Oxford Mathematics Primary Years Programme

16

<p>Dividing a whole into distinct, non-overlapping parts or subsets. (A)</p> Signup and view all the answers

<p>larger, smaller</p> Signup and view all the answers

<p>32 (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>77</p> Signup and view all the answers

<p>Starting with the larger addend and incrementing by the value of the smaller addend. (C)</p> Signup and view all the answers

<p>86, 8</p> Signup and view all the answers

<p>Decomposition (B)</p> Signup and view all the answers

<p>Start with 9 because it is the larger number, requiring fewer counts to reach the sum. (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>The 'count on' strategy simplifies addition by starting with the larger number and adding the smaller number incrementing one by one, which reduces the effort required to count from one.</p> Signup and view all the answers

<p>16</p> Signup and view all the answers

<p>Starting at 12 and counting up 11 numbers. (D)</p> Signup and view all the answers

<p>It provides a visual representation of the addition process, which can improve understanding and accuracy. (D)</p> Signup and view all the answers

<p>When adding numbers with a small difference, the 'count on' strategy may be less efficient than other methods, such as memorizing addition facts or using mental math strategies.</p> Signup and view all the answers

<p>larger</p> Signup and view all the answers

<p>Using a pre-calculated difference table for common number pairs. (B)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>Budgeting, determining profit/loss, measuring temperature changes, calculating speed, figuring out discounts.</p> Signup and view all the answers

<p>7</p> Signup and view all the answers

<p>14 and 18 = 4 9 and 12 = 3 17 and 9 = 8 27 and 21 = 6</p> Signup and view all the answers

<p>The relationship between addition and subtraction. (A)</p> Signup and view all the answers

<p>Counting up from 98 to 102. (A)</p> Signup and view all the answers

<p>$A - C$ (A)</p> Signup and view all the answers

<p>a: 2s -&gt; 38, 40, 42, 46, 50, 56 (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>100</p> Signup and view all the answers

<p>2s, 5s, or 10s</p> Signup and view all the answers

<p>38, 40, 42, 46, 50, 56 = Skip counting by 2s 35, 40, 50, 65, 75 = Skip counting by 5s 10, 30, 70, 100 = Skip counting by 10s</p> Signup and view all the answers

<p>All sequences are correct (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>71</p> Signup and view all the answers

<p>38 and -10 (B)</p> Signup and view all the answers

<p>Simplification of complex arithmetic problems (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Example answers: 25, 20, 12 or 25, 15, 17 or 25, 30, 2. Many combinations are possible.</p> Signup and view all the answers

<p>Example answer: Partitioning larger numbers simplifies complex calculations by breaking them down into smaller, more manageable parts. This allows for easier mental arithmetic or step-by-step problem-solving by working with less intimidating numbers.</p> Signup and view all the answers

<p>25</p> Signup and view all the answers

<p>14 = 7 and 7; 10 and 4 28 = 20 and 8; 14 and 14 57 = 30 and 27; 40 and 17 11 = 6 and 5; 7 and 4</p> Signup and view all the answers

A strategy where you start from a larger number and count upwards to find the answer.

The larger of two numbers you begin counting from.

Counting on from 9, you add 3 to get 12.

When counting on from 11, adding 6 gives you 17.

Counting on from 2, you reach 17 after adding 15.

A practice method where you identify and focus on the larger number before adding.

Using a visual representation of numbers to show and solve addition problems.

Adding a specific number of items to a group to find the new total.

The process of dividing a number into two or more parts.

23 can be partitioned as 10 and 13, 20 and 3, or 15 and 8.

A combination of two numbers that add up to a specific total.

Using objects to represent and visualize numbers for partitioning.

Activities done alone to reinforce learning, such as partitioning numbers into parts.

Different combinations or methods to break a number into parts.

Finding different pairs or groups that total 28.

Identifying sums that result in 57 when combined.

Using different numbers that equal the same total when partitioned.

Discovering various combinations to express a value.

Comprehending why breaking down numbers is useful in math.

The lesser of two numbers being compared.

To add to a number by progressing sequentially.

The total when numbers are combined.

The process of separating a whole into parts.

Finding how much more one number is than another.

Visually representing numbers using colors for clarity.

The sum of two or more numbers after counting on.

The result of subtracting one number from another.

Identify the gap between two values by counting.

A technique to find difference by counting from the smaller number to the larger one.

A strategy where you start with a larger number and count backwards to find the difference.

Two numbers that, when subtracted, give a result of 3.

Structured exercises led by a teacher to help students learn.

A visual tool for showing numbers in order and finding differences.

Counting numbers in increments of two, e.g., 2, 4, 6, 8.

Counting numbers in groups of five, e.g., 5, 10, 15.

A sequence of numbers that follow a specific rule or formula.

A specific order of numbers used in counting.

Using colors to represent or highlight numbers in a sequence.

A number you find by following a clue, often in skip counting.

The action of counting objects to determine how many there are.

A visual problem-solving scenario using skip counting to reach a goal.