Children round any number up to 1,000,000 to any power of 10 up to 100,000. You may wish to practise counting in 100,000s first, and then practise rounding to the nearest 100,000 before looking at mixed questions. Ask, “Which multiples of 100,000 does the number lie between?” " How can you represent the rounding of this number on a number line?" “Which division on the number line is the number closer to?” " What is the number rounded to the nearest 100,000?"

In this worksheet, children challenge their knowledge of rounding to the nearest 10, 100 and 1,000 by solving word problems. It is important that children hear and use the language of “rounding to the nearest” rather than “rounding up” and “rounding down”, as this can lead to errors. Number lines are a particularly useful tool to support this, as children can see which multiples of 10, 100 or 1,000 the given numbers are closer to. When there is a 5 in the relevant place value column, despite being exactly halfway between the two multiples, we round to the next one. Watch for: The language “round down”/”round up” and so round 62,180 to 61,000 (or 61,180) when asked to round to the nearest 1,000. Ask: “Which multiples of 10, 100, 1,000 does the number lie between?” " Which multiple on the number line is the number closer to?" " What is the number rounded to the nearest 10, 100, 1,000?" “Which place value column should you look at to round the number to the nearest 10, 100, 1,000?” “What happens when a number is exactly halfway between two numbers on a number line?”

The number 5 is important when you are rounding numbers. To round any number you need to follow a rule. To round 17,842 to the nearest 100, you need to round the digit in the hundred column. Look at the digit to its right, in the tens column to see which multiple of 100 you need to round the number. The digit in the tens column is 4. This number is closer to 17,800 than 17,900, so you need to round it to 17,800. Rounding to two decimal places means rounding to the nearest hundredth. One decimal place means to the nearest tenth.

In this worksheet, children build on their knowledge of rounding to the nearest 10, 100 and 1,000. It is important that children hear and use the language of “rounding to the nearest” rather than “rounding up” and “rounding down”, as this can lead to errors. Number lines are a particularly useful tool to support this, as children can see which multiples of 10, 100 or 1,000 the given numbers are closer to. When there is a 5 in the relevant place value column, despite being exactly halfway between the two multiples, we round to the next one. Watch for : The language “round down”/”round up” and so round 62,180 to 61,000 (or 61,180) when asked to round to the nearest 1,000. Ask: “Which multiples of 10, 100, 1,000 does the number lie between?” " Which multiple on the number line is the number closer to?" " What is the number rounded to the nearest 10, 100, 1,000?"

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 purpose of this worksheet is to encourage children to make choices about which method is most appropriate for a given calculation. Children can often become reliant on formal written methods, so it is important to explicitly highlight where mental strategies or less formal jottings can be more efficient. Children explore the concept of constant difference, where adding or subtracting the same amount to/from both numbers in a subtraction means that the difference remains the same, for example 3,835 – 2,999 = 3,835 – 3,000 or 700 – 293 = 699 – 292. This can help make potentially tricky subtractions with multiple exchanges much simpler, sometimes even becoming calculations that can be performed mentally. Number lines can be used to support understanding of this concept.

Add and subtract numbers mentally with increasingly large numbers. In this worksheet, children recap and build on their learning from previous years to mentally calculate sums and differences using partitioning. Children explore strategies such as compensation and adjustment to mentally calculate the answer to questions such as 73,352 + 999 or 16,352 − 999. Children need to be fluent in their knowledge of number bonds to support the mental strategies. "Are any of the numbers multiples of powers of 10? " “How does this help you to add/subtract them?” "What number is 999 close to? “How does that help you to add/subtract 999 from another number?”

Add and subtract numbers mentally with increasingly large numbers. In this worksheet, children recap and build on their learning from previous years to mentally calculate sums and differences using partitioning. They use their knowledge of number bonds and place value to add and subtract multiples of powers of 10. If they know that 3 + 4 = 7, then 3 thousand + 4 thousand = 7 thousand and 3,000 + 4,000 = 7,000. Children need to be fluent in their knowledge of number bonds to support the mental strategies. How does knowing that 6 + 3 = 9 help you to work out 60,000 + 30,000? “How can the numbers be partitioned to help add/subtract them?” "Are any of the numbers multiples of powers of 10? " “How does this help you to add/subtract them?”

The purpose of this worksheet is to encourage children to make choices about which method is most appropriate for a given calculation. Children can often become reliant on formal written methods, so it is important to explicitly highlight where mental strategies or less formal jottings can be more efficient. Children explore the concept of constant difference, where adding or subtracting the same amount to/from both numbers in a subtraction means that the difference remains the same, for example 3,835 – 2,999 = 3,835 – 3,000 or 700 – 293 = 699 – 292. This can help make potentially tricky subtractions with multiple exchanges much simpler, sometimes even becoming calculations that can be performed mentally.

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.

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. Place value counters and place value charts are used for a support. These representations are particularly useful when performing calculations that require an exchange. Children may find it easier to work with squared paper and labelled columns as this will support them in placing the digits in the correct columns, especially with figures containing different numbers of digits. answer sheet attached.

Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000 Add and subtract numbers mentally with increasingly large numbers Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. Children should be familiar with the word “approximate”, 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. Ask, “What place value column should we look at to round the number to the nearest 10/100/1,000/10,000/100,000 “How could you use your estimates to check your answers?” " Is the actual answer going to be greater or less than your estimate? Why?” One worksheet with answers attached.

In this worksheet, children explore the inverse relationship between addition and subtraction. Addition and subtraction are inverse operations and addition is commutative and subtraction is not. Bar models and part-whole models are useful representations to help establish families of facts that can be found from one calculation. Children use inverse operations to check the accuracy of their calculations, rather than simply redoing the same calculation and potentially repeating the same error. Ask: What are the parts? What is the whole? Given one fact, what other facts can you write? What does “inverse” mean? What is the inverse of add/subtract

In this worksheet, children practise rounding in order to estimate the answers to both additions and subtractions. They also review mental strategies for estimating answers Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000 Add and subtract numbers mentally with increasingly large numbers Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy