Or

• Addition of three digit numbers
• Course: Mathematics
• Outcome: Addition of large numbers
• Activity Type: Printable
• Activity ID: 3920

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United Kingdom – National Curriculum expand/collapse

• KS2.Ma2 – Number and algebra
• Knowledge, skills and understanding

• Solving numerical problems

• KS2.Ma2.4 – Pupils should be taught to:

• KS2.Ma2.4.a – Choose, use and combine any of the four number operations to solve word problems involving numbers in 'real life', money or measures of length, mass, capacity or time, then perimeter and area

• Using and applying number

• KS2.Ma2.1 – Pupils should be taught to:

• Problem solving

• KS2.Ma2.1.a – Make connections in mathematics and appreciate the need to use numerical skills and knowledge when solving problems in other parts of the mathematics curriculum

• Numbers and the number system

• KS2.Ma2.2 – Pupils should be taught to:

• Integers

• KS2.Ma2.2.c – Read, write and order whole numbers, recognising that the position of a digit gives its value; use correctly the symbols <, >, =; multiply and divide any integer by 10 or 100 then extend to multiplying and dividing by 1000; round integers to the nearest 10 or 100 and then 1000; order a set of negative integers, explaining methods and reasoning; multiply and divide decimals by 10 or 100

• Calculations

• KS2.Ma2.3 – Pupils should be taught to:

• Number operations and the relationships between them

• KS2.Ma2.3.a – Develop further their understanding of the four number operations and the relationships between them including inverses; use the related vocabulary; choose suitable number operations to solve a given problem, and recognise similar problems to which they apply

• Mental methods

• KS2.Ma2.3.e – Work out what they need to add to any two-digit number to make 100, then add or subtract any pair of two-digit whole numbers; handle particular cases of three-digit and four-digit additions and subtractions by using compensation or other methods [for example, 3000 - 1997, 4560 + 998]

• Written methods

• KS2.Ma2.3.i – Use written methods to add and subtract positive integers less than 1000, then up to 10000, then add and subtract numbers involving decimals; use approximations and other strategies to check that their answers are reasonable

Australia – Australian Curriculum expand/collapse

• Number and Algebra
• Number and place value

• ACMNA072 – Recognise, represent and order numbers to at least tens of thousands

• Number and Algebra
• Number and place value

• ACMNA291 – Use efficient mental and written strategies and apply appropriate digital technologies to solve problems

• Number and Algebra
• Number and place value

• ACMNA123 – Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers

• Number and Algebra
• Mathematics Standards

• ACMNA280 – Compare, order, add and subtract integers

New Zealand – National Standards expand/collapse

• 7.NA – Number and algebra
• 7.NA.1 – Apply additive and multiplicative strategies flexibly to whole numbers, ratios, and equivalent fractions (including percentages)

• 5.NA – Number and algebra
• 5.NA.1 – Apply additive and simple multiplicative strategies and knowledge of symmetry to:

• 5.NA.1.a – Combine or partition whole numbers

• 6.NA – Number and algebra
• 6.NA.1 – Apply additive and simple multiplicative strategies flexibly to:

• 6.NA.1.a – Combine or partition whole numbers, including performing mixed operations and using addition and subtraction as inverse operations

United States – Common Core State Standards expand/collapse

• 2.NBT – Number & Operations in Base Ten
• Mathematics

• 2.NBT.7 – Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.