Cleo visits Victorian London. She visits a busy mill and helps the employees with some of their problem by using bonds to 100.
More resources for Autumn Block 2 Step 5.
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Discussion points for teachers
1. Help Cleo to settle the children’s argument about the number of threads on each loom.
Discuss the link between the numbers used and known facts to make this easier.
The first child is correct as both looms have 60 threads as 20 + 40 = 60 and 30 + 30 = 60.
2. Help Cleo to spot the odd one out.
Discuss the written form of each number and converting them back into numerals to make it easier. Discuss which ones we know using known facts and which do we need to think about partitioning the numbers.
Monday 20th October is the unusual order as the customer ordered 85 yards of fabric when all the other orders are for 80 yards of fabric. 6th – 30 + 50 = 80 yards; 13th – 20 + 60 = 80 yards; 20th – 25 + 60 = 85 yards; 27th – 15 + 65 = 80 yards
3. Help Cleo and the women decide which different dyes they could purchase.
Discuss different strategies for numbers bonds, relating back to known subtraction facts. E.g. 10 – 7 = 3 and how a similar concept could be used with 90 to check which could be bought. Discuss how many combinations can be made with the budget of £90.
Various combinations of 3 or less dyes possible but unable to get 4 dyes within the given budget, for example: Dahlia - £25, Perkin’s Green - £35 and Aniline Black - £30 total £90 . If Britannia Violet is bought, only one other dye may be bought at the same time as it.
Optional discussion points:
Can these related facts be used with any other numbers? Does it only work for tens?
National Curriculum Objectives
Mathematics Year 2: (2C1) Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
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