Marshall Cavendish Maths Stage 5
Chapter 2 Addition and Subtraction
Lesson Plans
Lesson 1 (2 periods)
Chapter Opener
Use this picture to introduce adding and subtracting numbers up to 4 digits.
Teaching ideas
• Have pupils look at what the children in the picture are doing.
• Ask: Have you played arcade games before? What games did you play? Were you one of the
top scorers? Do you remember your scores? (Answers will vary.)
• Prompt pupils to see that two teams of children are playing basketball toss in an amusement
arcade.
• Ask: Who has the highest score? (Raj) Who has the lowest score? (Lily) How do we find out
which team is leading? (Add their scores and then compare the scores.) How do we find out
how many more points the leading team has than the other team? (Subtract their scores.)
• Tell pupils that they will learn more about adding and subtracting numbers up to 4 digits in this
chapter.
• Have pupils work in pairs to form two 3-digit numbers without repeating any digit. Get them to add
and subtract the numbers. Have them check each other's answers.
• Possible probing questions:
– How do you add two 3-digit numbers?
– How do you subtract a 3-digit number from another 3-digit number?
– What other ways can you add?
– What other ways can you subtract?
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© 2017 Marshall Cavendish Education Pte Ltd Addition and Subtraction
Marshall Cavendish Maths Stage 5
A. Addition
Learning outcome(s)
• Add numbers up to 4 digits.
Material(s)
• number discs
Note to teachers: In this section, pupils will learn to add numbers up to 4 digits. Pupils will be guided
to add using number discs followed by vertical algorithm. When solving simple word problems, pupils
will learn to add numbers in vertical algorithm without any visual aid.
Let’s Recall
• Begin by having pupils recall adding numbers up to 3 digits. [Stage 4 Chapter 3, Section A]
• Have pupils add mentally the numbers given.
Let’s Learn Together
Teaching ideas
1.
• Write ‘94 + 576’ on the board. Prompt pupils to suggest ways to add the two numbers mentally.
• Ask: What do you notice about the ones? What is the sum of 4 and 6? (10)
• Lead pupils to see that 4 and 6 make 10 and 94 and 6 make 100.
• Point out that it will be easier to first partition 576 into 6 and 570, then add the 6 to 94 to make 100,
before adding 100 and 570 to get 670.
2.
• Write ‘427 + 280’ on the board. Again, prompt pupils to suggest ways to add the two numbers
mentally.
• Ask: What do you notice about the tens? What is the sum of 2 tens and 8 tens? (10 tens or
100)
• Lead pupils to see that 2 tens and 8 tens make 10 tens or 100.
• Point out that, similar to 1, it will be easier to first partition 427 into 407 and 20, then add the 20 to
280 to make 300, before adding 300 and 407 to get 707.
3.
• Write ‘2700 + 350’ on the board.
• Point out that, similar to the earlier examples, it will be easier to first partition 350 into 300 and 50,
then add the 300 to 2700 to make 3000, before adding 3000 and 50 to get 3050.
• If necessary, use the number line to guide pupils to count on in steps of 100 from 2700 to get 3000.
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Teaching ideas
4.
• Have pupils look at 4 on the page.
• Ask: How can we find the sum of 3203 and 276? (We add the two numbers.)
• Draw a table on the board and stick number discs on it to show 3203 and 276.
• Group the number discs in each column of the table together to illustrate the concept of adding.
Conclude that there are 3 thousand-discs, 4 hundred-discs, 7 ten-discs and 9 one-discs together.
• Introduce the use of the vertical algorithm to add with the help of the pictures of number discs on
the page and a place value chart.
• Draw a place value chart on the board. Write ‘3203’ and ‘276’ in the chart. Highlight that we need to
align the ones, tens, hundreds and thousands digits correctly in the chart.
• Go through the vertical algorithm.
Step 1: Add the ones.
3 ones + 6 ones = 9 ones
Write ‘9’ in the ones column.
Step 2: Add the tens.
0 tens + 7 tens = 7 tens
Write ‘7’ in the tens column.
Step 3: Add the hundreds.
2 hundreds + 2 hundreds = 4 hundreds
Write ‘4’ in the hundreds column.
Step 4: Add the thousands.
3 thousands + 0 thousands = 3 thousands
Write ‘3’ in the thousands column.
• Point out that 3 thousands, 4 hundreds, 7 tens and 9 ones make 3479, so the sum of 3203 and 276
is 3479.
• Highlight that when using vertical algorithm, we should always add the ones first, followed by the
tens, hundreds and thousands.
• Have pupils work in pairs or small groups to discuss other ways to add the numbers without using
the place value chart. Have some pupils present their methods to the class.
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Marshall Cavendish Maths Stage 5
Teaching ideas
5.
• Show pupils 4547 and 3241 using number discs. Group the thousand-discs, hundred-discs, ten-
discs and one-discs together to illustrate the concept of adding without renaming. Conclude that
there are 7 thousand-discs, 7 hundred-discs, 8 ten-discs and 8 one-discs altogether.
• Introduce the use of the vertical algorithm to add, with the help of the pictures of number discs on
the page and a place value chart.
• Draw a place value chart on the board. Write ‘4547’ and ‘3241’ in the chart.
• Go through the vertical algorithm.
Step 1: Add the ones.
7 ones + 1 one = 8 ones
Write ‘8’ in the ones column.
Step 2: Add the tens.
4 tens + 4 tens = 8 tens
Write ‘8’ in the tens column.
Step 3: Add the hundreds.
5 hundreds + 2 hundreds = 7 hundreds
Write ‘7’ in the hundreds column.
Step 4: Add the thousands.
4 thousands + 3 thousands = 7 thousands
Write ‘7’ in the thousands column.
• Point out that 7 thousands, 7 hundreds, 8 tens and 8 ones make 7788, so adding 4547 and 3241
gives 7788.
• Tell pupils that with sufficient practice, they can add numbers confidently without the help of the
place value chart.
• Refer to Tom’s speech bubble. Highlight to pupils that we can check the answer by adding the
numbers in a different order.
• Carry out Additional activity if time permits.
Additional activity
Material(s): number discs
(1) Have pupils work in small groups.
(2) Get pupils to show the steps of adding 4-digit numbers without renaming using number discs, e.g.
1056 + 2601 = 3657.
(3) Get pupils to write the addition in vertical algorithm.
(4) Have pupils repeat the activity by adding other 4-digit numbers without renaming.
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Teaching ideas
6.
• Show pupils 2066 and 137 using number discs.
• Ask: How many one-discs are there? (13) Show pupils that the 13 one-discs can be regrouped
as 1 ten-disc and 3 one-discs.
• Ask: How many ten-discs are there? (10) Show pupils that the 10 ten-discs can be regrouped as
1 hundred-disc.
• Ask: How many hundred-discs are there? (2) How many thousand-discs are there? (2)
Conclude that there are 2 thousand-discs, 2 hundred-discs and 3 one-discs altogether.
• Introduce the use of the vertical algorithm to add with the help of the pictures of number discs on
the page and a place value chart.
• Draw a place value chart on the board. Write ‘2066’ and ‘137’ in the chart.
• Go through the vertical algorithm.
Step 1: Add the ones.
6 ones + 7 ones = 13 ones
Rename the ones.
13 ones = 1 ten 3 ones
Write ‘1’ in the tens column above 6 and ‘3’ in the ones column.
Step 2: Add the tens.
1 ten + 6 tens + 3 tens = 10 tens
Rename the tens.
10 tens = 1 hundred 0 tens
Write ‘1’ in the hundreds column above 0 and ‘0’ in the tens column.
Step 3: Add the hundreds.
1 hundred + 0 hundreds + 1 hundred = 2 hundreds
Write ‘2’ in the hundreds column.
Step 4: Add the thousands.
2 thousands + 0 thousands = 2 thousands Write ‘2’ in the thousands column.
• Point out that 2 thousands, 2 hundreds, 0 tens and 3 ones make 2203; so the sum of 2066 and 137
is 2203.
• Prompt pupils to think of another way to add the numbers without using the place value chart to
check their answer.
• Carry out Additional activity if time permits.
Additional activity
Material(s): number discs
(1) Have pupils work in small groups.
