 3241 4000

4 Unit 1A 1 Numbers and the number system

“Where would you place 3241 on the number line? Why?” (Answer: less than the halfway mark Example:
because 3241 < 3250)
“Is it nearer to 3200 or 3300?” (Answer: 3200) 3200 3300

Explain that if 3241 was rounded to the nearest hundred the answer would be 3200 because
3241 is nearer to 3200 than to 3300. Ask: Example:
∑ Look at the tens digit.
∑ If it is less than 5 round down. to the nearest hundred

∑ If it is 5 or more round up. 3200 3241 3300

Repeat, to round 3241 to the nearest ten.

∑ Look at the units digit.
∑ If it is less than 5 round down. Example:
∑ If it is 5 or more round up. (Answer: 3200) to the nearest ten
3241 3240

Placing numbers on a number line

Display the Number line: 0–1000 photocopy master for the whole class to see. The line is
marked off in multiples of 100, (see right).
Explain that sometimes we need to place numbers more accurately than we did earlier. Example:
∑ “Where would I place 350 on the number line? How did you decide?” (Answer includes
0 1000
‘estimating’ halfway between 300 and 400)
∑ “Where would I place 920? How did you decide?” (Answer includes close to 900)
∑ “How can I write a statement to show that 350 is less than 920?” (Answer: 350 < 920)

Summary
∑ Learners confidently use marked and unmarked number lines to locate the relative Check up!
positions of numbers. ∑ “I rounded a number to the nearest 10. The answer is
∑ They compare pairs of numbers using the notation <, > or =. 830. What number could I have started with?”
∑ When necessary, they round any whole number to the nearest 10 or the nearest 100. ∑ “The news report stated that 1500 people attended
Notes on the Learner’s Book the match. What is the smallest number that could
Ordering and rounding (p4): begins with an investigation involving ordering four-digit have attended? What is the largest number?”
numbers with digits that add up to three. It then includes questions that feature rounding, ∑ “How could you choose numbers to make this number
number lines and the < and > symbols. sentence correct? + ∆ < 10”

Core activity 1.2: Ordering, comparing and rounding four-digit numbers 5

 More activities
Boxes again (class or groups)

You will need a 0–9 dice, 0–9 spinner or set of 0–9 digit cards (CD-ROM); templates for the dice and spinner can be found on the CD-ROM.

Each learner draws a grid including the ‘less than’ symbol, as shown on the right.

Use the dice, spinner or digit cards to generate eight digits. Learners write each digit in their grid, aiming to make a true statement.

Once the digit is placed, its position cannot be changed. When complete, ask:
∑ “Is your statement true? How do you know?”
∑ “How did you decide where to put the digits?”
∑ “Which spaces were the most important? Why?”

Volcano database (pairs)

You will need the Volcano cards photocopy master (CD-ROM); one per pair of learners.

The teacher or learners prepare, then answer, questions related to ordering, comparing and rounding numbers. For example:
∑ “Name the volcanoes that are 4000 metres high when rounded to the nearest 100 metres.”
(Answer: Colima, Fuego, Fuji, Mauna Loa, Semeru, Tajumulco)
∑ “List in order of height, lowest first, all the volcanoes less than 1000 metres high.”
(Answer: Surtsey 169 m, Krakatoa 813 m, Stromboli 926 m)
∑ “Place the volcanoes on a number line according to their height.”

Games Book (ISBN 9781107685420)

Find the largest number (p1) is a game for two players. It can be used to practise ordering four-digit numbers.

6 Unit 1A 1 Numbers and the number system

Blank page 7
 Core activity 1.3: Multiplying and dividing by 10 and 100 LB: p6

Resources: Place value chart: 1–9000 photocopy master (CD-ROM); large version for class display. Whole-number slider photocopy master and
approximately 10 slider strips (p12 to 14) for each learner and a large version for demonstration. (Optional: 10s and 100s dominoes (CD-ROM).)

Multiplying by 10 and 100 Example: 700 × 10.

Show the statement ‘74 metres = centimetres’ and ask learners, “How might we find the
Th H T U
answer?” Remind learners that 100 cm = 1 m (a fact to be memorised).
7 0 0
Display the Place value chart: 1–9000 photocopy master and ask, “What is 7 × 10?” Take
7 0 0 0
answers, and then demonstrate how to model this on the chart by pointing to 7, and then to
70. Repeat for 70 × 10 and 700 × 10 and ask, “Can you describe what happens?” Guide them
to the explanation that to multiply by 10, digits move one place value to the left; if this leaves
any place values to the right without a digit, insert a zero. Show the results on a place value
grid, for example 700 × 10.

