> @ =:bjbj)) 7KzKz
22JJJJJJJ8|JI2hjjjjjjjȈʈʈʈʈʈʈ${R͌JjjjjjJJjjjJjJjȈjȈT}JJj0}R(N̆0Ivj^D,JJJJpJ|Pjjjjjjj
r$r
Year 5 Block A - Counting, partitioning and calculating - Unit 2
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halveAnalyse the use of persuasive languageMathematics in ScienceChanging state: Calculate differences between times liquids take to evaporate at room temperature and in other conditions e.g. over a radiator, in the fridge, on a windy day (simulated with a hairdryer).
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningExplain reasoning using diagrams, graphs and text; refine ways of recording using images and symbolsI can explain my method for solving a problem clearly to others. I listen to other children's methods. I talk about which is the most efficient method Tell me how you solved this problemHow was Ann's method different from yours?What would you do differently if you were to solve this problem again?Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator useI can explain why I chose to work mentally, or use a written method or a calculator Would you use a mental, written or calculator method to solve each of these? Explain your choice.23.5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 176.25How many cartons of juice costing 30p each can I buy with INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 2?What is the total cost if I buy food costing INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 3.86 and INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 8.57?Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number lineI can count in decimal steps to create a sequence What is the next number in this sequence: 0, 0.2, 0.4, 0.6, 0.8?Why is 'nought point ten' not correct?What is the rule for this sequence: 3, 2.7, 2.4,...? Suggest some other numbers that will be in the sequence.Write in the missing number on this number line.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y5MaBA-f4.gif" \* MERGEFORMATINET Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbersI can say what any digit in a decimal is worth What decimal is equal to 25 hundredths? Write the total as a decimal:
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y5MaBAfrac1.gif" \* MERGEFORMATINET
Write a number in the box to make this correct: 6.45 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 0.4 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET Write the value of the 5 in 12.53 as a fraction. Now write it as a decimal. On the number line, which of these numbers is closest to 1? 0.1 0.9 1.2 1.9 Tell me a number that lies between 4.1 and 4.2. What value does the 7 represent in each of these numbers? 3.7, 7.3, 0.37, 7.07 What if I put a INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET sign in front of each of them? What if they are all lengths given in metres?Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_plusminus.gif" \* MERGEFORMATINET 2.7, half of 5.6, double 0.34)I can work out sums and differences of decimals Look at these calculations with two-digit decimals. Tell me how you could work them out in your head.Use efficient written methods to add and subtract whole numbers and decimals with up to two placesI can explain each step when I add or subtract decimals using a written methodI can decide when it is sensible to use a written method for addition or subtractionFind two numbers between 3 and 4 that total 7.36. Use a written method to check your answer.Two numbers have a difference of 1.58. One of the numbers is 4.72. What is the other? Is this the only answer?What tips would you give to someone to help with column addition/subtraction?Which of these calculations are correct? Which are incorrect?[Show an incorrect calculation, e.g. one with misaligned decimal points.] What has this person done wrong? How would you help them to correct it?Recall quickly multiplication facts up to 10 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division factsI know my tables to 10 for multiplication facts and division facts. I can use these facts to multiply multiples of 10 and 100 Divide 90 by 3.Five times a number is 300. What is the number?How many sevens are there in 210?Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9)I can find all the factor pairs for a two-digit number What is the smallest whole number that is divisible by 5 and by 3?Tell me a number that is both a multiple of 4 and a multiple of 6.How can you use factors to multiply 18 by 15?How can you use factors to divide 96 by 12?Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000I can multiply or divide numbers by 10, 100 or 1000 Write in the missing number: 3400 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 100Write what the four missing digits could be: INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 10 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 3 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET What number is ten times as big as 0.05? How do you know that it is ten times 0.05?Divide 31.5 by 10.I divide a number by 10, and then again by 10. The answer is 0.3. What number did I start with? How do you know?How would you explain to someone how to multiply a decimal by 10?Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g. 12 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 9), to multiply by 25 (e.g. 16 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 25), to subtract one near multiple of 1000 from another (e.g. 6070 - 4097)I can identify calculations that I can do in my head or with jottings One orange costs 15 pence. How much would five oranges cost? How did you work it out? Could you do it differently?Four bananas cost 68 pence. How much is one banana? Is there another way to do it?Which of these calculations would you work out mentally, using jottings if you wish? 9 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 25 3456 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 1999 6007 - 1995 14 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 6 96 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 8Why is it possible to solve these mentally? What clues did you look for? Explain your methods. Suggest a subtraction calculation involving four-digit numbers that you would answer by counting on.Use a calculator to solve problems, including those involving decimals or fractions (e.g. to find INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_3_4.gif" \* MERGEFORMATINET of 150 g); interpret the display correctly in the context of measurementI can use a calculator to solve a problem. I can explain what calculations I keyed into the calculator and why What calculation can you key into your calculator to solve this problem?A piece of ribbon 2.1 metres long is cut into six equal pieces. How long is each piece? What is the answer?