(2) Get pupils to show the steps of adding 4-digit numbers with renaming using number discs,
e.g. 1736 + 389 = 2125.
(3) Get pupils to write the addition using the vertical algorithm.
(4) Have pupils repeat the activity by adding other 4-digit numbers with renaming.
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Marshall Cavendish Maths Stage 5
Teaching ideas
7.
• Show pupils 2645 and 3586 using number discs.
• Ask: How many one-discs are there? (11) Show pupils that the 11 one-discs can be regrouped
as 1 ten-disc and 1 one-disc.
• Ask: How many ten-discs are there? (13) Show pupils that the 13 ten-discs can be regrouped as
1 hundred-disc and 3 ten-discs.
• Ask: How many hundred-discs are there? (12) Show pupils that the 12 hundred-discs can be re-
grouped as 1 thousand-disc and 2 hundred-discs.
• Ask: How many thousand-discs are there? (6) Conclude that there are 6 thousand-discs,
2 hundred-discs, 3 ten-discs and 1 one-disc altogether.
• Introduce the use of vertical algorithm to add, with the help of the pictures of number discs on the
page and a place value chart.
• Draw a place value chart on the board. Write ‘2645’ and ‘3586’ in the chart.
• Go through the vertical algorithm.
Step 1: Add the ones.
5 ones + 6 ones = 11 ones
Rename the ones.
11 ones = 1 ten 1 one
Write ‘1’ in the tens column above 4 and ‘1’ in the ones column.
Step 2: Add the tens.
1 ten + 4 tens + 8 tens = 13 tens
Rename the tens.
13 tens = 1 hundred 3 tens
Write ‘1’ in the hundreds column above 6 and ‘3’ in the tens column.
Step 3: Add the hundreds.
1 hundred + 6 hundreds + 5 hundreds = 12 hundreds
Rename the hundreds.
12 hundreds = 1 thousand 2 hundreds
Write ‘1’ in the thousands column above 2 and ‘2’ in the hundreds column.
Step 4: Add the thousands.
1 thousand + 2 thousands + 3 thousands = 6 thousands
Write ‘6’ in the thousands column.
• Point out that 6 thousands, 2 hundreds, 3 tens and 1 one make 6231, so adding 2645 and 3586
gives 6231.
• Prompt pupils to think of another way to add the numbers without using the place value chart.
Wrap up
Have pupils work on Let’s Practise 1 to 5 on Pupil’s Book pp. 19–21. Go through the solutions as a
class.
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Lesson 2 (2 periods)
Teaching ideas
8.
• Have pupils read the word problem in 8.
• Ask: What information can you get from the word problem? (Claire scored 1075 points. Khairul
scored 675 points.) What do you need to find? (the total score of Claire and Khairul)
• Refer pupils to the bar model. Lead them to see that we have to add 1075 and 675 to find the total
score.
• Conclude that Claire and Khairul scored 1750 altogether.
9.
• Have pupils read the word problem in 9.
• Ask: What information can you get from the word problem? (In the morning, 3050 buns were
baked. In the afternoon, 4560 buns were baked.) What do you need to find? (the total number of
buns baked)
• Refer pupils to the bar model. Lead them to see that we have to add 3050 and 4560 to find the total
number of buns baked.
• Conclude that 7610 buns were baked altogether.
• Point out to pupils that by adding the numbers in a different order, we are able to check if the
answer is correct.
Let’s Practise
1. (a) 440
(b) 605
(c) 5090
(d) 8023
Answers will vary.
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Marshall Cavendish Maths Stage 5
Let’s Practise
2. 6957
3. 4101
For advanced learners
Encourage pupils to answer further question(s):
2. Find the sum of 1052 and 935. (1987)
3. Find the sum of 6459 and 2713. (9172)
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Let’s Practise
4. (a) 4769
(b) 9080
(c) 9114
(d) 5984
5. (a)
(b)
Answers will vary.
6. 1805
7. $8230
8. $5450
9. $2559
Common error(s)
Some pupils may misalign the digits when they add a 4-digit number and a 3-digit number using the
vertical algorithm. Emphasise that we should align the digits according to their place values. Pupils
need to check the place value of the digit before they write it in the place value chart to avoid
mistakes.
