The PowerPoint file contains slides you can use in the classroom to support each of the learning outcomes for this unit, listed below.
The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.
Learning outcomes
| # | Title |
|---|---|
| 1 | Pupils explain how a combination of different parts can be equivalent to the same whole and can represent this in an expression |
| 2 | Pupils identify structures within stories and use their knowledge of structures to create stories |
| 3 | Pupils identify the missing part using their knowledge of part whole relationships and structures |
| 4 | Pupils interpret and represent a part-whole problem with 3 addends using a model |
| 5 | Pupils create stories to correctly match a structure presented in a model |
| 6 | Pupils use their knowledge of additive structures to solve problems |
| 7 | Pupils calculate the value of a missing part (1) |
| 8 | Pupils calculate the value of a missing part (2) |
| 9 | Pupils correctly represent an equation in a part-whole model |
| 10 | Pupils explain how adjusting both addends affects the sum (2 digit numbers) |
| 11 | Pupils explain how adjusting both addends affects the sum (decimal fractions) |
| 12 | Pupils use the ‘same sum’ rule to balance equations |
| 13 | Pupils use the ‘same sum’ rule to balance equations with an unknown |
| 14 | Pupils explain how adjusting one addend affects the sum |
| 15 | Pupils solve addition calculations mentally by using known facts |
| 16 | Pupils solve calculations with missing addends |
| 17 | Pupils explain how adjusting both the minuend and subtrahend by the same amount affects the difference |
| 18 | Pupils explain how using the ‘same difference’ rule can make mental calculation easier (1) |
| 19 | Pupils explain how using the ‘same difference’ rule can make written calculation easier (2) |
| 20 | Pupils use the ‘same difference’ rule to balance equations |
| 21 | Pupils explain how increasing or decreasing the minuend affects the difference (1) |
| 22 | Pupils explain how increasing or decreasing the minuend affects the difference (2) |
| 23 | Pupils solve subtraction calculations mentally by using known facts |
| 24 | Pupils explain how adjusting the minuend can make mental calculation easier |
| 25 | Pupils explain how adjusting the subtrahend affects the difference |
| 26 | Pupils explain how increasing or decreasing the subtrahend affects the difference |
| 27 | Pupils calculate the difference using their knowledge of an adjusted subtrahend (1) |
| 28 | Pupils calculate the difference using their knowledge of an adjusted subtrahend (2) |