Provide each learner with a slider from the Whole-number slider photocopy master and Example: how to calculate 410 × 10 using the slider
demonstrate how to use it. Emphasise how the zero is placed in the unit column as a place- (for full instructions see the Whole-number Slider
value holder. photocopy master).
To calculate 410 × 10.
Set these questions:
∑ “What is 70 × 10?” (Answer: 700)
∑ “What is 7 × 100?” (Answer: 700)
0 0 0 0 4 1 0
∑ “What is 70 × 100?” (Answer: 7000) S

∑ “What is the missing number in this number sentence: 7 × = 700?” (Answer: 100)
4 1 0
Model these calculations on a place value grid so learners find out that to multiply by 100,
the digits move two places to the left.

Demonstrate how the slider can be used to model 41 × 100 by moving digits two places to the left.
4 1 0 0

4 1 0 0

8 Unit 1A 1 Numbers and the number system

Return to the question posed earlier: 74 metres = centimetres. Ask: “What is the answer?
How do you know?” Learners should use their slider to find that 74 × 100 = 7400. Therefore, Look out for!
74 metres = 7400 centimetres. Learners who try to apply rules that do not always
work, for example:
Dividing by 10 and 100 ∑ To multiply by 10, add a zero.
Show a similar missing number problem: 5300 centimetres = metres. Ask: ∑ To divide by 10, cross out the last digit.
“How can I work out the answer?” Establish that you must divide 5300 by 100. Learners should be discouraged from applying any
Learners use their sliders to ‘undo’ the process of multiplication to find the answer. ‘rule’ that does not generalise, so 16.52 × 10 ≠ 16.520.
Remind learners that multiplication and division are inverse operations,
one undoes the effect of the other.

Learners work on the next activity using their sliders. Show these six numbers:
4 40 400 4000 10 100
Ask learners to choose three numbers to make a multiplication statement: × =
Ask them to use the same three numbers to make a division statement: ÷ =
Model answers. Repeat with different numbers.

Summary
∑ Learners use a slider to model multiplying and dividing whole numbers by 10.
∑ They begin to multiply and divide by 100. Check up!
∑ Learners begin to perform calculations mentally. ∑ “Fill in the missing numbers.”
∑ They understand that multiplication and division are inverse operations. 608 ! = 6080 ÷ 10 = 68
∑ “Copy and complete.” 43 metres = ____ centimetres
Notes on the Learner’s Book 90 metres = ____ centimetres
Multiplying and dividing (p6): learners practise multiplying and dividing by 10 and 100, 7100 centimetres = ____ metres
including in the context of measures. Please note that the idea of the “Let’s investigate” is that 1500 centimetres = ____ metres
repeatedly pressing the = sign will multiply the previous answer by 10 (or 100 etc) each time.
So, learners should see the following pattern:

5 × 10 = 50, 500, 5000, 50000

11 × 100 = 1100, 11000, 110000
12500 ÷ 10 = 1250, 125, 12,5
Please note that in order for this to work on some calculators, the learners would need to enter
the numbers in the opposite order i.e., 10 × 5 = , rather than 5 × 10 =. 9
Core activity 1.3: Multiplying and dividing by 10 and 100
 More activities
Dominoes (pairs)
You will need 18 dominoes from the Dominoes photocopy master (CD-ROM); per pair of learners. (You might also want to create a larger version
for demonstration.)

Attach or draw a large set of dominoes on the board in a random way. Place one domino in the centre of the board and ask,
“Which domino fits on this end?”

The correct domino is placed in position.

2500
500 73 ! 10 730 25 ! 100

The game continues until the dominoes form a complete ring.

Games Book (ISBN 9781107685420)

Hexalines (p1), a game of strategy for two players, involves recall of number facts and multiplication by 10 and 100.

10 Unit 1A 1 Numbers and the number system

 A357 NNM

DEPARTURES
Time To Flight no. Gate Remarks

19 : 25
19 : 30
AMSTERDAM
BERLIN
TK2164
GT4592
A1
B2
CANCELLED
DEPARTURE
Numbers all around us
19 : 40 WASHINGTON LX3100 C9 DEPARTURE
19 : 45 MADRID ZL6658 Z5 CANCELLED
19 : 50 AMSTERDAM EH5810 T7 DEPARTURE

28
19 : 55 BERLIN
TOTAL
KS3208 V3 DEPARTURE
20 : 05 TOKYO EK5528 G1 DEPARTURE

WKTS 9
SPEED OVERS
11
LIMIT LAST
85
INNS
55

Instructions on page 2 Original material © Cambridge University Press, 2014

 Whole-number slider
To make the slider, you will need:
∑ slider sleeve (see page 13)
∑ scissors
∑ sticky tape
∑ slider strip (see page 14).