For advanced learners
Encourage pupils to answer further question(s):
6. How many pupils are there in the school altogether? (3335)
Wrap up
Reinforce the concept of adding 4-digit numbers by referring pupils back to the chapter opener. Get
pupils to find out which team is leading. They should first add the scores of each team
(Team A: 1273 + 1066 = 2339; Team B: 1385 + 820 = 2205). Then compare the teams’ scores.
Worksheet 1, pages 16–22
Have pupils do Worksheet 1 to practise adding numbers on their own.
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Marshall Cavendish Maths Stage 5
B. Subtraction
Lesson 3 (2 periods)
Learning outcome(s)
• Subtract numbers up to 4 digits.
Material(s)
• number discs
Note to teachers: In this section, pupils will learn to subtract numbers up to 4 digits. Pupils will be
guided to subtract using number discs followed by vertical algorithm. When solving simple word
problems, pupils will learn to subtract numbers in vertical algorithm without any visual aid.
Let’s Recall
• Begin by having pupils recall subtracting numbers up to 3 digits. [Stage 4 Chapter 3, Section B]
• Have pupils subtract mentally the numbers given.
Let’s Learn Together
Teaching ideas
1.
• Write ‘379 − 65’ on the board. Prompt pupils to suggest ways to subtract the two numbers mentally.
• Lead pupils to see that the ones and tens of 379 are greater than the ones and tens of 65. Hence
we can subtract them separately without renaming.
• Guide pupils to partition 379 into 370 and 9 and 65 into 60 and 5. Then subtract 60 from 370 to get
310 and 5 from 9 to get 4. Finally, add 310 and 4 to get the difference of 314.
2.
• Write ‘596 − 235’ on the board. Prompt pupils to see that the hundreds, tens and ones of 596 are
greater than the hundreds, tens and ones of 235.
• Point out that we can partition 235 into 200, 30 and 5, then subtract the hundreds, tens and ones
from 596 separately.
3.
• Write ‘6718 − 900’ on the board. Prompt pupils to suggest ways to subtract the two numbers
mentally.
• Lead pupils to see that 900 is near 1000. Point out that since 900 is 100 less than 1000, it is easier
to first subtract 1000 from 6718, then add 100 to the result.
• Write ‘= 6718 − 1000 + 100’ on the board. Guide pupils to subtract 1000 from 6718 to get 5718,
then add 100 to get 5818.
• If necessary, use the number line to guide pupils to find 1000 less than 6718 and 100 more than
5718.
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Teaching ideas
4.
• Have pupils look at 4 on the page.
• Ask: How can we find the difference between 2479 and 465? (We subtract the smaller number
from the larger number.)
• Draw a table on the board and stick number discs in it to show 2479. Remove 4 hundred-discs,
6 ten-discs and 5 one-discs to illustrate the concept of subtracting. Conclude that there are
2 thousand-discs, 1 ten-disc and 4 one-discs left.
• Introduce the use of vertical algorithm to subtract, with the help of the pictures of number discs on
the page and a place value chart.
• Draw a place value chart on the board. Write ‘2479’ and ‘465’ in the chart.
• Go through the vertical algorithm.
Step 1: Subtract the ones.
9 ones − 5 ones = 4 ones
Write ‘4’ in the ones column.
Step 2: Subtract the tens.
7 tens − 6 tens = 1 ten
Write ‘1’ in the tens column.
Step 3: Subtract the hundreds.
4 hundreds − 4 hundreds = 0 hundreds
Write ‘0’ in the hundreds column.
Step 4: Subtract the thousands.
2 thousands − 0 thousands = 2 thousands
Write ‘2’ in the thousands column.
• Point out that 2 thousands, 0 hundreds, 1 ten and 4 ones make 2014, so the difference between
2479 and 465 is 2014.
• Highlight that when using vertical algorithm, we should always subtract the ones first, followed by
the tens, hundreds and thousands.
• Have pupils work in pairs or small groups to discuss other ways to subtract the numbers without us-
ing the place value chart. Have some pupils present their methods to the class.
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Marshall Cavendish Maths Stage 5
Teaching ideas
5.
• Draw a table on the board and stick number discs on it to show 4768. Remove 1 thousand-disc,
6 hundred-discs, 2 ten-discs and 3 one-discs to illustrate the concept of subtracting. Conclude that
there are 3 thousand-discs, 1 hundred-disc, 4 ten-discs and 5 one-discs left.
• Introduce the use of vertical algorithm to subtract, with the help of the pictures of number discs on
the page and a place value chart.
• Draw a place value chart on the board. Write ‘4768’ and ‘1623’ in the chart.
• Go through the vertical algorithm.
Step 1: Subtract the ones.
8 ones − 3 ones = 5 ones
Write ‘5’ in the ones column.
Step 2: Subtract the tens.
6 tens − 2 tens = 4 tens
Write ‘4’ in the tens column.
Step 3: Subtract the hundreds.
7 hundreds − 6 hundreds = 1 hundred
Write ‘1’ in the hundreds column.
Step 4: Subtract the thousands.
4 thousands − 1 thousand = 3 thousands
Write ‘3’ in the thousands column.
• Point out that 3 thousands, 1 hundred, 4 tens and 5 ones make 3145, so subtracting 1623 from
4768 gives 3145.
• Tell pupils that with sufficient practice, they can subtract numbers confidently without the help of the
place value chart.
• Refer pupils to Tom’s thought bubble. Guide them to use addition to check the answer. Remind
pupils that we can check by adding the answer to the smaller number.
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Teaching ideas
6.
• Show pupils 2435 using number discs. Ask: At most, how many one-discs can be taken away?
(5) What should you do so that you can take away more than 5 one-discs? (Regroup
1 ten-disc into 10 one-discs first.)
• Show pupils renaming 3 tens 5 ones as 2 tens 15 ones using number discs.
• Take away 1 thousand-disc, 2 hundred-discs, 2 ten-discs and 6 one-discs. Conclude that there are
1 thousand-disc, 2 hundred-discs and 9 one-discs left.
• Introduce the use of the vertical algorithm to subtract with the help of the pictures of number discs
on the page and a place value chart.
• Draw a place value chart on the board. Write ‘2435’ and ‘1226’ in the chart.
• Go through the vertical algorithm.
Step 1: Rename 3 tens 5 ones as 2 tens 15 ones.
Subtract the ones.
15 ones − 6 ones = 9 ones
Write ‘9’ in the ones column.
Step 2: Subtract the tens.
2 tens − 2 tens = 0 tens
Write ‘0’ in the tens column.
Step 3: Subtract the hundreds.
4 hundreds − 2 hundreds = 2 hundreds
Write ‘2’ in the hundreds column.
Step 4: Subtract the thousands.
2 thousands − 1 thousand = 1 thousand
Write ‘1’ in the thousands column.
• Point out that 1 thousand, 2 hundreds, 0 tens and 9 ones make 1209, so the difference between
2435 and 1226 is 1209.
• Refer pupils to Aishah’s thought bubble. Lead them to use addition to check the answer.
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Marshall Cavendish Maths Stage 5
Teaching ideas
7.
• Show pupils 3428 using number discs. Take away 5 one-discs.
• Lead pupils to see that 7 tens cannot be taken away from 2 tens. Show pupils renaming
4 hundreds 2 tens as 3 hundreds 12 tens using number discs. Then take away 7 ten-discs.
• Show pupils renaming 3 thousands 3 hundreds as 2 thousands 13 hundreds using number discs.
Then take away 2 thousand-discs and 9 hundred-discs. Conclude that there are 4 hundred-discs,
5 ten-discs and 3 one-discs left.
• Introduce the use of the vertical algorithm to subtract with the help of the pictures of number discs
on the page and a place value chart.
• Draw a place value chart on the board. Write ‘3428’ and ‘2975’ in the chart.
• Go through the vertical algorithm.
Step 1: Subtract the ones.
8 ones − 5 ones = 3 ones
Write ‘3’ in the ones column.
Step 2: Rename 4 hundreds 2 tens as 3 hundreds 12 tens.
Subtract the tens.
12 tens − 7 tens = 5 tens
Write ‘5’ in the tens column.
