Ten ones can travel togetherYear 4 Maths · T2 W11–12 · Teacher · Teacher / Days / Day 52

Access

Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

Adult model

364 + 278 = 500 + 130 + 12 = 642. Rename 12 ones as 1 ten 2 ones; 14 tens as 1 hundred 4 tens, with 6 hundreds altogether. Equivalently 364 + 200 = 564, +70 = 634, +8 = 642. No item disappears when regrouped.

Child direction

Make a plan for a collection that crosses a ten or a hundred. Pick one route. Show what the numbers mean, try a way, then check one result. You can stop after a useful part.

Common tangle

a carried ten disappears; check the roles and equivalent quantities, rather than memorising a printed answer.

Day

52

Different guided practice

A fictional picture station joins 527 cards and 186 cards: 527 + 100 = 627, +80 = 707, +6 = 713. Ask the learner to show where a hundred boundary was crossed.

Check and teach the entry relationship

Check 8 + 7 and explain ten ones = one ten. If needed, show 8 plus 2 fills ten and 5 remains; use 28 + 7 = 35 before hundreds.

Hook

Make a plan for a collection that crosses a ten or a hundred.

Materials

Broad paper, labelled place-value/part-whole/number-line alternatives as suitable; optional familiar safe counters; usual communication. No hundreds of loose marks, purchases or physical handling required. Keep adult model and own work separate.

Next ordinary teaching

If a carried ten disappears, teach 48 + 16 with ten-unit labels: 40 + 10 + 8 + 6 = 64. Then offer 57 + 18 = 75.

Complete fictional source

An invented costume cupboard has 364 tags, then receives 278 tags of the same kind. Find the new count.

One own invitation

Try 258 + 167. Show the regroup or describe it exactly.

Partial curriculum opportunity

1. AC9M4N06

Purpose

Regroup an addition without changing its value.

Routes

1. Access

   Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

   Complete task

   There are 28 fictional counters and 17 more. Show what happens to fifteen ones.

   Entry or access

   Build one ten from ten labelled ones if needed.

   Id

   A

   Title

   Game counters

   After own work: adult practice possibility

   45 counters: 30 + 15 = 45.

2. Access

   Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

   Complete task

   Use 527 and 186 cards. Make a checkable regrouping note.

   Entry or access

   Keep each place-value amount visible.

   Id

   B

   Title

   Picture station

   After own work: adult practice possibility

   713 cards; 600 + 100 + 13 = 713.

3. Access

   Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

   Complete task

   Join 2687 and 1756 imagined sheets. Compare adding chunks with place-value regrouping.

   Entry or access

   Use this only after thousands can be renamed.

   Id

   C

   Title

   Print store

   After own work: adult practice possibility

   4443: 3000 + 1300 + 130 + 13 = 4443; chunks +1000,+700,+50,+6.

Session stages

1. Instruction

   Make a plan for a collection that crosses a ten or a hundred. Read the source. Ask what the numbers count and the wanted quantity. Check 8 + 7 and explain ten ones = one ten. If needed, show 8 plus 2 fills ten and 5 remains; use 28 + 7 = 35 before hundreds.

   Minutes suggestion

   5

   Stage

   Meet the job

2. Instruction

   364 + 278 = 500 + 130 + 12 = 642. Rename 12 ones as 1 ten 2 ones; 14 tens as 1 hundred 4 tens, with 6 hundreds altogether. Equivalently 364 + 200 = 564, +70 = 634, +8 = 642. No item disappears when regrouped. Show on separate adult paper. Pause after one transformation; invite explanation before showing the next.

   Minutes suggestion

   10

   Stage

   Teach one relationship

3. Instruction

   A fictional picture station joins 527 cards and 186 cards: 527 + 100 = 627, +80 = 707, +6 = 713. Ask the learner to show where a hundred boundary was crossed. Offer one complete route below, not all three as a quota. Let the learner select a representation and pause or switch.

   Minutes suggestion

   15

   Stage

   Guide then choose

4. Instruction

   Try 258 + 167. Show the regroup or describe it exactly. Receive an available response before staff key. If a carried ten disappears, teach 48 + 16 with ten-unit labels: 40 + 10 + 8 + 6 = 64. Then offer 57 + 18 = 75.

   Minutes suggestion

   5

   Stage

   Receive and choose tomorrow

What to look for

Each regroup keeps the quantity, including both parts of the added amount, and yields 425.

After own work: staff possibility

425: 300 + 110 + 15 = 425, or 258 + 100 + 60 + 7.

Status

Proposed 35-minute shape, unpiloted and freely reorderable; resource day not school calendar requirement.

Title

Ten ones can travel together