Instructions
1. To make the sleeve, cut along the dashed lines to create four square ‘windows’.
2. Fold the sleeve inwards along the solid lines, so that you create a top flap, and the zeros show through
the windows.
3. Stick down the flap to the back of the slider sleeve.
4. Fit the slider strip into the sleeve, ensuring that it slides freely.
5. When using the slider, always place it in the start position, with the corner marked ‘S’ hidden behind the
furthest square to the right on the sleeve.

0 0 0 0
S

Instructions on page 8 Original material © Cambridge University Press, 2014

 Slider sleeves
0 0 0 0
Instructions on page 8 Original Material © Cambridge University Press, 2014
 Slider strips

S S S S

Instructions on page 8 Original Material © Cambridge University Press, 2014

1A 2 Addition and subtraction (1)
Quick reference
Core activity 2.1: Addition (1) (Learner’s book: p8)
Addition (1) Subtraction (1) Partitioning to add and subtract

Learners practise adding three and four small numbers using number pairs. They practise adding
Vocabulary
Let’s investigate Some words that we
use for addition: add,
Make a route through the grid from Start to Finish.You
can move horizontally or vertically. Add up the numbers addition, more, plus,
on your route. Find the route that gives the lowest total. increase, sum, total,
altogether.
Vocabulary
Let’s investigate Some words that we use for Let’s investigate
subtraction: subtract, subtraction, 545 238 86 228 Vocabulary
Break the four-digit code to open the Find five pairs of numbers
treasure chest. take, take away, minus, decrease, that add up to 900. partition: breaking up
96 791 355 601
fewer, leave, difference. One has been done for you. a number into its parts.
65 ! 58 " (a) Questions that ask us to subtract: For example,

on in tens, then units and vice versa. They add two-digit numbers using their chosen method
672 109 589 437
4 8 2 Finish 67 2 ! 22 8 " 900
Questions that ask How many are left? 608 " 600 ! 8.
9 1 4 6 41 ! 2 (b) " 12
us to add: How many 463 322 814 465
8 5 5 2
How many are left over?
are there altogether? 86 ! 79 " (c)
2 4 3 8 How many more is ? than ? ?
What is the total
Start 1 7 9 67 ! (d) 8 " 39 How many fewer is ? than ? ?
number of …? 900 is a multiple of 10. Look for two numbers that add to make a
How much more is ? than ? ? multiple of 10. We can do this by looking for number pairs to 10 in the

and explain their methods.

For example, 2 ! 8 ! 5 ! 1 ! 9 ! 4 ! 8 ! 2 " 34 (a) (b) (c) (d) units digits. Then choose a method to add the two numbers together.
How much less is ? than ? ?
For example, 67 2 ! 22 8 ...
1 Choose a method to solve these addition problems.
(a) 5 ! 8 ! 5 ! 3 " ? (b) 4 ! 19 ! 12 ! 1 " ? Sarah used the ‘counting back’ method to calculate 74 ! 13.

(c) 1 ! 11 ! 9 ! 4 " ? (d) 4 ! 17 ! 2 ! 3 " ? Partitioning to add

1 Solve 62 – 11 using
(e) 13 ! 2 ! 1 ! 5 " ? (f) 3 ! 14 ! 9 ! 3 " ? 13 is a small number. 423 ! 589 " ?
the ‘counting back’

Core activity 2.2: Subtraction (1) (Learner’s book: p10)

I will take away 10 then
Explain to your partner why you chose that method. If you think 3 more. The answer is 61.
method. 400 ! 20 ! 3 and 500 ! 80 ! 9

your partner could choose a better method, tell them why. 400 ! 500 " 900
20 ! 80 " 100
3 ! 9 " 12
2 Copy the addition number sentences below.Then copy the list !1 !1 !1 !10
Therefore, 423 ! 589 " 1012
of numbers on the right. Draw arrows to complete the number
sentences. The first one has been done for you. 61 62 63 64 74

Learners practise subtraction of two-digit numbers by counting back, finding the difference
1 Partition each number into hundreds, tens and ones.
76 ! 52 " 168 Tim used ‘finding the difference’ to calculate 81 ! 76.
Then calculate each answer.
28 ! 34 " 85
76 is quite close to 81. 2 Solve 62 – 58 by (a) 482 ! 213 " ?
65 ! 89 " 128
I will count up to find the ‘finding the difference’ (b) 237 ! 149 " ?
94 ! 22 " 154 difference between between the two
17 ! 68 " 104 the numbers. (c) 821 ! 546 " ?
numbers.

and other methods. They are encouraged to choose their own method and explain it.
43 ! 52 " 95 The answer is 5. (d) 271 ! 649 " ?
91 ! 77 " 62 #1 #1 #1 #1 #1 (e) 362 ! 841 " ?
40 ! 64 " 116 (f) 598 ! 613 " ?
76 77 78 79 80 81

