Why do this
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
It may be appropriate for some children to work with a number