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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