1. Topics: Inversion Additive Composition Place Value Additive Reasoning
Unit 4
Topics:
Inversion
Additive Composition
Place Value
Additive Reasoning

2. Now, you will have to remember the numbers.
IT: Inversion 4
Now, you will have to remember the numbers.

3. +4 -4 7 +4 -4 7 7 7 ?

4. + 8
- 7 +8 -7 3 4 ? 3

5. +4 -3 +4 -3 9 10 ? 5 9

6. + 7
- 7 +7 -7 8 ? 8 8

7. +4 -3 +4 -3 5 ? 6 5

8. + 5
- 6 +5 -6 7 ? 6 7

9. +5 -5 +5 -5 5 5 ? 5

10. + 7
- 6 +7 -6 6 ? 7 6

11. IT: Additive Composition 4

12. 1.

13. 2.

14. 3.
28p
23p
25p

15. 4.

16. He can go on ______ rides.5.
1 ride = 25p
50p 2
Sam has ______.
He can go on ______ rides.

17. IT: Place Value 2

18. 1.
_______ _______ p
(T) 1
(U) 9

19. 2.
_______ _______ p
(T) 2
(U)

20. 3.
_______ _______ p
(T) 2
(U) 5

21. 4.
_______ _______ p
(T) 2
(U) 7

22. 5.
_______ _______ p
(T) 3
(U)

23. 6.
_______ _______ p
(T) 3
(U) 6

24. 7.
_______ _______ p
(T) 2
(U)

25. IT: Additive Reasoning 1

26. ?
ate
- 3 5 2

27. ?
+ 2 8 6

28. ate ?
- 5 6 1

29. ?
- 3 10 7

30. Now it’s time to split into groups for other activities...
Well done!
Now it’s time to split into groups for other activities...

31. Teacher-led Game on Inversion+5 -5 ?
Inverse relation between addition and subtraction
A teacher demonstration of inverse relation when the quantities are not known. This is a difficult reasoning task and it should be used as an L1 activity to give children who find maths more difficult a chance to think about it before the others start. This will allow them to be more confident when the topic is used in the next unit.
You will need: A small box or bag, and some counters.
Demonstration on the carpet: The teacher shakes the bag to indicate that there are counters inside but says she doesn't know how many. The teacher asks a child to put some counters in; she then takes the same number out. She then asks the children whether there are now more, or less, or the same number of counters in the bag. The child who gives the answer is also asked to explain why. If the children ask how many are in the bag, the teacher should emphasise that she doesn't know.
This demonstration can be repeated 8-10 times so that the children get used to thinking about the relations between the quantities without knowing the exact quantities. During these demonstrations, the teacher sometimes takes out the same number of items that the child put in, sometimes takes out one more item than the child put in, and sometimes takes out one less item than the child put into the bag. A different child is asked to come to the front of the carpet and to answer the question. Each time the teacher asks the other children whether the answer is correct and why. 1 2 3
Are there more, less or the same number of counters than we started with?
Demonstration on the carpet