# Value of Digits

Related:  Place Value

Sequences Find the correct number in a sequence. Lots of choice over level, count forwards or back, count in whole numbers, multiples of 10, multiples of 100, decimals and fractions. For more addition and subtraction resources click here. For more resources involving fractions and decimals click here. New Maths Curriculum: Year 3: Add and subtract numbers mentally, including: a three-digit number and ones; a three-digit number and tens; a three-digit number and hundreds Year 3: Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction Year 4: Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. Year 5: Add and subtract numbers mentally with increasingly large numbers Year 6: Solve problems involving addition, subtraction, multiplication and division KS2 Primary Framework: Year 3: Count on from and back to zero in single–digit steps or multiples of 10 s (Block A) Year 4: Year 5:

How Did the Months of the Year Get Their Names? Would you believe January was not always the first month of the year? The ancient Romans used a different calendar system, and their year began in March and ended in February! Even though our modern system may be quite different from the ancient Romans’, they gave us something very important: the months’ names. Let’s take a look at how the ancient Romans chose the names of the 12 months of the year. March: The ancient Romans insisted that all wars cease during the time of celebration between the old and new years. April: Three theories exist regarding the origin of April’s name. May: May was named after Maia, an earth goddess of growing plants. June: Apparently, June has always been a popular month for weddings! July: July was named after Julius Caesar in 44 B.C. August: August was named after Augustus Caesar in 8 B.C. Though we think of September, October, November and December as months 9, 10, 11 and 12, these months were 7, 8, 9 and 10 on the ancient Roman calendar.

Numbers on a Number Line This is a new version and is also available as an ipad app. You can play the old version here. Drag the flag to the correct position on a number line. Lots of choice over level, including whole numbers, negative number and decimals. Choose one type of number line or for more of a challenge you can select several. For more resources involving partitioning and place value click here. New Maths Curriculum: Year 2: Recognise the place value of each digit in a two-digit number (tens, ones) Year 2: Compare and order numbers from 0 up to 100; use <, > and = signs Year 3: Compare and order numbers up to 1000 Year 4: Order and compare numbers beyond 1000 Year 5: Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers through zero Year 6: Use negative numbers in context, and calculate intervals across zero KS2 Primary Framework: Year 3: Order whole numbers to at least 1000 and position them on a number line (Block A) Year 4: Year 5 Year 6:

Factors and Multiples Game This is a game for two players. The first player chooses a positive even number that is less than , and crosses it out on the grid. The second player chooses a number to cross out. Players continue to take it in turns to cross out numbers, at each stage choosing a number that is a factor or multiple of the number just crossed out by the other player. The first person who is unable to cross out a number loses. Here is an interactive version of the game in which you drag the numbers from the left hand grid and drop them on the right hand grid. Tablet version Install in home page Flash Version Alternatively, you can print out some 1-100 square grids. Printable NRICH Roadshow resources: Instructions + Grid in 2 parts here and here. An extension to the game, or a suitable activity for just one person, is suggested in the Possible extension in the Teachers' Notes.

The University of Arizona - Institute for Mathematics & Education The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards. It is important to produce up-to-date versions of the progressions documents. They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards.

Matching Fractions You may also like Chocolate There are three tables in a room with blocks of chocolate on each. Where would be the best place for each child in the class to sit if they came in one at a time? Doughnut How can you cut a doughnut into 8 equal pieces with only three cuts of a knife? Rectangle Tangle The large rectangle is divided into a series of smaller quadrilaterals and triangles. Stage: 2 Challenge Level: Click the cards to turn them over. Full Screen Version Here is the set of cards

Khan Academy Multiplying Negatives Makes A Positive When We Multiply: Yes indeed, two negatives make a positive, and we will explain why, with examples! Signs Let's talk about signs. "+" is the positive sign, "−" is the negative sign. When a number has no sign it usually means that it is positive. And we can put () around the numbers to avoid confusion. Example: 3 × −2 can be written as 3 × (−2) Two Signs: The Rules Example: (−2) × (+5) The signs are − and + (a negative sign and a positive sign), so they are unlike signs (they are different to each other) So the result must be negative: Example: (−4) × (−3) The signs are − and − (they are both negative signs), so they are like signs (like each other) So the result must be positive: Why does multiplying two negative numbers make a positive? Well, first there is the "common sense" explanation: When I say "Eat!" But when I say "Do not eat!" Now if I say "Do NOT not eat!" So, two negatives make a positive, and if that satisfies you, then you don't need to read any more. Direction It is all about direction.

Related: