There are three differentiated worksheets with answers plus three differentiated reasoning worksheets. They practice subtraction of two 4-digit numbers with one exchange in any column. Working towards: children supported by visual clues and word bank. Working above: children are challenged by word problems, missing numbers and reasoning problems.

Children use place value chart to solve calculations that involve up to two exchanges. They have support of pace value chart and numbers written down under each value column. They then solve word problem with support of calculations already written down for them. As an extension, they find the missing number in the bar model and use formal method to solve this calculation with the greater number written for them already.

Children subtract up to 4-digit numbers with more than one exchange, using the written method of column subtraction.They solve subtractions involving two separate exchanges (for example, from the thousands and from the tens) as well as those with two-part exchanges (for example, from the thousands down to the tens if there are no hundreds in the first number).

his is a PDF file. These worksheets display numbers with up to 2 decimal places. Using a hundred piece of base 10 as 1 whole, a ten piece as a tenth and a one piece as a hundredth shows children that they can exchange, for example, 10 tenths for 1 whole, or 10 hundredths for 1 tenth. A hundred square where each part represents 1 hundredth, or 0.01, can also help children to see the relationship between a hundredth, a tenth and a whole. Children make decimal numbers using place value counters in a place value chart and read and write the numbers, as well as working out the value of each digit in the number. They also explore partitioning decimal numbers in a variety of ways. When reading or writing a number, children may say “one point twenty-four” instead of “one point two four”. When there are hundredths but no tenths in a number, children may forget to include the zero placeholder in the tenths column. You can use these questions to support your child. How can you represent this number using a place value chart? What is the same and what is different about a tenth and a hundredth? What is the value of the digit

In this higher ability worksheet, children use the column method for addition and learn to apply this method to numbers with more than four digits. Ask, “Does it matter if the numbers have different numbers of digits?” “How do you know which digits to “line up” in the calculation?” “How do you know if the calculation is an addition?”

In this worksheet, children find the effect of dividing a 1-digit number by 10, identifying the value of the digits in the answer as tenths. They divide a 1-digit number by 10, resulting in a decimal number with 1 decimal place. The number is shared into 10 equal parts. This can be shown by exchanging each place value counter worth 1 for ten 0.1 counters. They recognise that when using a place value chart, they move all of the digits one place to the right when dividing by 10. Ask, “What number is represented on the place value chart?” " When dividing a number by 10, how many equal parts is the number split into?" “How many tenths are there in 1 whole/2 wholes/3 wholes?”

In this worksheet, children explore the tenths column in a place value chart, extending their previous learning to include numbers greater than 1. They should know that 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. Links can be made to the equivalence of 10 ones and 1 ten to support understanding. Challenge your children with these questions: What is the decimal point? How many wholes/tenths are in this number?

In this worksheet, children revisit the use of the column method for addition and learn to apply this method to numbers with more than four digits. As a support in this step the place value counters, and place value charts will be extremely helpful. These representations are particularly useful when performing calculations that require an exchange. Ask, “Will you need to make an exchange?” “Which columns will be affected if you do need exchange?” " How do you know?" Watch for: Children may not line up the numbers in the columns correctly.

In this worksheet, children add 3- or 4-digit numbers with no exchanges, using concrete resources as well as the formal written method. The numbers being added together may have a different number of digits, so children need to take care to line up the digits correctly. Even though there will be no exchanging, the children should be encouraged to begin adding from the ones column. With extra reasoning activity sheet Add numbers with up to four digits using the formal written methods of columnar addition. Solve addition two-step problems in contexts, deciding which operations and methods to use and why.

As this is the first time that children may encounter decimal numbers and the decimal point, model making, drawing, writing decimal numbers and showing that the decimal point is used to separate whole numbers from decimals is extremely helpful. Children look at a variety of representations of tenths as decimals on the number line. This leads to representing the tenths in the bar models and finally in the place value charts. The place value chart shows how tenths fit with the rest of the number system and to understand the need for the decimal point.

This worksheet uses a hundred piece of base 10 as 1 whole. It shows children that they can exchange, for example, 10 tenths for 1 whole, or 10 hundredths for 1 tenth. A hundred square where each part represents 1 hundredth, or 0.01, can also help children to see the relationship between a hundredth, a tenth and a whole. They use place value counters to represent decimal number. Ask, “How can you represent this number using a place value chart?” “What is the value of the digit ____ in the number ____?” You can use this supporting sentence to help your child. ________tenths are equivalent to ______ whole. ________ hundredths are equivalent to ________ tenths. ________hundredths are equivalent to ______ whole. When reading or writing a number, children may say “one point fourteen" instead of “one point one four”. • When there are hundredths and tenths but no ones in a number, children may forget to include the zero placeholder in the ones column.

In this worksheet, children apply the strategies they have learned so far to solve addition and subtraction problems with more than one step. Children choose the operations needed at each step and then perform the calculations using an appropriate mental or written method. Problems are presented in word form. The use of bar models can help children to illustrate problems of this kind. While the models will not perform the calculation, they will help children to decide what operations are needed and why. Ask, What is the key information in the question? What can you work out straight away? How does this help you to answer the question? How can you represent this problem using a bar model? Which bar will be longer? Why? Do you need to add or subtract the numbers at this stage? How do you know? With extra reasoning activity. Answer sheets included.

In this worksheet, children apply the strategies they have learned so far to solve addition and subtraction problems with more than one step. Children choose the operations needed at each step and then perform the calculations using an appropriate mental or written method. Problems are presented in word form. The use of bar models can help children to illustrate problems of this kind. While the models will not perform the calculation, they will help children to decide what operations are needed and why. Ask, What is the key information in the question? What can you work out straight away? How does this help you to answer the question? How can you represent this problem using a bar model? Which bar will be longer? Why? Do you need to add or subtract the numbers at this stage? How do you know?

In worksheet, children practise rounding in order to estimate the answers to both additions and subtractions. They also review mental strategies for estimating answers. Children should be familiar with the word “approximate”, and “estimate” and the degree of accuracy to which to round is a useful point for discussion. Generally, rounding to the nearest 100 for 3-digit numbers, the nearest 1,000 for 4-digit numbers and so on is appropriate. Extra reasoning sheet attached. Answer sheet attached.

In this worksheet, children build on their knowledge of the 3 times-table to explore the 6 times-table. Children work with the 6 times-table and use the multiplication facts they know to find unknown facts. Children explore the fact that the 6 times-table is double the 3 times-table. Extra reasoning activity attached. Answer sheets attached.

Children explore the fact that the 6 times-table is double the 3 times-table. Children who are confident in their times-tables can also explore the link between the 12 and 6 times-tables. They use the fact that multiplication is commutative to derive values for the 6 times-tables.

Building on from the previous worksheet, children add two 4-digit numbers with one exchange in any column. The numbers can be made using place value counters in a place value chart, alongside the formal written method. When discussing where to start an addition, it is important to use language such as begin from the “smallest value column” rather than the “ones column” to avoid any misconceptions when decimals are introduced later in the year. After each column is added, ask, “Do you have enough ones/ tens/hundreds to make an exchange?" This question will be an important one in this worksheet , as the children do not know which column will be the one where an exchange is needed. Extra reasoning activity sheet.

The numbers can be made using place value counters in a place value chart, alongside the formal written method. When discussing where to start an addition, it is important to use language such as begin from the “smallest value column” rather than the “ones column” to avoid any misconceptions when decimals are introduced later in the year. After each column is added, ask, “Do you have enough ones/ tens/hundreds to make an exchange?” Extra reasoning sheet attached.

The numbers can be made using place value counters in a place value chart, alongside the formal written method. When discussing where to start an addition, it is important to use language such as begin from the “smallest value column” rather than the “ones column” to avoid any misconceptions when decimals are introduced later in the year. After each column is added, ask, “Do you have enough ones/ tens/hundreds to make an exchange?” Extra reasoning activity sheet.

In this foundation worksheet, children recognise and write decimal equivalents of any number of tenths. It is important that they understand that 10 tenths are equivalent to 1 whole, and therefore 1 whole is equivalent to 10 tenths. Use this knowledge when counting both forwards and backwards in tenths. When counting forwards, you should be aware that 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. Links can be made to the equivalence of 10 ones and 1 ten to support understanding. You might like to use these supporting sentences: There are _____tenths in 1 whole. 1 whole is equivalent to _____ tenths. There is/are _________ whole/wholes and ____ tenths The number is _____.