Download Year 3 and 4 Numeracy-Day One-Sums And Differences DOC File

Numeracy – Years 3-4
(ages 7-9)
School Closure Learning Programme
1 of 5 days
Sums and differences
Activity 1
Introduction
Through this stimulating activity your child will learn to solve one-step and two-step problems
involving numbers. They will be encouraged to choose and carrying out appropriate addition
or subtraction calculations of one-digit and two-digit numbers.
What to do
Go to Go to http://multemaths.lgfl.net and select Year 3 Starters and lessons, using and
applying mathematic – Sums and differences UA3L2 then
Inform your child that in this activity they will be choosing and using numbers and operations
to make target numbers.
Start with some quick questions to establish the meaning of some of the vocabulary to be
used in the activity.
Questions you could ask
Can you tell me a pair of numbers with a sum of 7?
Are there any more pairs?
What pair of numbers has a difference of 6?
Are there any more pairs?
What pair of numbers has a product of 10?
Is there another pair?
What two numbers have a quotient of 5?
Can you tell me another two numbers with a quotient of 5?
Explain that a ‘product’ of two numbers is the result of multiplying one by the other, and that
the ‘quotient’ of two numbers is the result of dividing one by the other.
Explain that the buttons are like calculator buttons: when a button is pressed, the number or
sign will appear in the yellow panel.
Tell your child that they can only use the numbers and signs on the buttons.
Make sure that they understand that they can use the same number more than once in a
calculation. Click on ‘>>’ to change the answer.
Questions you could ask
How can we get an answer of 4?
Is there another way to do it? Establish that 4 can be made in three different ways, as a sum,
a product, or a quotient: 2 + 2, 2 × 2 or 8 ÷ 2.
How can we get an answer of 5? Establish that 5 can be made as a sum or a difference: 2 +
3 or 8 − 3.
How can we get an answer of 6? Establish the three ways to make 6: 3 + 3, 8 − 2 or 3 × 2
Activity 2
Introduction
This activity encourages your child to solve problems using numbers; find a solution and
present it in context. Also to follow a line of enquiry by deciding what information is
important.
What to do
Select page 2
Ask your child to image themselves shipwrecked on an island. There is water to drink and
plenty of fruit and fish to eat. There is a buried chest which contains a mobile telephone. If
they can find it, they will be able to ring up and get rescued. But to find the chest they will
have to measure some distances. All they have to help them are a few ropes washed
overboard from the ship.
Explain that the ropes can go end to end to find a sum, or side by side to find a difference.
There is only one of each rope. Encourage your child to discuss their answers before
answering.
Try out suggestions by clicking on a pair of lengths and the + or − sign each time.
Questions you could ask
How can we use the ropes to find a distance of 11 metres? 17 m − 6 m
Are there any other possibilities? No
The answer will flash three times when a correct calculation is entered. Clicking on ‘Reset’
will remove incorrect calculations. Then click on ‘>>’ to generate a new question. Continue in
this way for the remaining eight questions.
The answers to the questions are:
11 m = 17 m − 6 m
27 m = 21 m + 6 m
3m=9m−6m
28 m = 19 m + 9 m
10 m = 19 m − 9 m
4 m = 21 m − 17 m
8 m = 17 m − 9 m
26 m = 17 m + 9 m
13 m = 19 m − 6 m
23 m = 17 m + 6 m
Extension Activity
Introduction
This activity consolidates your child’s learning on sums and differences through a series of
interactive tasks and questions.
What to do
+
6
9
17
19
21
6
9
17
15 23
26
19
25
28
36
21
27
30
38
40
6
9
17
19
21
6
-
9
3
-
17
11
8
19
13
2
-
-
21
15
12
4
2
Explain to your child that it is also possible to work out the calculations systematically by
making addition and subtraction tables. Create these tables by drawing them on a piece of
paper and encourage your child to complete them.
Questions you could ask
Which two ropes would you use to measure a distance of 36 metres? (19 m + 17 m)
Which two ropes would you use to measure a distance of 15 metres? (21 m − 6 m)
Which two ropes would you use to measure a distance of 38 metres? (21 m + 17 m)