8 10 12

Core activity 2.3: Partitioning to add and subtract (Learner’s book: p12)
Unit 1A: Core activity 2.1 Addition (1) Unit 1A: Core activity 2.2 Subtraction (1) Unit 1A: Core activity 2.3 Partitioning to add and subtract

Learners practise addition and subtraction of two-digit and three-digit numbers using partitioning.
They solve word problems using the method of their choice.
please note that listed objectives might only be partially covered within any given chapter but are covered fully across the book when
Prior learning Objectives* – taken as a whole
This unit builds on learning 1A: Addition and subtraction
in Stage 3: 4Nc17 – Add pairs of three-digit numbers.
∑ Adding and subtracting 4Nc18 – Subtract a two-digit number from a three-digit number.
two-digit and three-digit 4Nc19 – Subtract pairs of three-digit numbers.
numbers. 1A: Calculation (Mental strategies)
∑ Using the = sign to 4Nc6 – Add three or four small numbers, finding pairs that equal 10 or 20.
represent equality. 4Nc9 – Add any pair of two-digit numbers, choosing an appropriate strategy.
∑ Finding complements 4Nc10 – Subtract any pair of two-digit numbers, choosing an appropriate strategy.
to 100, solving number 1A: Problem solving (Using techniques and skills in solving mathematical problems)
equations. 4Pt1 – Choose appropriate mental or written strategies to carry out calculations involving addition and subtraction.
∑ Reordering an addition to 4Pt3 – Check the results of adding numbers by adding them in a different order or by subtracting one number from the total.
help with a calculation. 4Pt4 – Check subtraction by adding the answer to the smaller number in the original calculation.
∑ Adding and subtracting 4Pt8 – Estimate and approximate when calculating, and check working.
multiples of 10 and 1A: Problem solving (Using understanding and strategies in solving problems)
multiples of 100 to and 4Ps1 – Make up a number story for a calculation, including in the context of measures.
from two- and three-digit 4Ps3 – Choose strategies to find answers to addition or subtraction problems; explain and show working.
numbers. 4Ps9 – Explain methods and reasoning orally and in writing; make hypotheses and test them out.
*for NRICH activities mapped to
Vocabulary the Cambridge Primary objectives,
please visit www.cie.org.uk/
add • addition • plus • increase • sum • total • altogether • subtract • subtraction • take •
cambridgeprimarymaths
take away • minus • decrease • fewer • leave • difference • partition • What is the total number of …?

Cambridge Primary Mathematics 4 © Cambridge University Press 2014 Unit 1A 15

 Core activity 2.1: Addition (1) LB: p8

Resources: Complements-to-20 dominoes photocopy master (p28); Timers; one per learner, if available. Number sentence stories –
Addition photocopy master (p29); large version for class display. (Optional: Blank dominoes photocopy master (CD-ROM); 0–9
digit cards, 0–9 dice or 0–9 spinner (CD-ROM)).

Warm-ups For learners to be able to add and subtract larger

(1) Each learner has a set of Complements-to-20 dominoes from the photocopy master. Explain numbers, it is important that:
that they need to create a loop of end-to-end dominoes by matching pairs of numbers that ∑ They are confident in their knowledge of pairs of
total 20. Explain ‘complement to 20’; it is another way of saying number pair to 20. numbers that add to make a multiple of 10.
∑ They can add a multiple of 10 to any number.
Game 1. Each learner shuffles their dominoes. They find how quickly they can arrange the
dominoes into a loop so that each pair of touching numbers adds up to 20. Use timers if available. Vocabulary
Game 2. For 11 players plus one learner who times the others. The dominoes are shuffled and complement to 20: the number that needs to be
dealt out, one to each player. The players arrange themselves into a loop so that each pair of their added to an existing number to make 20. For example,
touching numbers adds up to 20. Use a timer to record how quickly they can do this. the ‘complement to 20’ of 14 is 6. 'Complement to' is
another way to describe ‘number pairs’.
(2) Choose a two-digit number. Ask learners to add 10 to this number and to say what new add, addition, plus, increase, sum, total, altogether:
number they get. Then ask learners to add 10 to the new number and say what they get; words we use for addition.
repeat this process eight further times. Explain that this way of adding numbers helps us to
add a multiple of 10 to a two-digit number. In this example, we have added 100 (10 × 10) Example: using the Complements-to-20 dominoes.
to our original number. Demonstrate using the example: 47 + 70 = 117 by adding 10 seven
times to a starting number of 47. Set similar questions that the whole class can answer
5 12 8 10

15

10
using slates, small whiteboards or an ICT resource. Repeat with three-digit numbers.
Adding three or four small numbers

14
3
Draw these circles for the whole class to see:

Look out for!

12 7 1 8 13 5
Learners who do not understand that addition can
9 8 6 4 14 6 15 7 be done in any order. Use physical objects in the
classroom to demonstrate that the order in which the
objects are added together does not alter the total
Challenge learners to come up with a method for finding the total of the numbers inside number of objects.
each circle. Collect responses.
16 Unit 1A 2 Addition and subtraction (1)
Share useful ways of adding numbers without using a calculator, such as: If learners find this activity difficult, ensure they
∑ adding three numbers where the sum of two of the numbers is a near multiple of 10: understand that they only need to add two numbers at
“I need to add 13, 15 and 8. I know that 13 add 7 is equal to 20, so 13 add 8 must equal 21. a time. For example, 4 + 6 + 7 is solved by adding 4 and
I know that 20 add 15 is equal to 35, so 21 add 15 must equal 36.” 6, then adding the total of that (10) to 7. If learners
∑ using near doubles and compensating: find it hard to remember the intermediate totals,
“I need to add 6, 7 and 4. I know that double 6 is equal to 12, so 6 add 7 must equal 13. encourage them to write totals down on paper.
13 add 4 equals 17.”
∑ using pairs of numbers that equal 10 or 20:
“I need to add 2, 8 and 2. I know that 2 add 8 equals 10. 10 add 2 equals 12.”

Show the numbers in the circles as number sentences, e.g. 12 + 9 + 8 = ?

Remind learners that addition can always be done in any order and that they should look for
efficient ways of working rather than always tackling a problem in the order it is given. For
example, they could recognise that if they add 12 and 8 first they get 20, then they can add 9.
Addition by adding on tens then units
Read the following problem to the class: “The first part of my journey was 58 km. The second
part of my journey was 25 km. How far did I travel altogether?” Ask: “How can we solve this
problem?” Collect responses.
Encourage learners to suggest ways to make
Then display this number sentence (and answer) on the Number sentence stories calculations more efficient.
photocopy master. ∑ For 21 + 32, it would be more efficient to calculate
by starting with the larger number, 32, and adding
Explain that one way of adding numbers is to add the tens part of one number to the whole on 21.
of the other number, then add on the units. Show how this works using the example and ∑ For both examples, the last two jumps of 1 could be
number lines below. put together to make one jump of 2.
Counting on in tens and ones
10 20 30 31 32 10 10 10 1 1
Number lines can be annotated in different ways to
21 + 32 = 53 or support the calculation. Each of these number lines
21 31 41 51 52 53 21 31 41 51 52 53 has been shown in two ways:
∑ one shows the jumps with a running total of what
Demonstrate the same strategy for three-digit numbers. Add the hundreds, then the tens and
value has been added after each jump
then the units of one number to the whole of the other number.
∑ the other shows the separate value of each jump.
Counting on in hundreds, tens and ones Choose the method that supports the learners’
100 200 210 220 230 231 232 100 100 10 10 10 1 1
understanding.
346 + 232 = 578 or
346 446 546 556 566 576 577 578 346 446 546 556 566 576 577 578

Core activity 2.1: Addition (1) 17

 Addition by adding on units then tens
Read out this problem: “This time the first part of my journey was 83 km. The second part
of my journey was 67 km. How far did I travel altogether?” Ask, “How can we solve this
problem?” Collect responses.

Then display this number sentence story (and answer) from the Number sentence stories
photocopy master.

Explain that another way of adding two numbers is to add the units part of one number
to the whole of the other number, then add on the tens. This is particularly useful if the
units of both numbers add up to 10, because it is easier to count on in tens from a starting
number that is a multiple of 10.

As a class, count on together to find the solution to 88 + 42. Then, show the class one of
these examples and number lines:

Counting on in ones and tens

1 2 12 22 32 42 1 1 10 10 10 10
One number line shows the jumps with a running total
68 + 42 = 110 or
68 69 70 80 90 100 110
of what value has been added after each jump; the
68 69 70 80 90 100 110
other shows the separate value of each jump.
Explain that this method can also be used if the units add up to more than 10. First add on
enough units to make the number up to a multiple of 10, then add on the tens, then add on
the rest of the units.

Example:
1 2 3 13 23 33 43 44 45 77 + 3 = 80
77 + 45 = 122 80 + 40 = 120
77 80 90 100 110 120 122 120 + 2 = 122

18 Unit 1A 2 Addition and subtraction (1)

 Summary
∑ Learners are able to add together three or four small numbers by finding pairs that Check up!
equal 10 or 20. ∑ “Throw a dice four times and write down the four
∑ They can add any pair of two-digit numbers, choosing an appropriate strategy. numbers generated. Add the numbers together. Which
method did you use to add the numbers? Why?”
Notes on the Learner’s Book
∑ “Use your four numbers to make two two-digit numbers.
Addition (1) (p8): learners practise adding three and four small numbers together. They add
Add these numbers. Which method did you use to add
two-digit numbers and explain their methods.
the numbers? Why?”