Step 3: Rename 3 thousands 3 hundreds as 2 thousands 13 hundreds.
Subtract the hundreds.
13 hundreds − 9 hundreds = 4 hundreds
Write ‘4’ in the hundreds column.
Step 4: Subtract the thousands.
2 thousands − 2 thousands = 0 thousands
Write ‘0’ in the thousands column.
• Point out that 4 hundreds, 5 tens and 3 ones make 453, so subtracting 2975 from 3428 gives 453.
• Prompt pupils to use addition to check the answer.
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Marshall Cavendish Maths Stage 5
Teaching ideas
8.
• Show pupils 7000 using number discs. Lead them to see that 8 ones cannot be taken away from
0 ones. Show pupils renaming 7000 as 6 thousands 10 hundreds, using number discs. Then further
rename it as 6 thousands 9 hundreds 10 tens. Lastly, rename it as 6 thousands 9 hundreds 9 tens
and 10 ones.
• Take away 3 thousand-discs, 4 hundred-discs, 5 ten-discs and 8 one-discs. Conclude that there
are 3 thousand-discs, 5 hundred-discs, 4 ten-discs and 2 one-discs left.
• Introduce the use of the vertical algorithm to subtract using pictures of number discs on the page
and a place value chart.
• Draw a place value chart on the board. Write ‘7000’ and ‘3458’ in the chart.
• Go through the vertical algorithm.
Step 1: Rename 7 thousands as 6 thousands 10 hundreds.
Rename 6 thousands 10 hundreds as 6 thousands 9 hundreds 10 tens.
Rename 6 thousands 9 hundreds 10 tens as 6 thousands 9 hundreds 9 tens 10 ones.
Subtract the ones.
10 ones − 8 ones = 2 ones
Write ‘2’ in the ones column.
Step 2: Subtract the tens.
9 tens − 5 tens = 4 tens
Write ‘4’ in the tens column.
Step 3: Subtract the hundreds.
9 hundreds − 4 hundreds = 5 hundreds
Write ‘5’ in the hundreds column.
Step 4: Subtract the thousands.
6 thousands − 3 thousands = 3 thousands
Write ‘3’ in the thousands column.
• Guide pupils to see that 3 thousands, 5 hundreds, 4 tens and 2 ones make 3542, so the value of
7000 − 3458 is 3542. Prompt pupils to use addition to check the answer.
• Carry out Additional activity if time permits.
Additional activity
Material(s): number discs
(1) Have pupils work in small groups.
(2) Get pupils to show the steps of subtracting a 4-digit number from another 4-digit number with
renaming using number discs, e.g. 2319 − 1746 = 573.
(3) Get pupils to write the subtraction using the vertical algorithm.
(4) Have pupils repeat the activity by subtracting other 4-digit numbers with renaming.
Wrap up
Have pupils work on Let’s Practise 1 to 5 on Pupil’s Book pp. 29–30. Go through the solutions as a
class.
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Marshall Cavendish Maths Stage 5
Lesson 4 (2 periods)
Teaching ideas
9.
• Have pupils read the word problem in 9.
• Ask: What information can you get from the word problem? (Emily has 3500 beads. There are
2861 red beads.) What do you need to find? (the number of blue beads)
• Refer pupils to the bar model. Lead them to see that we have to subtract 2861 from 3500 to find the
number of blue beads.
• Conclude that Emily has 639 blue beads.
10.
• Have pupils read the word problem in 10.
• Ask: What information can you get from the word problem? (Mr Harry sold 5603 apples on
Monday and 4629 apples on Tuesday.) What do you need to find? (the difference in the number
of apples sold on Monday and on Tuesday)
• Refer pupils to the bar model. Lead them to see that we have to subtract 4629 from 5603 to find the
difference in the number of apples sold.
• Conclude that the difference in the number of apples sold is 974.
• Encourage pupils to always check their answers when working on word problems.
Let’s Discover
• Have pupils work in pairs or small groups. Have each pupil come up with a 2-step word problem
using the given words and numbers. Then compare their word problem with the questions above.
• Prompt pupils to solve the word problems. Then prompt them to compare and observe how similar
or different their word problems are.
• Conclude that reading and understanding the word problems will help pupils in solving them as
‘total’ and ‘difference’ may not always be ‘addition’ or ‘subtraction’ respectively.
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Marshall Cavendish Maths Stage 5
Let’s Practise
1. (a) 514
(b) 221
(c) 350
(d) 6724
Answers will vary.
2. 4240
4240
3. 1269
1269
4. (a) 5035
(b) 2978
(c) 4459
(d) 7106
(e) 3096
(f) 1987
Common error(s)
When there are insufficient ones, tens, hundreds or thousands to be taken away, some pupils may
forget to rename the digit before subtracting. They would just subtract conveniently the smaller digit
from the larger digit, which would give the wrong answer.
E.g. 7175 8093
− 1840 − 987
6735 8914
For learners needing more support
When the above scenario happens, use number discs to help those pupils practise subtracting with
renaming, beginning with small numbers.
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Marshall Cavendish Maths Stage 5
Let’s Practise
5. (a) Answers will vary. E.g.
(b)
Answers will vary.
6. 1290
7. 1905
8. $1145
9. $860
Wrap up
Reinforce the concept of subtracting 4-digit numbers by referring pupils back to the chapter opener.
Get pupils to find out how many fewer points Lily has than Aishah. They should subtract the lower
score from the higher score (1066 − 820 = 246).
Worksheet 2, pages 23–29
Have pupils do Worksheet 2 to practise subtracting numbers on their own.
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Marshall Cavendish Maths Stage 5
C. Adding More Numbers
Lesson 5 (2 periods)
Learning outcome(s)
• Add three or more numbers.
Note to teachers: In this section, pupils will learn to add three or more numbers. Pupils can either
perform addition using the method of making 10, which they have learnt in earlier stage, or using
vertical algorithm.
Let’s Recall
• Begin by having pupils recall the method of making 10. [Stage 1 Chapter 9, Section A]
• Have pupils add mentally the numbers given and compare the solutions.
Let’s Learn Together
Teaching ideas
1.
• Have pupils look at Pupil’s Book p. 31.
• Draw a place value chart on the board. Write 63, 38, 47 and 52 in the chart.
• Ask: Which column of the digits should we add first? Why? (The ones column, because we
may need to rename the ones.) How can we add the digits in the ones column quickly? (We
can make 10 first.) Which digits in the ones column make 10?
(3 and 7; 8 and 2) What is the sum of all the digits in the ones column? (20 ones)
• Lead pupils to see that 20 ones is 2 tens. Write ‘0’ in the ones column and ‘2’ above 6 in the tens
column.
• Refer pupils to the tens column. Ask: Which digits in the tens column make 10? (6 and 4; 2, 3
and 5) What is the sum of all the digits in the tens column? (20 tens)
• Lead pupils to see that 20 tens is 2 hundreds. Write ‘0’ in the tens column and ‘2’ in the hundreds
column.
• Conclude that the sum of 63, 38, 47 and 52 is 200.
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Marshall Cavendish Maths Stage 5
Teaching ideas
2.
• Have pupils read the word problem in 2. Point out that they have to add the three numbers to find
the total number of beads.
• Guide pupils to add 124, 53 and 287 in vertical algorithm to get 464.
• Emphasise to pupils the importance of aligning the digits with the same place value in the correct
column.
• Conclude that there are 464 beads altogether.
Let’s Practise
1. (a) 238
(b) 715
(c) 934
(d) 1844
2. 216
3. 1887
4. Answers will vary.
For advanced learners
Encourage pupils to answer further question(s):
2. Add the three smallest numbers. (125)
Wrap up
Reinforce the concept of adding three or more numbers by having a class challenge. Have pupils
work in small groups. Get each group to come up with five questions on adding three or more
numbers up to 3 digits. Then have the groups exchange questions and answer them in five minutes,
showing their working clearly. The group with the most correct answers wins.
Worksheet 3, pages 30–31
Have pupils do Worksheet 3 to practise adding three or more numbers on their own.
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Marshall Cavendish Maths Stage 5
D. Estimation
Lesson 6 (2 periods)
Learning outcome(s)
• Estimate answers in calculations.
