5.1 Addition > 5.1 Addition NR Iu hee You will often need to add two amounts together to find out how many altogether. As the numbers get larger, counting takes too long and it is easy to make a mistake. A place value grid will help you to calculate. Exercise 5.1 1 Draw two different arrangements for 7 on the ten frames. 81 >5 Working with numbers to 100 > 82 2 Find the totals. a 41+6= d 62+7= 3 Find the totals. b 35+4= e 37+2= 71 c 46 6 +2 42+10= Answer: 42 + 10 = 52 Jump on 10 on the number line. 42 + 10 = 52 c 73+4= f 53435 The ones have not changed. 42+10=52 5.1 Addition 4 Find the totals. a 57+10= b 34+10= c 79+10= d 48+20= e 65+20= f 26+30= 5 Find the totals. a 37 b 61 g 56 +10 + 20 + 30 RCC e CeCe Came CnC Cly down the page? CVI (tae pmol coche UC LeU) Why do you think that might be? Share your ideas with your partner. “J & 6+4=10. Use this to help you write two number sentences to show complements of 20 and one number sentence to show complements of 100 using tens numbers. 7 Use the number bonds for 5 to help you write number sentences to show the complements of 50 using tens numbers. 83 >5 Working with numbers to 100 > Woe Find the total of these three numbers. 4454 ee a 4 and 6 equal 10. And 5 more is 15. 4+6 =10 10+5 =15 Answer: 4+5+6=15 “J 8 Find the totals. a 9+6+1= b 5+7+5= c 7+4+3= Write some calculations that add 4 single-digit numbers for your partner to solve. Swap calculations. What made the calculations hard or easy? Discuss with your partner. Tee et 1 Keep adding three single-digit numbers in the same pattern. 1+2+3=6 2+3+4= 344455 What do you notice? Can you say why? Discuss with your partner or in a small group. 84 > 5.2 Subtraction eel aire eas ims (ood > 5.2 Subtraction We are going to... You will often need to subtract one amount from another to find out how many are left. As the numbers get larger, counting takes too long and it is easy to make a mistake. A place value grid will help you to calculate. Exercise 5.2 1 Find the missing numbers. a 37-5= b 46-4= © 79-6= d 68-7= e 59-8= f 87-5= 855 Working with numbers to 100 2 2. Find the missing numbers. a 69 b 49 Did you kno! iis asieroll ean 53-10= 5 tens — 1 ten some of the answers without emt Caer carat The ones have not changed. 53-10 = 43 Jump back 10 on the number line. 53 — 10 = 43 Answer: 53 - 10 = 43 86 > 60 70 80 90 100 5.2 Subtraction 3. Find the missing numbers. a 47-10= b 85-10= c 69-10= d 36-20= e 58-20= f 64-30= 4. Find the missing numbers. a 52 b 61 c 45 =10 -20 -30 eee ce Choose a row from the bottom half of a 100 square. Subtract 20 from each of your numbers. What do you notice about your answers? Will the same thing happen, whichever row you choose? Share your ideas with your partner.5 Working with numbers to 100 > 5.3 Multiplication “J 5 Choose the correct operation (add or subtract) to solve each 7 Draw aring around the calculation that does not have word problem. Write and solve your number sentence. the same answer as the others. «Dad bought a bag of 24 red apples and a bag 39-6 23+10 43-20 37-4 of 10 green apples. Look what | can do! How many apples did Dad buy? b There are 64 seats on the bus. 30 people get on. How many empty seats are there? c There are 28 pages in Arun's book. He read 6 pages. How many pages does he have left toread?__— d Abaker made 32 chocolate cookies >53M ultiplication and 20 raspberry cookies. How many cookies did he WMT c moo at= coe make altogether? qY 6 Tick the correct calculations. Correct any mistakes. 83-30 58-5 34420 4247 83 58 34 42 When things come in equal groups, we can -30 =5 = 20 +7 multiply to find out how many. Arrays help 53 8 14 19 you to see equal groups, like on a muffin tray. array equal groups multiply, times, multiplication NCO CUNT Lem Vr ie Cm m Cian cosy temo ets repeated addition times table, multiplication table VCCI TR ttt ce Cty 88 > 89 >5 Working with numbers to 100 > Exercise 5.3 1 Write the repeated addition and multiplication number sentences. +10 +10 +10 +10 +10 +10 +10 2. Show this repeated addition number sentence on the number line. 24+24+24+2+24+2+2+2=16 a en 4+ | ++ |" | +" "X44 0123 45 6 7 8 9 10 11 12 13 14 15 16 18719 20 Write the multiplication number sentence. “J 3. Write the missing number sentences. 5+5+5+5+5=25 2x4=8 10+10+10+10+10=50 5x3=15 2424+2+24+2=10 10x 2=20 90 > 5.3 Multiplication 4 Write a multiplication sentence for each array. 5 Draw an array to show that 2 x 8 = 16. —_ #22numbers to 100 6 Write the multiplication table for 1, to 1 x 10 = 10. 