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculationsI can estimate and check the result of a calculation Roughly, what answer do you expect to get? How did you arrive at that estimate?Do you expect your answer to be greater or less than your estimate? Why?Find two different ways to check the accuracy of this answer.Analyse the use of persuasive languageI can explain solutions to problems so that others can follow the stages. I can choose words and draw diagrams to help them to understand Are all the steps of your explanation in the right order?Would your description of your method be more persuasive if you explained why it is particularly suitable for those numbers?Look at this list of the steps to take to solve this problem: A pack of plums costs 68p. Mark bought three packs of plums. How much change did he get from a INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 5 note? Could the list be improved? How?
NE Lincs Mathematics Team
"BCTr 6 8
!ųŞwbPbP;(h h CJOJQJ^JaJmH sH "h CJOJQJ^JaJmH sH (h h CJOJQJ^JaJmH sH (h)hmCJOJQJ^JaJ mH sH "h)CJOJQJ^JaJ mH sH (h)h)CJOJQJ^JaJ mH sH "hCJ OJQJ^JaJ mH sH "h CJ OJQJ^JaJ mH sH "hQCJ OJQJ^JaJ mH sH +h B*CJOJQJ^JaJmH phsH C 7 8 6j6j666@&nLkd$$Ifl0&6'F @@
t0644
lap $Ifgd gd)$a$gd $a$gd
:<:8 #
"wxy@&|@&|@&|@&|@&|@&|@&|n^H@&|kd$$Ifl 0&6'F
t0644
la $Ifgd
&Fdhdd$If[$\$]gd
!"vwy>?P
Q
>濭vvXvvv:v:jh h B*CJOJQJU^JaJmH phsH :jh h B*CJOJQJU^JaJmH phsH :jh h B*CJOJQJU^JaJmH phsH 1h h B*CJOJQJ^JaJmH phsH "h CJOJQJ^JaJmH sH "h CJ OJQJ^JaJ mH sH (h h CJOJQJ^JaJmH sH 1h h B*CJOJQJ^JaJmH phsH E
>pn_,R@&^R@&R@&'R@&^R@&^@&PS
$Ifgd kd$$Ifl}0&6'F @@
t0644
lap $Ifgd >op}Ͻ}kYD}-,hpHhpH5B*CJOJQJ^JaJph(h 5CJ OJQJ\^JaJ mH sH #h B*CJOJQJ^JaJph"h CJOJQJ^JaJmH sH 1h h B*CJOJQJ^JaJmH phsH "h CJ OJQJ^JaJ mH sH )hxhB*CJOJQJ^JaJph#hpHB*CJOJQJ^JaJph+hh 5CJ OJQJ^JaJ mH sH 4hh 5B*CJOJQJ^JaJmH phsH pnjm(`Wn $Ifgd
$Ifgd ~kd\$$Ifl4J0&6`'F
t0644
ladd$If[$\$]gdx~f_EYPnPS $Ifgd
$Ifgd kd$$Ifl4 0&6 'F @
t0644
lap}~kMN
кwlwlTw::2jhpHhpHB*CJOJQJU^JaJph/hpHhpH6B*CJOJQJ]^JaJphhpHhpHCJaJ+hpHhpH6B*CJOJQJ]^Jph)hpHhpHB*CJOJQJ^JaJph/hpHhpH5B*CJOJQJ\^JaJph+hpHhpH5B*CJOJQJ\^Jphh (h 5CJ OJQJ\^JaJ mH sH ,hpHh 5B*CJOJQJ^JaJph~|6sjsj $IfgdpHgd~kdm$$Ifl40&6 'F
t0644
lajVjMj $IfgdpHdd$If[$\$]gdpHkd$$If0C6 @@062<2
d4abpRy
ej\j $IfgdpHdd$If[$\$]gdpHkd$$If0C6 062<2
d4abpmnopw$%̷̷̷̝̃mP8P/hpHhpH6B*CJOJQJ]^JaJph8jhpHhpH6B*CJOJQJU]^JaJph+hpHhpH6B*CJOJQJ]^Jph2j
hpHhpHB*CJOJQJU^JaJph2j hpHhpHB*CJOJQJU^JaJph)hpHhpHB*CJOJQJ^JaJph2jhpHhpHB*CJOJQJU^JaJph2jjhpHhpHB*CJOJQJU^JaJph%&')*WXIJKLQRS)4ưƃfưƃIư>hpHhpHCJaJ8jhpHhpH6B*CJOJQJU]^JaJph8jk
hpHhpH6B*CJOJQJU]^JaJph/hpHhpH6B*CJOJQJ]^JaJph)hpHhpHB*CJOJQJ^JaJph+hpHhpH6B*CJOJQJ]^Jph8jhpHhpH6B*CJOJQJU]^JaJph8jhpHhpH6B*CJOJQJU]^JaJphRS+4y
ej\j\x $IfgdpHdd$If[$\$]gdpHkdo$$If0C6 062<2
d4abp45/01_ !XYѬiO2jhpHhpHB*CJOJQJU^JaJph+hpHhpH6B*CJOJQJ]^Jph/hpHhpH6B*CJOJQJ]^JaJph)hpHhpHB*CJOJQJ^JaJphhpHhpHCJaJ2j)hpHhpHB*CJOJQJU^JaJph)hpHhpHB*CJOJQJ^JaJph2jhpHhpHB*CJOJQJU^JaJpha"'yej\j\F:\
j $IfgdpHdd$If[$\$]gdpHkd$$If0C6 062<2
d4abpCDEFJK3456de'(̷̷̷̷̷̝̃i̷̷O̷DhpHhpHCJaJ2j^hpHhpHB*CJOJQJU^JaJph2jhpHhpHB*CJOJQJU^JaJph2jhpHhpHB*CJOJQJU^JaJph2j+hpHhpHB*CJOJQJU^JaJph)hpHhpHB*CJOJQJ^JaJph2jhpHhpHB*CJOJQJU^JaJph2jhpHhpHB*CJOJQJU^JaJph'( yLej\j $IfgdpHdd$If[$\$]gdpHkd$$If0C6 062<2
d4abp(< = > ? ] ^ _ Y!Z![!!!!##$$$$жꡉshꡉsshNN2jhpHhpHB*CJOJQJU^JaJphhpHhpHCJaJ+hpHhpH6B*CJOJQJ]^Jph/hpHhpH6B*CJOJQJ]^JaJph)hpHhpHB*CJOJQJ^JaJph2jhpHhpHB*CJOJQJU^JaJph2jhpHhpHB*CJOJQJU^JaJph)hpHhpHB*CJOJQJ^JaJph !#y
ej\j $IfgdpHdd$If[$\$]gdpHkdC $$If0C6 062<2
d4abp##y%%yNej\j $IfgdpHdd$If[$\$]gdpHkd $$If0C6 062<2
d4abp$$$$$w%%%>&?&u&W'X''''(((((())))x)y)̷~~̷d̷J̷2jN&hpHhpHB*CJOJQJU^JaJph2j$hpHhpHB*CJOJQJU^JaJphhpHhpHCJaJ+hpHhpH6B*CJOJQJ]^Jph/hpHhpH6B*CJOJQJ]^JaJph)hpHhpHB*CJOJQJ^JaJph2jhpHhpHB*CJOJQJU^JaJph2j!hpHhpHB*CJOJQJU^JaJph%%w&W'y
ej\j $IfgdpHdd$If[$\$]gdpHkde#$$If0C6 062<2
d4abpW'X''-yej\j $IfgdpHdd$If[$\$]gdpHkd$$$If0C6 062<2
d4abpy)z){))) *!*"*$*****+++++++++++,̷̷̷̷̝̃i̷O̷̷2jZ-hpHhpHB*CJOJQJU^JaJph2j+hpHhpHB*CJOJQJU^JaJph2j*hpHhpHB*CJOJQJU^JaJph2j)hpHhpHB*CJOJQJU^JaJph)hpHhpHB*CJOJQJ^JaJph2jhpHhpHB*CJOJQJU^JaJph2j'hpHhpHB*CJOJQJU^JaJph,,,,,w,x,y,z,--........////i/j/̷̷̷̷̝x̷̷^̷F/hpHhpH6B*CJOJQJ]^JaJph2j4hpHhpHB*CJOJQJU^JaJph2jZ2hpHhpHB*CJOJQJU^JaJphhpHhpHCJaJ2j70hpHhpHB*CJOJQJU^JaJph)hpHhpHB*CJOJQJ^JaJph2jhpHhpHB*CJOJQJU^JaJph2j.hpHhpHB*CJOJQJU^JaJph--/3y ej\
j $IfgdpHdd$If[$\$]gdpHkd1$$If0C6 062<2