Material(s)
• calculator
Note to teachers: In this section, pupils will learn to add and subtract 4-digit numbers using a
calculator and use estimation to check if answers are reasonable.
Let’s Recall
• Begin by having pupils recall rounding a number to the nearest thousand. [Stage 5 Chapter 1,
Section D]
• Have pupils round the number given and explain how they work out the answer.
Let’s Learn Together
Teaching ideas
1.
• Have pupils look at 1. Guide them to familiarise themselves with the keys of their calculators.
Stop-Think-Go
• Get pupils to key in ‘15 + 20’, then press the ‘AC’ key on their calculator. Have them press the ‘=’
key and point out that the display now shows ‘0’ instead of the expected answer of 35.
• Explain that ‘AC’ stands for ‘all clear’ and pressing this key clears all the data on the calculator.
Highlight to pupils that they should press the ‘AC’ key before they start a new computation.
2.
• Have pupils press the keys on their calculator to find the sum of 3548 and 1296 (4844). If pupils get
a wrong answer, encourage them to try again and get them to check that they have entered the
numbers correctly before pressing the ‘=’ key.
3.
• Have pupils press the keys on their calculator to find the difference between 7091 and 4625 (2466).
Emphasise the importance of checking that the numbers have been entered correctly before
pressing the ‘=’ key.
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© 2017 Marshall Cavendish Education Pte Ltd Addition and Subtraction
Marshall Cavendish Maths Stage 5
Teaching ideas
4.
• Have pupils look at 4 on the page. Ask: What should we do to find the total number of tickets
sold? (We add the numbers.)
• Guide pupils to use their calculator to work out the sum of 6293 and 1528 and conclude that 7821
tickets were sold altogether.
• Refer to Aishah’s thought bubble. Highlight the importance of checking if the answer is reasonable
by using estimation.
• Have pupils round 6293 and 1528 to the nearest thousand. Write ‘6293 ≈ 6000’ and ‘1528 ≈ 2000’
on the board. Explain that ‘≈’ is the approximation sign, which means ‘approximately equal to’.
• Have pupils add 6000 and 2000 to get the estimated sum, 8000.
• Explain that the exact sum, 7821, is quite close to 8000, so the answer is reasonable.
• Carry out Additional activity if time permits.
Additional activity
(1) Write ‘8703 − 765 = 1053’ on the board.
(2) Get pupils to check if the answer is reasonable using any of the methods they have learnt.
(3) Pupils may use rounding to estimate the difference (8703 − 765 ≈ 9000 − 1000 = 8000) to check if
the answer, 1053 is reasonable. Alternatively, they can add the answer, 1053 to the smaller num-
ber to check if the answer is correct.
(4) Lead pupils to conclude that the answer given in the subtraction sentence (8703 − 765 = 1053) is
incorrect.
Let’s Practise
1. (a) 6000
(b) 9000
(c) 3000
(d) 5000
2. (a) 6385
(b) 9235
(c) 3259
(d) 4255
Answers will vary.
Wrap up
Reinforce the concept of estimation by referring pupils back to the chapter opener. Get them to work
out the total score of teams A and B with a calculator. Then estimate the score and add them to get
the estimated total score. Have them check if the answer is reasonable.
Worksheet 4, page 32
Have pupils do Worksheet 4 to practise estimating sums and differences on their own.
22 Chapter 2 © 2017 Marshall Cavendish Education Pte Ltd
Marshall Cavendish Maths Stage 5
Lesson 7 (2 periods)
Mind Corner
Teaching ideas
1. Heuristic(s): Solve part of the problem
• This activity requires pupils to use the concept of place value to identify the missing digits of the
numbers.
• Have pupils read the question on Pupil’s Book p. 35.
• Guide them to compare the digits in the thousands place of the three numbers and conclude that B
is the greatest number, so Kamil’s addition sentence is correct.
• Lead pupils to use vertical algorithm to find the missing digits, starting from the ones. Have pupils
check that the sum is correct.
1 1 1
A 1 7 2 5
C 3 6 7 8
B 5 4 0 3
• Conclude that A is 1725, B is 5403 and C is 3678.
Consolidation
Reflection, page 33
Have pupils work on Reflection to check and reinforce their understanding.
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