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Value of Digits

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:

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.

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

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.

Tug Harder! You might like to try Tug of War before trying this. This game is for two players - you can use the interactivity below, or you could draw a number line on a piece of paper and find a counter to use. In both cases, you will need two dice. Decide who is Positive and who is Negative. Is it better to play a game where you have to reach the end exactly, or where you can go over the end? Now change the game. Does this make a better game? How else could you change the game? Full screen version

First Connect Three In this game the winner is the first to complete a row of three, either horizontally, vertically or diagonally. Roll the dice, place each dice in one of the squares and decide whether you want to add or subtract to produce a total shown on the board. Your total will then be covered with a counter. You cannot cover a number which has already been covered. You can use the interactive version below or print this board to play away from the computer. Full Screen Version Are there some numbers that we should be aiming for? Which number on the grid is the easiest to get? Which number is the most difficult to get? Printable NRICH Roadshow resources: Instructions and Game board. For a more challenging version of this game, you could look at Connect Three.

Can You Decide? Topics: Starter | Number How did you use this starter? Can you suggest how teachers could present or develop this resource? If you don't have the time to provide feedback we'd really appreciate it if you could give this page a score! Excellent, I would like to see more like this Good, achieved the results I required Satisfactory Didn't really capture the interest of the students Not for me! This starter has scored a mean of 3.4 out of 5 based on 17 votes.