d4abpj//00D1E1F1G1O1P1111111M2N2O2P2U2V2222233ԺԺԺԺԺԺlԺԺRGhpHhpHCJaJ2jw:hpHhpHB*CJOJQJU^JaJph2j8hpHhpHB*CJOJQJU^JaJph2jd7hpHhpHB*CJOJQJU^JaJph2j5hpHhpHB*CJOJQJU^JaJph2jhpHhpHB*CJOJQJU^JaJph)hpHhpHB*CJOJQJ^JaJph+hpHhpH6B*CJOJQJ]^Jph33$555555y"ej\j\j\j\j\j $IfgdpHdd$If[$\$]gdpHkd;$$If0C6 062<2
d4abp333g4h4i4j444"55555N6O66\7]7778e9f99999:::жꞈvkꞈkꞈQkMhpH2j?hpHhpHB*CJOJQJU^JaJphhpHhpHCJaJ#hpHB*CJOJQJ^JaJph+hpHhpH6B*CJOJQJ]^Jph/hpHhpH6B*CJOJQJ]^JaJph2j<hpHhpHB*CJOJQJU^JaJph2jhpHhpHB*CJOJQJU^JaJph)hpHhpHB*CJOJQJ^JaJph556\7y ej\j $IfgdpHdd$If[$\$]gdpHkdt>$$If0C6062<2
d4abp\7]78:yej\j $IfgdpHdd$If[$\$]gdpHkd.?$$If0C6062<2
d4abp:::: :
::
::::::y t6t6o6o6mmmmmmmgdxgdkdjA$$If0C6062<2
d4abp:
::
::::::;:<:=:hxxhFjhFUh)::::::::6:7:8:9:::;:<:=:666gdx51h0:p"A .!"#n$n%$$If!vh5'5F#v'#vF:Vl @@
t65'5Fpa$$If!vh5'5F#v'#vF:Vl
t65'5F$$If!vh5'5F#v'#vF:Vl} @@
t65'5FphDd#h
SDAsymb_equalsequalsb iD"Ιt^2n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`eDd#`
S<A
symb_plusplusb<%G#'ң~R;n<%G#'ң~RPNG
IHDR
N~IbKGD݊cmPPJCmp0712OmIDATcA k0{IENDB`o$$If!vh5'5F#v'#vF:Vl4J
t6+,5'5F$$If!vh5'5F#v'#vF:Vl4 @
t6+5'5Fpi$$If!vh5'5F#v'#vF:Vl4
t6+5'5F$$If!vh55#v:V @@065 /2<2
d4
p$$If!vh55#v:V065 /2<2
d4
pDdx
STAsymb_mult_smmultiplied byb= 7onD1n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`iDdh
SDAsymb_squaresquareb/qTf#\ n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`hDdih
SDAsymb_equalsequalsb iD"Ιt^2
n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`Ddid
S@Asymb_poundpoundb
t 䗜Og-n
t 䗜OgPNG
IHDR
WbKGD:2>cmPPJCmp0712Om.IDATc0@t ~`{;DmېIENDB`Dd#d
S@Asymb_poundpoundb
t 䗜Og
n
t 䗜OgPNG
IHDR
WbKGD:2>cmPPJCmp0712Om.IDATc0@t ~`{;DmېIENDB`Dd#d
S@Asymb_poundpoundb
t 䗜Og1n
t 䗜OgPNG
IHDR
WbKGD:2>cmPPJCmp0712Om.IDATc0@t ~`{;DmېIENDB`$$If!vh55#v:V065 /2<2
d4
pDd
SAtY5MaBA-f4A number line with missing number then 10, 10.2, and 10.4bϮFa
yd9*gjmnbϮFa
yd9*gPNG
IHDR(bKGD
<_cmPPJCmp0712OmIDATXM
@.hYܺ":Bu6C)aAF??v8@ʐ"M]F~L5~k%
ЮrxTICpp54[*YE-@eZ\4÷i- )ͷ
^#Ӑ.I@
DsUyc״tʫpkS
~F5xi47Iz}ihIENDB`$$If!vh55#v:V065 /2<2
d4
p4Dde
SAZY5MaBAfrac1four plus six tenths plus two one hundredths b,vIv0UJ. nvIv0UJ. PNG
IHDRN,gbKGD#2gIFgcmPPJCmp0712OmIDAT(ca0ہRb4= R e>aA~:@V xaf^?d^D2p2QCpvIENDB`hDd#h
SDAsymb_equalsequals
b iD"Ιt^2n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`eDd#`
