# SOLVING PROBLEMS. As outcomes, Year 1 pupils should, for example: Pupils should be taught to:

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1 SOLVING PROBLEMS Pupils should be taught to: Choose and use appropriate number operations and ways of calculating to solve problems As outcomes, Year 1 pupils should, for example: Understand and use in practical contexts: operation, sign, number sentence Choose and use appropriate number operations and mental strategies to solve problems in a wide variety of contexts, in mathematics and other subjects. Decide whether the calculation can be done mentally or needs the use of apparatus such as counters, cubes or rods, coins, squared paper, a number track Explain and record how the problem was solved. For examples of problems see sections on: reasoning about numbers, real life, money, measures and time (pages 62 71). Make up number stories to reflect statements like: = = = 5 6 = 3 For example: There were 11 apples in the bag. I ate 2 of them. There were 9 apples left. 60

2 Making decisions As outcomes, Year 2 pupils should, for example: Understand, use and begin to read: operation, sign, symbol, number sentence As outcomes, Year 3 pupils should, for example: Use, read and begin to write: operation, sign, symbol, number sentence, equation Choose and use appropriate number operations and ways of calculating (e.g. mental, mental with jottings) to solve problems in a wide variety of contexts, in mathematics and other subjects. Choose and use appropriate number operations and ways of calculating (e.g. mental, mental with jottings, pencil and paper) to solve problems in a wide variety of contexts, in mathematics and other subjects. Decide whether the calculation can be done mentally or needs the use of apparatus such as counters, cubes or rods, coins, squared paper, a number track or line or 100 square Explain and record how the problem was solved. Decide whether the calculation can be done mentally or needs the use of apparatus such as cubes, rods or blocks, coins, squared paper, a number line or 100 square, pencil and paper Explain and record how the problem was solved. For examples of problems see sections on: reasoning about numbers, real life, money, measures and time (pages 62 71). For examples of problems see sections on: reasoning about numbers, real life, money, measures and time (pages 62 71). Make up number stories to reflect statements like: = = 12 2 = = 5 For example: A tricycle has three wheels. Four tricycles have 12 wheels. Make up number stories to reflect statements like: = = = = 16 For example: A burger cost 1.35 and a large fries cost They cost 2.80 altogether. What sign does each stand for? 24 8 = = 89 What operation sign does each represent? = = = 90 Look at different calculations using, say, subtraction. Say which is hardest to do and justify why. 61

3 SOLVING PROBLEMS Pupils should be taught to: Solve mathematical problems or puzzles, recognise simple patterns or relationships, generalise and predict. Suggest extensions by asking What if? or What could I try next? As outcomes, Year 1 pupils should, for example: Solve puzzles and problems such as: Which dominoes have a total of 5 spots? 7 spots? 10 spots? How many different ways can you score 4 by rolling two dice? What about 6? Investigate different ways of putting 7 buttons in 3 boxes. Now try 10 buttons. Ann is 2 years older than Tom. How old could each of them be? How many different ways can you colour two squares using a red pen and a blue pen? Put the numbers 1 to 4 in the circles so that the difference between each pair of joined numbers is more than 1. Put 1, 2 or 3 in each circle so that each side adds up to 5. You can use each number as often as you like. Find different ways of doing it. Write as many different ways as you can of making the number 12. Cut up two different birthday cards into five or six pieces. Shuffle the pieces, then reassemble the two pictures. 62