More activities
Domino pairs (pairs)
You will need the Blank dominoes photocopy master (CD-ROM).

Pairs of learners can make sets of dominoes, similar to those in the Complement-to-20 dominoes game, for other two-digit totals.
They will need to work in an organised way to make sure that the dominoes form a continuous loop.

Reverse and add (pairs)

You will need a set of 0–9 digit cards (CD-ROM).

Ask learners to generate pairs of two-digit numbers by selecting two cards at a time. For example, the cards 6 and 7 make the numbers 67 and 76. Learners
should add the pairs of numbers together and investigate the totals they find.

Number sentence stories (individuals)

Ask learners to write two number sentence stories for addition facts. One should be in the context of measures. Use the Number sentence stories photocopy
master for examples if you need to.

Games Book (ISBN 9781107685420)

Add to 500 (p4) is an addition game for up to six players. Players practise adding pairs of two-digit numbers, and adding two-digit numbers to three-digit
numbers.

Core activity 2.1: Addition (1) 19

 Core activity 2.2: Subtraction (1) LB: p10

Resources: Number sentence stories – Subtraction photocopy master (p30); large version for class display. (Optional: 0–9 digit cards, 0–9 dice or 0–9
digit spinner (CD-ROM).)

Warm-up
Choose a two-digit number greater than 60, for example, 87. Ask learners to subtract 10 Example: 87 − 50 = 37
from this number five times and to say what number they get each time. Use this method of 87 − 10 = 77
subtraction to help learners subtract a multiple of 10 from a two-digit number. Set similar 77 − 10 = 67
questions that the whole class can answer using slates, small whiteboards or an ICT resource. 67 − 10 = 57 subtract 10 five times
Repeat with three-digit numbers. 57 − 10 = 47
47 − 10 = 37
Subtraction by counting back
Read out this problem:
“I have 85 ml of oil in a bottle, then I use 15 ml in a recipe. How much oil is left in the bottle?”

Challenge learners to explain how they might solve this problem. Collect and discuss Vocabulary
responses. Then display this story from the Number sentence stories photocopy master.
subtract, subtraction, take, take away, minus,
Explain that when the number to be subtracted is small (for example 85 − 15), or a multiple
decrease, fewer, leave, difference: some words that
of 10, it is efficient to count back to find the answer. Show the following number lines to
we use for subtraction.
demonstrate this method:

Counting back in ones

8 7 6 5 4 3 2 1 10 20 30 31 32

52 − 8 = 44
44 52 21 31 41 51 53

Explain to learners that, in this example, it can be useful to break the 8 into 2 and 6. 2 is
subtracted so that learners reach a multiple of 10, then the remaining 6 is subtracted.

Counting back in tens

10 10 10 10 10 10

82 − 60 = 22
22 32 42 52 62 72 82

20 Unit 1A 2 Addition and subtraction (1)

Draw these two circles of numbers for the whole
class to see. Ask learners to subtract numbers 72 4 50
in the second circle from numbers in the first circle, 89 84
20 6 30
e.g. 72 − 6 = 66. 79 68
93 7 40
Learners can solve the subtraction problems
mentally using the counting back method and with
the help of a number line if appropriate.
Subtraction by finding the difference
Read out this problem: “I have 78 metres of rope, but I Look out for!
only need 72 metres. How many metres should I cut Learners who continue to use number lines for
from the rope?” questions they can easily answer without one, e.g.
67 − 65 = 2. Encourage learners to do bigger jumps
Ask learners to explain how they might solve the problem. Share and praise all valid methods. on the number line, or to develop their own ways of
Then display this story from the Number sentence stories photocopy master. Explain that recording their working and intermediate steps in
when the number to be subtracted is close in value to the amount it is to be subtracted from their calculation. These must be efficient and reliable.
(e.g. 78 − 72) it can be more efficient to count up from one number to the other. This is called
finding the difference. Show the following number lines to demonstrate this method.
Counting up in ones
1 2 3 4 5 6 7

52 − 45 = 7
45 50 52
Counting up in tens and ones
10 20 30 31 32

53 − 21 = 32
21 31 41 51 53

Draw these two circles of numbers for the whole class to see.