S<A
symb_plusplusb<%G#'ң~Ron<%G#'ң~RPNG
IHDR
N~IbKGD݊cmPPJCmp0712OmIDATcA k0{IENDB`eDd#`
S<A
symb_plusplusb<%G#'ң~Rn<%G#'ң~RPNG
IHDR
N~IbKGD݊cmPPJCmp0712OmIDATcA k0{IENDB`iDd##h
SDAsymb_squaresquare
b/qTf#9n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`Dd#d
S@Asymb_poundpoundb
t 䗜Ogn
t 䗜OgPNG
IHDR
WbKGD:2>cmPPJCmp0712Om.IDATc0@t ~`{;DmېIENDB`$$If!vh55#v:V065 /2<2
d4
pDd#
S`A" symb_b_plusminusplus over minusb"쒧
h@rn"쒧
h@rPNG
IHDR
\sBIT|.wPLTEx<bKGDHcmPPJCmp0712OmIDATc```#; f1iIENDB`$$If!vh55#v:V065 /2<2
d4
p$$If!vh55#v:V065 /2<2
d4
pDd##x
STAsymb_mult_smmultiplied byb= 7onD1!n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`$$If!vh55#v:V065 /2<2
d4
p$$If!vh55#v:V065 /2<2
d4
puDd##p
SLA symb_div_smdivided bybWjY
*PO%nWjY
*POPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc~H0PIENDB`iDd##h
SDAsymb_squaresquareb/qTf#&n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`hDd#h
SDAsymb_equalsequalsb iD"Ιt^2'n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`iDd##h
SDAsymb_squaresquareb/qTf#c)n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDd##h
SDAsymb_squaresquareb/qTf#*n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDd##h
SDAsymb_squaresquareb/qTf#5,n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`uDd##p
SLA symb_div_smdivided bybWjY
*PO-nWjY
*POPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc~H0PIENDB`hDd#h
SDAsymb_equalsequalsb iD"Ιt^2/n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`iDd##h
SDAsymb_squaresquareb/qTf#{0n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`$$If!vh55#v:V065 /2<2
d4
pDd##x
STAsymb_mult_smmultiplied byb= 7onD12n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`Dd##x
STAsymb_mult_smmultiplied byb= 7onD1L4n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`Dd##x
STAsymb_mult_smmultiplied byb= 7onD15n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`eDd#`
S<A
symb_plusplusb<%G#'ң~R7n<%G#'ң~RPNG
IHDR
N~IbKGD݊cmPPJCmp0712OmIDATcA k0{IENDB`Dd##x
STAsymb_mult_smmultiplied byb= 7onD1
9n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`uDd##p
SLA symb_div_smdivided bybWjY
*PO:nWjY
*POPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc~H0PIENDB`$$If!vh55#v:V065 /2<2
d4
pDd-#r
!