4 Reasoning about numbers or shapes As outcomes, Year 2 pupils should, for example: Solve puzzles and problems such as: How many dominoes have an odd total of spots? Using three dice, find different ways of scoring 12. Explore different ways of adding three odd numbers to make 11. Put 15 buttons in three boxes so that each box has 3 more buttons than the one before. Write as many different ways as you can of making the number 30. Solve a problem presented in a computer program: for example, find a strategy for buying stamps at a post office or using coins in a toy shop. Use 1, 4 and 5, and the signs +, and =. What different answers can you make? As outcomes, Year 3 pupils should, for example: Solve puzzles and problems such as: How many different ways can you choose two dominoes with a total of 8 spots? Using three 1 to 6 dice, what even totals can you get? What if you used other dice? Explore different ways of adding four odd numbers to make 20. Find a pair of numbers with: a sum of 7 and a product of 10; a sum of 5 and a product of 6; a sum of 19 and a product of 90. Each marks a missing digit. Find the digits that are missing. a = 32 b. 3 4 = 4 Use a computer program to develop a strategy for rearranging the order of objects: for example, to change over two sets of frogs in a line. Use 2, 4 and 5, and the signs +, and =. How many different answers can you make between 40 and 200? Put the numbers 1 to 5 in the circles so that the difference between each pair of joined numbers is more than 1. Put the numbers 1 to 9 in the circles so that the difference between each pair of joined numbers is odd. Find ways of rearranging the digits so that the sum of each row, column and diagonal is the same Put the numbers 1 to 6 in the circles so that each side of the triangle totals 9. Now try 10, 11 or 12. Now try with different digits: for example, 4, 5, 6. Complete a pattern to make it symmetrical: for example, using pegboards or pinboards, or gummed shapes on squared paper Fit shapes together to make a symmetrical shape. For example, make symmetrical patterns from a set of three shapes such as: or Discuss the lines of symmetry in the patterns. 63

5 SOLVING PROBLEMS Pupils should be taught to: Investigate a general statement about familiar numbers or shapes: for example, by finding examples that satisfy it As outcomes, Year 1 pupils should, for example: Give examples to match statements such as: I can make 6 by adding two numbers. For example: = = = = 6 I can pay for anything from 1p to 5p if I have two 2p and one 1p coins. For example: 3p = 2p + 1p 5p = 2p + 2p + 1p When I add 10 to a number the units number stays the same. For example: = = 26 I can add numbers in any order and the answer is the same. For example: = = 13 I can make four different numbers with two different digits. For example: with 2 and 3, I can make 22, 23, 32, 33 All triangles have 3 sides. For example: the white shape is a triangle but the blue shape is not a triangle. Explain methods of calculation and reasoning about numbers orally and, where appropriate, in writing For example, explain orally that: add 6 is 11 because 5 and 5 is 10 and one more is take away 4 is 10. Take away one more is 9. 64

6 Reasoning about numbers or shapes As outcomes, Year 2 pupils should, for example: Give examples to match statements such as: When I subtract 10 from a number the units number stays the same. For example: = = 76 I can add 9 by adding 10 and taking away 1. For example: = = 25 If a number ends in 2 then it is even. For example: 12, 32, 82 If a number ends in 0 then it divides exactly by 10. For example: 10, 40, 90, 100 There are three numbers less than 10 that divide exactly by 3. For example: 3, 6, 9 Odd numbers have 1 left over when you divide them by 2, but even numbers do not. For example: 9 2 is 4 remainder is 7 remainder 1 A cube has six square faces. As outcomes, Year 3 pupils should, for example: Give examples to match statements such as: There are five odd numbers between 10 and 20. For example: 11, 13, 15, 17, 19 If you multiply numbers either way round, the answer is the same. For example: 5 6 = 6 5 = 30 Any odd number is one more than an even number. For example: 23 = = Any even number can be written as the sum of two odd numbers. For example: 6 = = = The multiplication table for 4 is always even. For example: 7 4 = 28, which is even. A multiple of 5 is always half a multiple of 10. For example: 15 = = 80 2 All squares are rectangles. A square always has four equal sides and four right-angled corners. For example, explain orally or record that: I did , which is double 7 plus 1; or I made the 8 into 10 then I added I did 23 3 = 20 then 20 4 = I did = 50 then = 3, so it s 53. For example, explain orally or write that: I added 17 and 3 to get 20, then 20 more to get I did 50 take away 30, which makes 20, then added = 50, so 25 2 = I know double 23 is 46, so half of 46 is

7 SOLVING PROBLEMS Pupils should be taught to: Solve simple word problems set in real life contexts and explain how the problem was solved As outcomes, Year 1 pupils should, for example: Use own mental strategies to solve story problems about numbers in real life, choosing an appropriate operation (counting, addition, subtraction, halving or doubling). Explain methods and reasoning orally and record in own way how the problem was solved. Examples of problems One-step operations I think of a number, then add 2. The answer is 7. What was my number? Lisa has 5 pens and Tim has 2 pens. How many pens do they have altogether? How many more pens has Lisa than Tim? Tina rolled double 6 on her two dice. What was her score? Two-step operations Scores in a game are: Josh Sam Ny How many did Sam and Ny score altogether? How many more did Sam score than Josh? Some hens lay 2 eggs, 4 eggs and 3 eggs. How many eggs did they lay altogether? Half of the cakes in this box of 10 are gone. How many are left? See also problems involving money (page 68), measures and time (page 70). 66

9 SOLVING PROBLEMS Pupils should be taught to: Recognise coins and notes of different values As outcomes, Year 1 pupils should, for example: Recognise all coins. Exchange coins up to 10p for an equivalent value in smaller coins. Extend to 20p. Total coins: for example, how much is this? Solve simple word problems involving money and explain how the problem was solved Understand and use in practical contexts: coin, penny, pence, pound, price, cost, costs more/less, change, total, pay, how much? Use own mental strategies to solve problems involving money in contexts such as the classroom shop. Explain methods and reasoning orally and record in own way how the problem was solved. For example: Find totals and give change How much altogether is 5p + 2p + 1p? Tim spent 4p. What was his change from 10p? Anil spent 6p and 3p on toffees. What change from 10p did he get? Rosie had 15p. She spent 6p. How much does she have left? Chews cost 5p each. What do 3 chews cost? Solve problems: what to buy and how to pay Gita paid 6p for chews with no change. What coins could she use? Apples are 6p each. What do two apples cost? Which two coins would pay for them exactly? Describe different ways of paying 7p exactly. And 13p? Which three coins make: 14p, 15p, 16p, 17p? Can you make 18p using three coins? See also problems involving real life (page 66), measures and time (page 70). 68

11 SOLVING PROBLEMS Pupils should be taught to: Solve simple word problems involving measures and explain how the problem was solved As outcomes, Year 1 pupils should, for example: Use own mental strategies to solve measurement problems in classroom contexts. Explain methods and reasoning orally and record in own way how the problem was solved, using a number sentence and signs (+,, =) where appropriate. For example: Length, mass, capacity The classroom is 15 metres long. The library is 12 metres long. The classroom is longer than the library. How much longer? 8 bricks balance an apple. 10 bricks balance a pear. The apple and the pear are together on the scales. How many bricks will balance them? A full jug hold 6 cups of water. How many cups of water do 2 full jugs hold? Time How long is it from 2 o clock to 6 o clock? It is now half past seven. What time was it 2 hours ago? It is 5 o clock. What time will it be 4 hours from now? What time was it 3 hours ago? If you had tea at 3 o clock, how long ago was that? If you go to bed at 8 o clock, how many hours until bed time? See also problems involving real life (page 66) and money (page 68). 70

12 Problems involving measures As outcomes, Year 2 pupils should, for example: Use mental calculation strategies to solve measurement problems set in a variety of contexts. Explain methods and reasoning orally and, where appropriate, write a number sentence using numbers and signs (+,,,, =) to show how the problem was solved. For example: Length, mass, capacity My cat is 30 cm tall. My dog is 25 cm taller. How tall is my dog? There are 5 kg of pears in 1 box. How many kilograms of pears are in 3 boxes? You have 50 litres of water. How many 10 litre buckets can you fill? As outcomes, Year 3 pupils should, for example: Use mental calculation strategies to solve measurement problems set in a variety of contexts. Explain methods and reasoning orally and, where appropriate, write a number sentence using numbers and signs (+,,,, =) to show how the problem was solved. For example: Length, mass, capacity Two rolls of tape are 35 cm and 41 cm long. What is their total length? What is the difference in their lengths? An egg weighs about 50 grams. Roughly how much do 6 eggs weigh? A big potato weighs about 1 4 kg on the scales. Roughly, what would be the weight on the scales of 10 big potatoes? A bottle of medicine holds 35 millilitres. A teaspoon holds 5 millilitres. How many teaspoons of medicine in the bottle? Time Sue got on the bus at 9 o clock. The journey took half an hour. What time did she get off the bus? Mary went into a shop at 10:30. She came out at 10:45. How long was she in the shop? James walked from 9:45 until 10:15. For how many minutes did he walk? Time Mark got into the pool at 3:30 pm. He swam for 40 minutes. What time did he get out? The cake went in the oven at 10:20. It came out at 10:45. How long was it in the oven? Lunch takes 50 minutes. It ends at 1:00 pm. What time does it start? See also problems involving real life (page 67) and money (page 69). See also problems involving real life (page 67) and money (page 69). 71

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