48 55 43 38
60 53
25 31
58
647 36 27

Get learners to try the ‘finding the difference’ method by subtracting any number in
the second circle from any number in the first circle, e.g. 58 − 31. Learners can solve the
subtraction problems mentally, with the support of a number line if appropriate.
Core activity 2.2: Subtraction (1) 21
 Summary
Learners can do a subtraction using any pair of two-digit numbers, choosing an appropriate Check up!
strategy. ∑ “Our class had 39 pencils at the start of the year.
Now we have 32. How many have we lost? Which
Notes on the Learner’s Book
method did you use to subtract the numbers? Why?”
Subtraction (1) (p10): learners practise subtraction by choosing and using different methods,
∑ “Our class had 28 pens at the start of the year, but we
then write a story to illustrate a subtraction number sentence.
lost 4. How many do we have now? Which method did
you use to subtract the numbers? Why?”

More activities
Subtracting numbers (whole class)
You will need 0–9 digit cards, a 0–9 dice or a 0–9 spinner (CD-ROM).

Learners use a dice/spinner/digit cards to generate two-digit numbers. Ask learners to subtract one number from the other using an appropriate strategy.

100 down game (for two or more players)

The players each start with 100. They take turns to choose whether to throw one, two or three dice. They subtract the total on the dice from their total
number. The winner is the player who stops playing the game when their number is closest to 0, without going past 0.

Number sentence stories (for individuals)

Use the Number Sentence Stories photocopy master for examples. Ask learners to each write two number sentence stories for subtraction facts. One should
be in the context of measures.

Games Book (ISBN 9781107685420)

Difference bingo (p4) is a game for six players and one leader. Players find the difference between two two-digit numbers.

22 Unit 1A 2 Addition and subtraction (1)

Blank page 23
 Core activity 2.3: Partitioning to add and subtract LB: p12

Resources: Place value chart: 1 to 9000 photocopy master (CD-ROM); large version for class display. Number sentence stories photocopy master
(p29 and 30); large version for class display. Materials to demostrate place value, such as blocks or straws bundled in groups of hundreds, tens and
ones. (Optional: 0–9 digit cards, 0–9 dice or 0–9 spinner (CD-ROM).)

Warm-ups
(1) Learners pick two two-digit multiples of 10. They find the total of the numbers and find Example: 20 and 80
the difference between the numbers. The total and difference are the two new numbers. 20 + 80 = 100
Learners repeat the process of finding the total and difference using the two new 80 − 20 = 60
numbers. They continue until both numbers are greater than 100, (see example, right).
(2) As per Warm-up 1, but with two three-digit numbers. 100 + 60 = 160
Learners continue until both numbers are greater than 1000. 100 − 60 = 40
Remind learners about the work they have done on place value (chapter 1) and partitioning
160 + 40 = 200
numbers into hundreds, tens and ones. Display the Place value chart: 1 − 9000 for learners
160 − 40 = 120
to refer to during the next activity. Ask learners to partition some three-digit numbers
end.
such as 239, 932 and 392. The whole class can respond in number sentences such as
239 = 200 + 30 + 9, using slates, small whiteboards or an ICT resource.
Vocabulary
Addition by partitioning partition: breaking up a number into its parts. For
Read out this problem: I had 783 ml of juice in the jug. I poured in another 419 ml. How much example, 608 = 6 hundreds, 0 tens, 8 ones = 600 + 8
juice is in the jug in total? Encourage learners to make jottings to help solve this problem. (Note
that learners are not expected to change the measure of liquid from millilitres to litres. Make
a notes of any that do, to inform planning for Unit 1B). Ask them to explain their method for
working out the solution and discuss all methods as a class. Then display this number sentence
story from the Number sentence stories photocopy master, which includes the answer.
Tell learners that as numbers in a calculation get larger, it is harder to keep track of the
different parts of the calculation. A written method, rather than mental strategies, is often
needed. Explain that if two numbers are partitioned into hundreds, tens and units they can
be recombined in different ways and always produce the same total. Explain that this is
useful because it is easier to add together multiples of 100 or 10, as learners did in the warm-
up. Demonstrate this using place value materials and the sum 732 + 548 partitioned into
700 + 500 + 30 + 40 + 2 + 8. Show how the method can be recorded.
24 Unit 1A 2 Addition and subtraction (1)
Example: (1) written partitioning or Example (2): written partitioning
method method
700 + 500 = 1200 2 + 8 = 10
30 + 40 = 70 10 + 40 + 30 = 80
2 + 8 = 10 500 + 700 = 1200
1200 + 70 + 10 = 1280, 1200 + 80 = 1280
therefore 732 + 548 = 1280 therefore, 732 + 548 = 1280
Give learners time to practise this method of
348 165 283 438
addition: draw these circles for the whole class to see.
Ask learners to add numbers in the first circle 170 503 924 191
to numbers in the second circle, e.g. 619 + 438. 619 587 862 607

Subtraction by partitioning
Give learners this problem: I had 783 ml of juice in the jug, I drank 419 ml.
How much juice is left in the jug?

