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I estimate ____________________________________________________________
Write: I estimated ________________________________________________
By how many were you out? _____________________________________________
Write: My number is ___________________________________________________
Write: I can add _______________ ____________ + ____________ = 50
Write: I can subtract _______________ : ____________ - ____________ = 40
LO 1.8 |
To round off a number to the nearest ten you must know which multiple of ten is closer to the number. If your number is the same distance from two multiples of ten, we use the greater multiple of ten.
43 | 40 | 50 |
49 | 40 | 50 |
46 | 40 | 50 |
41 | 40 | 50 |
LO 1.10 |
Remember: If the units are 5 or more than 5,
we use the greater multiple.
24: nearer multiple is 20 16: nearer multiple is 20
37: nearer multiple is _____ 52: nearer multiple is _____
15: nearer multiple is _____ 73: nearer multiple is _____
81: nearer multiple is _____ 94: nearer multiple is _____
If we round off, it helps us to estimate what the answer should be more quickly.
Remember! This is not an accurate answer!
How much money does he have left?
Rounding off: Number sentence: _____________________________________________________________________
Calculate: Number sentence: _____________________________________________________________________
This will help you to estimate your change when you buy something.
LO 1.10 |
LO 1.8 |
Bonny says: Subtraction is a bit different.
Check your answer: 12 + 64 = 76
1 2
+64
76
_____________________________________________________________________
LO 1.8 |
Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems involving:
1.8.1 addition and subtraction of whole numbers with at least 3 digits;
1.8.2 multiplication of at least whole 2-digit by 1-digit numbers;
1.8.3 division of at least whole 2-digit by 1-digit numbers;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 number-lines;
1.10.4 rounding off in tens.
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