# Numeracy

Welcome

Please find, on this page, the core areas of Numeracy which are covered each week in P3. Each section below will contain an activity to be completed weekly. The activities can either be accessed here or will be found in booklets which have been sent home.

These resources follow the schemes of work covered in P3. If you wish to extend your child's learning please do so based on the content covered on this site.

You will find support materials, including a range of interactive games, to guide your instruction in the Helpful Resources section of the P3 site.

Many Thanks,

S. Black and L. Neill

Week beginning 4th May 2020

Daily Mental Maths

Daily Mental Maths Booklets are a great resource to help revise and reinforce taught mental maths skills.

Children should complete 1 column per day (Mon - Fri) in their Mental Maths Activity Booklet.

### Tables

Children are, as normal, being asked to learn 1 Number Story per week.

Each story is laid out in your child's Number Stories Booklet which they have received home with them.

Please learn only 1 story per week;

E.G. Week 1 - 14 addition

Week 2 - 14 subtraction

This week your child should learn the number story:

Group 1 – story of 16 addition

Group 2 - story of 13 subtraction

## Number Work

In this section we will set out the number work activities as we would teach the children each week.

1. Children will have a mental maths objective to cover each week. This will help to improve quick number recall.

2.  Children will have a written numeracy activity to complete each day. This will either be in the form of an uploaded worksheet or will be pages from the New Heinemann Maths (NHM) booklets which have been sent home.

### This Week's Mental Maths Objective:

Mentally subtract a multiple of 10 from a multiple of 10 within 100.

For example:

Subtract 20 from 30 = 10

50 takeaway 30 = 20

40 less than 60 = 20

Some strategies the children can use are:-

Children could count back in tens to find the answer.

For example

40 – 20 =

Put 40 in your head and count back two tens – 40 to 30 then to 20, the answer is 20.

OR

Known facts

For example

40 – 30 = 10

If your child knows 4 - 3 = 1 then 40 - 30 = 10

### Number Work Activity 1: Number stories

Group 1 - Complete one activity related to the story of 16

Group 2 - Complete one activity related to the story of 13

Number Work Activity 2:

Subtracting multiples of 10 from a multiple of 10

NHM Addition and Subtraction to 100 Booklet page 19

Starter

1. Start with these numbers – 90, 30, 60, 70 and 50
2. Using a die convert the numbers to tens, for example the number 1 would be 10 and the number 2 would be 20 etc.
3. Throw a die and use the number on the die to make a subtraction with the first number.  For example if I throw a 4 the subtraction sum would be 90 – 40 =.
4. Discuss the possible strategies they could use to work out the answer such as:
• Using a ‘known’ fact, 9 – 4 is 5 so 90 – 40 is 50
• Counting back 40 from 90.  90 to 80 to 70 to 60 to 50.  Your answer is 50.

Repeat for the other numbers.

Subtracting a multiple of 10

Using the 100 square from the resource section circle a number on the grid and then subtract 20.  The children will only have to move up two numbers.

For example 60 – 20 = 40

Repeat for other numbers.

Complete page 19 in the NHM Addition and Subtraction to 100.

The questions on the last part of page 19 all have an answer of 30.

80 - ? = 30     ? – 30= 30      50 - ? = 30     ? – 60 = 30

A strategy to use for these questions is to do the inverse operation (the opposite).  For example:

80 - ? = 30 in other words 30 + ? = 80

? – 30 = 30 in other words 30 + 30 = ?

50 - ? = 30 in other words 30 + ? = 50

? – 60 = 30 in other words 30 + 60 = ?

### Subtracting multiples of 10 from any number.

Using the 100 square from the resource section circle a number on the grid and then subtract 20.  The children will only have to move up two numbers.

For example 56 – 20 = 36

Repeat for other numbers.

Remember

When subtracting multiples of 10 the units/ones stay the same.

Complete page 20 in the NHM Addition and Subtraction to 100.

The last part on page 20

A strategy to use for these questions is to do the inverse operation (the opposite).  For example:

88 - ? = 48 in other words 48 + ? = 88

? – 50 = 15 in other words 15 + 50 = ?

66 - ? = 36 in other words 36 + ? = 66

? – 60 = 21 in other words 21 + 60 = ?

95 - ? = 65 in other words 65 + ? = 95

? – 40 = 18 in other words 18 + 40 = ?

REMEMBER

When taking away multiples of 10 from any number the units/ones stay the same.  It is only the tens number that changes.

## Topic Maths

Topic Maths includes Shape and Space, Measures and Data Handling.

We complete 1 piece of Topic Maths per week.

### Topic Maths Activity: Money

NHM Money and Fractions pages 5 to 7

Page 5

Count the money on each train, remember to start with the biggest coin – 50p.  Your child can use the 100 square to help.

Page 6

Remember to start with 50p each time and count on to see how much more is needed.  Use the 100 square to help.

One of the questions asks what coins are needed to make 64p.

1. Start with 50p and using the number square show them 50.
2. Ask your child how many more is needed to get to 60.
3. They will hopefully say 10.
4. They can then write 10p beside the 50p.
5. Then ask how many more do they need to get from 60 to 64
6. They will say 4.
7. Then ask what two coins make 4 – 2p and 2p and now record these.
8. They should have recorded 50p, 10p, 2p and 2p.

Another way to answer this question is to spilt the number into tens and ones.

1. For 86p, this can be spilt into 80p and 6p
2. Start with 50p, how many more tens do you need to get to 80.
3. They will say 30, ask what two coins can they use to make 30p = 20p and 10p.
4. They have now made 80p
5. Now move on to the ones which is 6p.
6. Ask them what two coins make 6p = 5p and 1p
7. They have now made 86p = 50p, 20p, 10p, 5p and 1p

Page 7

Count the money on each line, remember to start with the biggest coin.  Your child can use the 100 square to help.

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