Encourage learners to write down intermediate stages to help solve this problem.
Ask them to explain their method for working out the solution. Discuss all methods as a class.
Then display this problem from the Number sentence stories photocopy master, which
includes the answer.

Tell learners that, like in addition, when the numbers in a calculation are larger it is harder
to keep track of the different parts of the calculation. For these types of problem a written
method, rather than mental arithmetic, is often needed.

Explain that some subtraction calculations can be approached using simple partitioning into
hundreds, tens and units in the same way as with addition calculations.

Write the following sequence and demonstrate it with place value materials:

746 – 232 = 700 – 200 + 40 – 30 + 6 – 2

Write the method for the whole class to see:

700 − 200 = 500
40 − 30 = 10
6−2=4
500 + 10 + 4 = 514, therefore 746 − 232 = 514
Core activity 2.3: Partitioning to add and subtract 25
 Tell learners that sometimes we need to be more creative when we partition the numbers.
For example, for the sum 728 – 552, when we partition each number separately we get: Look out for!
728 = 700 + 20 + 8 and 552 = 500 + 50 + 2 Learners who think it is impossible to subtract a
larger number from a smaller number. Learners will
700 − 500 = 200 have to ‘unlearn’ this idea when they start to calculate
But 20 − 50 = …? with negative numbers later. Try not to say “You
cannot subtract 50 from 20” when explaining this
Here there is a problem because 20 − 50 is something that learners have not learnt how to do.
method.
Many learners will be tempted to find the difference between 20 and 50 and so will suggest
the answer 30. Show learners 728 as 700 + 20 + 8 using place value equipment. Demonstrate
that they have already started taking away (counting back) in this calculation, so it does not
work to start counting on (finding the difference) halfway through.

Point out that when we partition 728 into hundreds, tens and units, there are not enough
Look out for!
tens to subtract 50, but we can create more tens by partitioning the number in a different Confident learners with excellent understanding
way. Take one of the hundreds from 700 and break into bundles of 10, then put these of place value and of negative numbers. They
bundles of 10 with the original two in 20. This makes twelve tens. Explain that they can do might like to explore this further using the following
this by relating it back to place value: twelve tens is the same as 120. Allow learners to reflect method:
on the fact that the number is still 728, but that it is now rearranged as 600 + 120 + 8. 754 − 562 = ?
Refer back to the original question and ask a learner to now subtract 552 from the place 754 = 700 + 50 + 4 and 562 = 500 + 60 + 2
value equipment. Now show the calculation as: 728 = 600 + 120 + 8 and 552 = 500 + 50 + 2
700 − 500 = 200
600 − 500 = 100 50 − 60 = −10
120 − 50 = 70 4−2=2
8−2=6 200 − 10 + 2 = 192, therefore 754 − 562 = 192
100 + 70 + 6 = 176, therefore 728 − 552 = 176

Give learners further examples where they will need to exchange and partition differently.
Allow learners to use the place value equipment, or draw representations of the place value
equipment to support them in consolidating this method of subtraction.

Further examples should include calculations:

∑ where learners need to partition so that they break a ten into ones, e.g. 843 − 528;
∑ where they need to break hundreds into tens, and ten, into ones, e.g. 724 − 347;
∑ with 0 in the tens or units place value.

26 Unit 1A 2 Addition and subtraction (1)

Summary
∑ Learners can add pairs of three-digit numbers. Check up!
∑ They can subtract a two-digit number from a three-digit number. ∑ “Show me how to add 507 and 784.”
∑ They subtract pairs of three-digit numbers. ∑ “Show me how to subtract 365 from 598.”
Notes on the Learner’s Book
Partitioning (p12): learners practise addition and subtraction using partitioning. They then
solve worded problems using the method of their choice.

More activities
Reverse and subtract (pairs)
You will need 0–9 dice.

Learners use a dice to generate three single digits. They arrange the digits to make a three-digit number then reverse the digits to make another three-digit
number, e.g. 364 and 463. Subtract the smaller number from the larger. Try this with different pairs of three-digit numbers. What do they notice?

Partition poster (pairs)

Learners make a poster showing how to partition in different ways to help with subtraction of three-digit numbers.

Games Book (ISBN 9781107685420)

Subtract three in a row (p8) is a game for two players. The players calculate the difference between three-digit numbers to make numbers on a game board.
They use subtraction and strategy skills to cover a row of three numbers.

Core activity 2.3: Partitioning to add and subtract 27

 Complements-to-20 dominoes

5 12 8 10 5 12 8 10

10 4 16 9 10 4 16 9

11 0 20 7 11 0 20 7

13 14 6 1 13 14 6 1

19 2 18 17 19 2 18 17

3 15 3 15

Instructions on page 16 Original Material © Cambridge University Press, 2014