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Adding/subtracting near-multiples of 10/100 and reading scales Year 4 Spring 7
Add and subtract near-multiples of 10 or 100 by counting on or back in 10s or 100s and adjusting
Previous learning
Core for Year 4
Extension
Understand and read these words:
Understand, read and begin to write these words:
Understand, read and begin to write these words:
add, more, sum, total, altogether,…
subtract, less, how many are left, difference, …
count on, count back, count up, … sequence, multiple, …
add, more, sum, total, altogether,…
subtract, less, how many are left, difference, …
count on, count back, count up, … sequence, multiple, …
add, more, sum, total, altogether,…
subtract, less, how many are left, difference, …
count on, count back, count up, … sequence, multiple, …
and read and write the plus (+), minus (–) and equals (=) signs.
and read and write the plus (+), minus (–) and equals (=) signs.
and read and write the plus (+), minus (–) and equals (=) signs.
Add any near-multiple of 10 to any three-digit number by
adding the multiple of 10 and adjusting, e.g.
Add any near-multiple of 10 or 100 to any three-digit number
by adding the multiple of 10 or 100 and adjusting, e.g.
Add the nearest multiple of 10 or 100 and adjust,
e.g.
• 385 + 51 = 385 + 50 + 1 = 435 + 1 = 436
• 465 + 503 = 465 + 500 + 3 = 965 + 3 = 968
• 248 +39 = 248 + 40 – 1 = 288 – 1 = 287
• 157 + 68 = 157 + 70 – 2 = 227 – 2 = 225
• 342 + 298 = 342 + 300 – 2 = 642 – 2 = 640
For adding a near-multiple of 10, see the column on the left.
Subtract any near-multiple of 10 from any three-digit number
by subtracting the multiple of 10 and adjusting, e.g.
Subtract any near-multiple of 10 or 100 from any three-digit
number by subtracting the multiple of 10 or 100 and
adjusting, e.g.
Subtract the nearest multiple of 10 or 100 and adjust,
e.g.
• 231 – 39 = 231 – 40 + 1 = 191 +1 = 192
• 751 – 399 = 751 – 400 + 1 = 351 +1 = 352
• 678 – 199 = 678 – 200 + 1 = 478 +1 = 479
• 417 – 32 = 417 – 30 – 2 = 387 – 2 = 385
• 527 – 202 = 527 – 200 – 2 = 327 – 2 = 325
For subtracting a near-multiple of 10, see the column on the
left.
© 1 | Year 4 | Spring TS7 | Adding/subtracting near-multiples of 10/100 and reading scales
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999
Use negative numbers in context, e.g. temperature
Previous learning
Core for Year 4
Extension
Understand and read these words:
Use, read and begin to write these words:
positive, negative, plus, minus, above zero, below zero, …
positive, negative, plus, minus, above zero, below zero, …
Count back through zero:
Count back through zero in steps of constant size, e.g.
three, two, one, zero, negative one, negative two, …
seven, three, negative one, negative five, …
Recognise and use positive and negative whole numbers on
the number line.
Order positive and negative numbers on a number line or
temperature scale.
Respond to questions such as:
Respond to questions such as:
• Fill in the missing numbers on this part of the number line.
• Draw an arrow to point to –2.
Compare negative and positive numbers, find a number inbetween and use < and > signs, e.g.
• Here is a row of six cards. Three cards are blank.
Write a whole number on each blank card so that the six
numbers are in order.
• What integers lie between –5 and 3?
• If –7 < … < –4, what integer could … be?
Recognise negative answers on a calculator, e.g.
• Enter 15 – 20 on a calculator and interpret the display
as –5.
- 5.
© 2 | Year 4 | Spring TS7 | Adding/subtracting near-multiples of 10/100 and reading scales
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999
Previous learning
Core for Year 4
Extension
Recognise and use positive and negative whole numbers in
contexts such as a temperature scale, e.g.
Calculate a rise or fall in temperature, e.g.
• What temperature does this thermometer show?
• What temperature does this thermometer show?
(minus 2 °C)
• Which temperature is colder: –4°C or –2°C?
• Put these temperatures in order, lowest first:
2°C
–8°C
–1°C
–6°C
–4°C.
• The temperature in York is 4°C.
Rome is 7 degrees colder than York.
What is the temperature in Rome?
• The temperature falls from 11°C to –2 °C.
How many degrees does the temperature fall?
• The temperature is –3°C.
How much must it rise to reach 5°C?
Interpret intervals and divisions on partially numbered scales and record readings accurately
Previous learning
Core for Year 4
Extension
Understand and begin to read these words:
Understand and read these words:
Use, read and begin to write these words:
scale, interval, step, …
scale, interval, division, step, …
scale, interval, division, step, …
Read, to the nearest division and half-division, scales that
are numbered or partially numbered, e.g.
Interpret intervals and divisions on partially numbered scales
and record readings accurately, e.g.
Interpret a reading that lies between two unnumbered
divisions on a scale, e.g.
• What number is the arrow pointing to?
• What number is the arrow pointing to?
• What number is the arrow pointing to?
• Write the numbers marked by the arrows A, B and C.
• Write the numbers marked by the arrows A, B and C.
• Write the numbers marked by the arrows A, B and C.
© 3 | Year 4 | Spring TS7 | Adding/subtracting near-multiples of 10/100 and reading scales
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999
Previous learning
Core for Year 4
Extension
• How much water is in the jug?
• How much water is in the beaker?
• What is the weight of the apples on the scales?
• Write the weight shown on the scale.
• Write the weight shown on the scale.
• What is the length of the pencil?
© 4 | Year 4 | Spring TS7 | Adding/subtracting near-multiples of 10/100 and reading scales
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999