SNA
frac_3_4three quarters ba?}%=<na?}%=PNG
IHDR
JbKGD̿cmPPJCmp0712`lIDATW5Q
s0 $`I XPBKx8!c&ݐa
[5pӖâ`JjA(>e.WzWKW5)HI?IENDB`$$If!vh55#v:V065/2<2
d4
p$$If!vh55#v:V065/2<2
d4
pDd#d
"
S@Asymb_poundpound!b
t 䗜Og,@n
t 䗜OgPNG
IHDR
WbKGD:2>cmPPJCmp0712Om.IDATc0@t ~`{;DmېIENDB`$$If!vh55#v:V065/2<2
d4
p@@@NormalCJ_HaJmH sH tH B@Bb~ Heading 1$$@&a$5aJDA@DDefault Paragraph FontRi@RTable Normal4
l4a(k@(No List^O^
Heading 14dxx@&5B* CJ*KH$\aJ*ph5@O@ Normal (Web)13
j@j
Table Grid7:V0*W@!*Strong5\.X@1.Emphasis6]4@B4xxHeader
9r 4 @R4xxFooter
9r =2!v\s v\s!v\s v\s-=2lC78#"wxyE>p~
RS+4a"'(ywWX%%'++$-------.\/]/02222 2
22
222222222222262728292:2;2>200000000 0 0 0 0 0 0 00000000000000 000 00000 0 0 0 0 0 0 0 0 0 00 0 0 000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000 0 0 0 0 0 0 0 000000000000000000000000000@0~
RS+4a"'(ywWX%%'++$---.\/]/02222 2>2@0o}@00@0 @00@00@00@00@00 @0fHXhlp@0fHX8hlp@0@0fHX8hlp@0@0fHX8hlp@0
fHXhlp@0fHX8hlp@0@0fHXhlp@0fHX8hlp@0@0fHX8hlp@0@0fHX8hlp@0@0fHX8hlp@0@0fHX8hlp@0@0fHX8hlp@0@0"fHX8hlp@0@0%fHX8hlp@0@0(fHX8hlpdHXhlp@0
0
0
0
0$2 -/14!>}%4($y),j/3:=:"$'+,.02589;=A8 p~R' #%W'-35\7::=:!#%&()*-/13467:<>?@B<: >P
m
o
$&WIK4 XCEJ35d<> !!!x!z!! """#""""#######$$w$y$&&&&''(D)F)O))))M*O*U***+g,i,e111=2CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC BCT68!"vy>P=>o
2>2BC68"#!"vyDE=>ogj
2>2::ABCyp}222
2252;2>2
2>2$upF8<~nr"i.4,P
'dM_^aY
v (^W#$T$9**Bx{.7.1X32q3_TUC+zQ,HČ'HR&>UKbcv6LZhb*N*rbO*)\jO&'kRī8yoOVҊ[2WVY8 [oAM`=daxu>
+gа:shZRh4k>DnsjqmuД'vlUK'HAM`nx{.qmu1X3P
4kUC#$
v ,i.q3"[2W$$ Fnoi>F |V,%b;
XuVTTdDAdd(F#z
hA|;O:X::x?d8dd#z$cbP#qlv%UaO%^h(g+5x;(
hIS**Ti3:F=w+(tP"s- |f%V/grT)0q72Unddg+5Cx}6.
\X?d8kOTi3:fXX::o\|;>Dx>Ld
>(WZQ?}6i?CJSK>DIS**xPNE}zoi>Feu*kFf%V/GrGQ?P
IQ8]JSK8?_V9KbP#(tPgrTi?.
\XfX(WZ"s-E\o\%Q8](F8?_Ua:x%bGrG,$c]rTTdLd*kFkK}xUn^h(Oyq%ddq7ns,|rF=w+]r7ns|rA>sE\XuPNEeu;(qlvHyn}zA>sK}V9Kx
QFx3r.axxb~m"pH )78wxyp~
RS+a'(ywWX%%'++$---.\/]/022>2@
zz^++zzC=2P@UnknownGz Times New Roman5Symbol3&z Arial?5 z Courier New;Wingdings"hccrw*Zw*ZYn>4d11$3QHX)? @Year 1 Block A - Counting, partitioning and calculating - Unit 1Robert PattersonRobert Patterson$
!"#Oh+'0 ,@ \h
DYear 1 Block A - Counting, partitioning and calculating - Unit 1Robert PattersonNormal.dotRobert Patterson3Microsoft Word 10.0@G@Dn@@nyw*՜.+,0(hp|
Z1
AYear 1 Block A - Counting, partitioning and calculating - Unit 1Title
!"#$%&'()*+,-./0123456789:;<=>?@ABCEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdeghijklmnopqrstuvwxyz{|}~Root Entry F }Data
D$B1TablefSWordDocument7SummaryInformation(DocumentSummaryInformation8CompObjj
FMicrosoft Word Document
MSWordDocWord.Document.89q