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Numbers and The Number System
Read and write whole numbers to at least 10000 in figures and words, and know what each digit represents.
Partition numbers into thousands, hundreds, tens and ones. (p.2) |
Place value chart and arrow cards/ pointer cards used for partitioning numbers |
PrimaryResources
'NumberBoard2' |
| Add/subtract 1, 10, 100 or 1000 to/from any integer, and count on or back in tens, hundreds or thousands from any whole number up to 10000. (p.4) |
| Interactive number square. Highlight numbers, change start number, change number of columns, show multiples and primes. VERY versatile. |
Standards/numeracy
'NumberGrid' |
| Counting in any steps, from any number! Use negative increment for counting backwards. |
Ambleside:
'Supersequencer' |
| Set counter to count in steps of 10, 100 or 1000 starting at any number |
Turquoise Box
'Counter' |
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Multiply or divide any integer up to 1000 by 10 (whole-number answers), and understand the effect.
Begin to multiply by 100. (p.6) |
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Read and write the vocabulary of comparing and ordering numbers. Use symbols correctly, including less than (<), greater than (>), equals (=).
Give one or more numbers lying between two given numbers and order a set of whole numbers less than 10000. (p.8) |
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| Read and write the vocabulary of estimation and approximation. Make and justify estimates up to about 250, and estimate a proportion. Round any positive integer less than 1000 to the nearest 10 or 100. (p.10,12) |
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| Recognise negative numbers in context (e.g. on a number line, on a temperature scale). (p.14) |
| Very interactive teaching tool. Interactive number line (illustrating negative numbers) Useful also for illustrating subtraction as difference and inverse operations |
Standards/numeracy
'NumberLine' |
| Interactive Thermometer. Change scale. Show difference in temperature and change in temperature. Great discussion potential |
Standards/numeracy
'Thermometer' |
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| Recognise and extend number sequences formed by counting from any number in steps of constant size, extending beyond zero when counting back: for example, count on in steps of 25 to 500, and then back to, say, -100. (p.16) |
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| Recognise odd and even numbers up to 1000, and some of their properties, including the outcome of sums or differences of pairs of odd/even numbers. (p.18) |
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| Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple. (p.18) |
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Use fraction notation. Recognise simple fractions that are several parts of a whole, such as 2/3 or 5/8, and mixed numbers, such as 53/4; recognise the equivalence of simple fractions (e.g. fractions equivalent to 1/2, 1/4 or 3/4).
Identify two simple fractions with a total of 1 (e.g. 3/10 and 7/10). (p.22) |
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| Order simple fractions: for example, decide whether fractions such as 3/8 or 7/10 are greater or less than one half. (p.22) |
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| Begin to relate fractions to division and find simple fractions such as 1/2, 1/3, 1/4, 1/5, 1/10 of numbers or quantities. |
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| Find fractions such as 2/3, 3/4, 3/5, 7/10 ... of shapes. (p.24) |
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| Begin to use ideas of simple proportion: for example, 'one for every' and 'one in every' (p.26) |
Simple proportion recipe problems |
Grid Club
'Robot Chef' |
Understand decimal notation and place value for tenths and hundredths, and use it in context.
For example:
order amounts of money;
convert a sum of money such as £13.25 to pence, or a length such as 125cm to metres;
round a sum of money to the nearest pound. (p.28) |
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| Recognise the equivalence between the decimal and fraction forms of one half and one quarter, and tenths such as 0.3. (p.30) |
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