God is the Creator of a universe that is carefully ordered. Learning to calculate accurately shows integrity and shows order. We show perseverance when we try many different strategies in order to work things out.
Have a go at this number sentence. You can use each number as often as you like.
See how many different solutions you can come up with.
(This lesson comes from naturalcurriculum.co.uk)
‘Armadillo’ means ‘little armoured one’ in Spanish. The overlapping bony plates that cover much of an armadillo’s body not only give this fascinating mammal its unusual appearance, but they also help to protect it from the bites and stings of predators. There are 20 different species of armadillo and most of them are superb diggers. An armadillo will use its powerful front claws to dig and it can spend up to 18 hours a day asleep in its burrow.
How many hours a day do you sleep? How many more hours a day does an armadillo sleep than you do?
Here is a short video clip of an armadillo.
Armadillos live in a burrow. The burrow is nicknamed ‘Hotel Armadillo’. This is because, just like a hotel, once the armadillo has ‘moved out’, the burrow provides shelter for lots of different animals. Which animals do you think might visit Hotel Armadillo?
The following animals often use an armadillo burrow for shelter, warmth and protection:
fox (3)
ocelot (6)
tortoise (8)
anteater (8)
armadillo (9)
If three different animals from the list above visit an armadillo burrow, what might the total number of letters in their names be?
You’ll notice in the picture opposite that the number 30 appears next to the entrance of Hotel Armadillo. This is the total number of letters in all of the animals that visited this particular burrow.
Can you work out which animals, from the list above, visited Hotel Armadillo?
Note: They don’t all have to visit the burrow, and you can have more than one type of animal visiting. How will you know if you have found all possible solutions?
Here is a working out sheet to help you.
See how many different ways you can solve this problem.
Show how you could work out the answer to this question by using a hundreds chart and a number line.
Here are two models showing different ways of working out addition questions.
Complete some addition questions using a number chart.
Now have a go at some addition questions using jumps on a number line.
Your teacher or a partner can give you some two digit addition questions for you to complete on this empty number line. Write the biggest number at the beginning of the line and then make your jumps.
See how many different solutions you can come up with.
Have a look at the question below, and solve it using the jump strategy as we used it a couple of lessons ago.
Could you use the jump strategy if your teacher didn't give you a number line?
Do you need a full number line or could you make your own number line? Could you do jump strategy on a blank piece of paper?
Now click through these slides to remind yourself of how the jump strategy works.
Continue working on the worksheets from yesterday's lesson. When you have finished you can have a go at completing these questions using the jump strategy.
Questions - Part 1
34 + 28 =
54 + 24 =
61 + 38 =
86 + 25 =
77 + 38 =
128 + 16 =
Part 2 - When you have finished, try these:
243 + 125 =
354 + 232 =
Part 3
Now create a jump strategy addition question that would have the answer 142.
For differentiation, empty number lines (as below), no number lines to students as required etc. Move students on from matching number lines to empty number lines if they are ready to cope. If they are still struggling, then give them more dedicated jump strategy practice.
For further extension, supply students with tasks requiring 3 digit addition!
See how many different solutions you can come up with.
The Year 4 classrooms and located on the top floor of their building. If there were 24 steps to get from the bottom floor to the first floor, and 25 steps to get from the first floor to the top floor, how many steps do the Year 4 students need to climb to get from the play area outside Primary Admin to get to their classrooms?
Show how you can solve this in a way that doesn't use Jump Strategy or counting on your fingers.
What we are looking for here in the debrief, is for someone who has used the Split strategy to solve this question - 20 + 20 = 40 and then 4 + 5 = 9, therefore the answer is 49.
Then show this google slides presentation. You will need to open it fully, then Open with Google slides, and then click slideshow, and then use your arrows to step through it so that you can show the transitions appropriately.
Click through these two presentations, and watch how the numbers are split apart, or pulled apart.
Watch the following demonstration as a slideshow in Google Slides.
Complete one of the following Split strategy addition worksheets.
These worksheets are differentiated. Split strategy A is limited to 2 digit numbers, Split strategy is a combination of 2 and 3 digit numbers. If any students are really struggling, let them work through the slide show below.
When you have finished, explain whether this question has been answered correctly or not. If it is wrong, show how you know, and how to fix it up.
164 + 207 = 100 + 200 = 300
60 + 7 = 67
4 + 7 = 11
Answer: = 378
See how many different solutions you can come up with.
Find the answer to this question using the Split strategy.
When we use the Split strategy, we always remember that numbers are made up of hundreds, tens and ones, and we use this to split up or partition numbers.
We can explain this in different ways - review your understanding by looking carefully at these slides.
If you would like more practice on yesterday's worksheets, please continue working on them. If you feel confident, then give a partner some 3 digit addition number sentences for them to work out, and they should do the same for you.
Create your own addition question using 4 digit numbers and show how you would solve it.
Could you use this pattern for a 5 or 6 digit number? Explain.
How many different ways can you solve this?
Your teacher will lead you through the Gummy Worms lesson.
Think back to last week when we used a number line and the jump strategy to answer addition problems. Do you think we could use a similar strategy for subtraction?
Using the number lines provided try solving the two problems below.
There are 23 biscuits in Milo the dog's treat box. His owner gives him 8. How many are left?
During the holidays, Susan planted 32 flowers in the garden. Her mother gave away 14 of them. How many plants are left?
For more practice, your teacher will ask you to complete one of the following sheets. There is an example poster to remind you how to use the jump strategy for subtraction.
Teaching notes
There are a range of activities here for this lesson, which you can use according to your professional judgement as to who needs more structured practice and who needs more extension. Task Four is a good one to check for understanding.
Carl likes video games and ended up buying two games - one was new and cost $58, the other was a used game which cost $39. He says that he saved $21 - that the used game cost $21 less than the new game. Is he correct? Explain how you know you are correct.
If you have time, create a word problem of your own and show how to solve it using one of the spare number lines.
Here is a fun challenge to work on with a buddy. There are two numbers to find. This time, there is only one correct answer for each. Remember to check that your answer fits every rule.
Watch this video clip. What do you notice? What does it make you wonder about?
Do you have any questions or anything that wonder about after seeing this video?
Turn and talk to a partner about your thinking.
How many cookies did the cookie monster eat?
Write an estimate that it too high, and one that it too low?
Now look at the slides below and decide how close your estimate is to the real number of cookies that the cookie monster ate?
Draw/write/show your explanation of what you did and explain your answer.
Reveal these slides gradually - to add information to help support students, but not depriving them of the "struggle"!