Additional questions to ask whilst using this sheet:
Before answering the questions, are there any questions with more than one correct answer? Are there any with an infinite amount of correct answers?
Tom pointed out that any number that works for question e will work for question a, so can we just write whatever we wrote for question a for question e?
Common errors to look out for:
On the ’make the closest number possible’ questions many students will do it column by column and not consider the whole number. e.g. for question d) 53468 instead of 48653. Another interesting mistake is students who answer with something like 32415 for the top right question (1, 2, 3, 4, 5 are the 5 closest digits to 3).
Before answering the questions, are there any questions with more than one correct answer? Are there any with an infinite amount of correct answers?
Tom pointed out that any number that works for question e will work for question a, so can we just write whatever we wrote for question a for question e?
Common errors to look out for:
On the ’make the closest number possible’ questions many students will do it column by column and not consider the whole number. e.g. for question d) 53468 instead of 48653. Another interesting mistake is students who answer with something like 32415 for the top right question (1, 2, 3, 4, 5 are the 5 closest digits to 3).
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This is a great resource for making the pupils apply their knowledge of place value and provided opportunities for discussion in the classroom. It encouraged pupils to use reasoning and subject specific vocabulary. Thank you.
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