1x1=1 . “i x S x = x 2 x = x = x = x = 1x10=10 MW icetataterae (ras tion table? aes etme Co Cm nena eau Cetd Mca m LU Utato) I SAC ateteam DICXSUCE MTU CoC C OTL ovum Totaan moma UN Pes Ceegt eesti Write the multiplication table for 0. How is this the same as any other multiplication table? How is it different? Discuss your ideas in a small group. 92 > 10 5.3 Multiplication Write the missing double, addition and multiplication sentences. double 5 is 10 2+2=4 10x 2=20 Use the counting stick to help you find the correct answers. Count in twos from zero. What is the 5th number you say? Count in fives from zero, What is the 7th number you say?. Count in tens from 0. What is the 2nd number you say? Count in twos from 0. What is the 8th number you say? Marcus likes to count in twos, fives and tens from zero. When he says ‘20, what could he be counting in? Write some multiplication facts to explain your answer. Work with a partner. Take it in turns to ask each other multiplication or division questions. Check the answers together. 93 >5 Working with numbers to 100 > Look what I can do! > 5.4 Division Reece iar noe Conic quay division as grouping or how to share equally. division as sharing repeated subtraction Put 6 buns into groups of 2: a Share 6 buns equally between 2 plates: ee a ole Se 2aaisharng =3, grouping 5.4 Division Exercise 5.4 1 _ Use repeated subtraction on the number line to help you solve each di a 45:55 + + + + + +t + + + ea 10 20 «30, 40 50 Os 7 BO GO 100 b 14+2= +++ +++ 01234567 +++" ++ 8 9 10 11 12 13 14 15 16 18719 20 2. Use the arrays to help you solve each division. Use the groups of 5 and groups of 2 to help you. 35+5= b 12+2= a a 955 Working with numbers to 100 Wee 10+2= / —— Vise Veet / GON e@ e Answer: 10+ 2=5 5 on each plate, 10+2=5 3. Share the flowers between two vases. 20+ SA 09 Keep putting 1 on There are each plate until there 2 plates. re are none left 4 Share the strawberries between 5 children. 30+5= 666666666 66666 OOOOOOHO6HKOOO6 = eengDengnenees : SOCCSOVS Put the frogs and the wheels into groups to help you. @OOOOOOOOO Q©OOOOOOOOO OOOOOOOOOO QOOOOOOOOOwith numbers to 100 6 Choose a method to use and find the answers. a 80+10= b 25+5= Which method for divis Pn (repeated subtraction, grouping or sharing)? NCC eCaea Ces Cartan ney 7 30 children are playing some games. The first game needs teams of 2. The second game needs teams of 5. The third game needs teams of 10. How many teams play in each game? eee ets Look at your answers when you divide by 5. When do you get an odd number answer? When do you get an even number answer? Explain why. Discuss your ideas with your partner. c 18+2= a 0 12 3 4 5 6 7 8B 9 10 i1 12 13 14 15 1618719 20 5.4 Division 8 Write and solve the number sentences, Do you need to multiply or divide? a 5 children can sit ona bench. How many benches are needed for 30 children? b 10 children have 5 marbles each. How many marbles do they have altogether? ACS mea (ne Cee CRC to multiply or divide to solve a word problem Look what | can do!5 Working with Meee 1 Find the mi: a 42 c 64 +5 +30 d 48 e 69 ff 77 -20 = 10 - 6 2 Find the missing numbers. Use the number lines to help you. a 3x5= b 40+10= c 9x2= e 1x10= f 0 12 3 4 5 6 7 8 9 10 11 12 13 14 15 1618719 20 3 Write the number sentence you use to solve each problem. a There are 37 children in Class 2 when everyone is here, but 5 children are away. How many children in Class 2 today? b 5horses share 20 carrots. How many carrots does each horse get? 100 > Project 3: Borrowing pencils ®> Project 3 On Monday, a class of children are drawing some pictures. There is a tray of 68 colouring pencils at the front of the classroom. One child from each table goes up to the tray to borrow some pencils. Zara takes 10 pencils for her table. * Arun takes 20 pencils for his table. + Sofia takes 7 pencils for her table. * Marcus takes 10 pencils for his table. How many pencils are left in the tray? iaewidelyall mew? —_—,.. At the end of the lesson, all of the children put back the pencils that they had borrowed. How many pencils are in the tray now? On Tuesday, the class are making some posters. There is a pot of 39 marker pens at the front of the classroom. Zara, Arun, Sofia and Marcus all go up to the pot to borrow some pens, When they go back to their tables, there are 10 pens left in the pot. How many pens could each person have taken? Is there more than one answer?