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Subtraction YEAR 1 YEAR 2 + = signs and missing numbers 7–3 =□ 7-□=4 □-3 =4 □-Δ=4 YEAR 3 - = signs and Missing Number Sentences Continue using a range of equations as in Year 1 but with appropriate numbers e.g. 25 – 8 = □ Δ - □ = 16 Extend to 14 + 5 = 20 - □ □= 7 - 3 4 =□- 3 4= 7 -□ 4 =□–Δ Mental Calculations Understand the operation of subtraction (as ‘take away’, difference and how many more to make. - = signs and Missing Number Sentence Continue using a range of equations as in year 2 but with appropriate numbers. Mental Calculations Model thought process and jottings for mental maths as. Find a small difference by counting up e.g. 134 - 126 This can be modelled on an empty number line (see complementary addition below). Start on 0, subtract the amount, what is left? Mental Calculations Find a small difference by counting up Model thought process as: Take away the 39, what am I left with. 42 – 39 = 3 Use a completed number line or number track to solve subtraction. Both by counting back and finding the difference for example 9 – 6. +1 0 39 +2 40 +4 1 2 3 2 3 4 5 4 5 6 6 7 8 7 9 Subtract 9 or 11. Begin to add / subtract 19 or 21 Model thought process as: 35 - 9 = 26 8 9 e.g. 16 – 7 -1 6 7 8 9 10 11 -1 -1 -1 -1 12 13 26 78 -50 Written Calculations Model use of landmark numbers and these four steps. +1 9 Use known number facts and place value to subtract 97 – 25 = 72 is approximately 100 – 25 = 75 53 – 18 = 72 6 7 8 9 77 97 10 11 12 13 14 15 16 17 Leading through to bridging to 10 for more able pupils on a completed number line. +3 +6 9 7 29 28 -1 +1 134 35 10 14 15 16 17 +1 +1 +1 +1 +1 +1 +1 130 +1 25 9 -1 126 Subtract the nearest multiple of 10, then adjust Continue as in Year 2 but with appropriate numbers. e.g. 78 – 49 is the same as 78 – 50 +1 +1 Find the difference between numbers below 20 by counting on or back on a printed number line. 8 42 0 1 +4 10 Start on 0. Subtract 18 0 Bond s to ten 18 Count in tens 20 Partitioning 50 53 -5 Written Calculation Develop complements to 100 300 – 84 = 668 Start on 0. Subtract 84 - 20 Bonds to 100 Count in 100’s 16 0 Subtraction 84 100 300 YEAR 4 YEAR 5 + = signs and Missing Number Sentences Continue using a range of equations as in year 3 but with appropriate numbers. Mental Calculations Model thought process and jottings for mental maths as. Find a small difference by counting up e.g. 5003 – 4996 = 7 Start on 0, subtract the amount, what is left? When children are secure this step is not needed. This can be modelled on an empty number line (see complementary addition below) +4 +3 YEAR 6 - = signs and missing numbers Continue using a range of equations as in Year 4 but with appropriate numbers. Mental Calculations Model use of jottings to support calculations. Mental Calculations Model thought process and jottings for mental maths as: Subtract the nearest multiple of 10 or 100, then adjust Subtract the nearest multiple of 10, 100 or 1000, then adjust Continues as in 2, 3 and 4 but with appropriate numbers Continue as in year 2, 3, 4 and 5 but with appropriate numbers Partitioning and counting back e.g. 186 – 44 = which is 186 – 40 = 146 then 146 – 4 = 142 Partitioning and counting back e.g. 186 – 44 = which is 186 – 40 = 146 then 146 – 4 = 142 7 Model use of landmark numbers Model thought process. 6.1 – 2.4 0 4996 5000 - = signs and missing numbers Continue using a range of equations as in Year 5 but with appropriate numbers. Use known number facts and place value to subtract 5003 0.5 – 0.31 = 0.19 0.09 3.7 +0.6 +3 +0.1 0.1 0.19 Partitioning and counting back e.g. 86 – 44 = which is 86 – 40 = 46 then 46 – 4 = 142 2.4 3 6 6.1 0.31 0.4 0.5 Use known number facts and place value to subtract 92 – 25 = 67 67 72 92 6467 – 2684 = 3783 -5 - 20 Subtract the nearest multiple of 10, then adjust Continue as in Year 3 but with appropriate numbers. e.g. 276 – 39 +1 754 – 286 = 468 3783 468 276 -40 Written Calculations Complementary addition. Start with number line at 0. Subtract the amount, what is left? When children are secure this step is not needed. 3-digits – 2-digits In the context of money 754 – 86 = 668 Bonds to Count in Partitioning Subtract 100’s 100 amount 0 Compliments to 100/1000 237 236 86 100 700 Written Calculations 4-digits – 4-digits Start with number line at 0 1 and 2 decimal places Complementary addition Written Calculations Complementary addition. Start with number line at 0 3-digits – 3-digits 4-digits – 3-digits 754 286 Count in 100’s/1000’s 300 700 8006 – 2993 = 5013 +7 2993 754 5013 +5000 3000 Partitioning +6 8000 8006 Compliments to 100/1000 2684 3000 316 3000 + 467 3000 700 70 13 3783 Partitioning Count in 100’s/1000’ s 6000 6467