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### Number and algebra

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# Up and Down

### Why do this
problem?

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### Key questions

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30 April (Primary), 1 May (Secondary)

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Age 5 to 7

Challenge Level

- Problem
- Student Solutions
- Teachers' Resources

This activity
gives pupils the opportunity to see a number of additions and
subtractions taken consecutively and the overall effect.

Introduce the problem to the children orally - you may like to
jot down the information on the board so it can be referred to
easily. Without saying anything else, allow the group
to talk about the problem and how they might solve it.

Share some of these methods before giving time for pairs to
work on a solution together. Encourage them to use
whatever they need to and to record how they want.

In a plenary, you could ask some children to talk about what
they did and what they notice. At this stage, you may
want to introduce the number line as another way to
picture what is happening.

What did you do to get your answer?

Why does this way work?

Pupils could suggest similar questions for each other to
solve.

It may be appropriate for some children to work with a number
line.

Six new homes are being built! They can be detached, semi-detached or terraced houses. How many different combinations of these can you find?

Start with four numbers at the corners of a square and put the total of two corners in the middle of that side. Keep going... Can you estimate what the size of the last four numbers will be?