This displays the “link” on page 31.

You could give the last question to groups and then ask them to present their ideas for how the Egyptians added and subtracted numbers.

This displays 367 broken up into hundreds, tens and ones using place value blocks, money and a place value concertina, and then written as an expanded number. Students are then asked to show and write some other numbers.

This displays three additions, 426 + 34 using place value materials and a number line, and 2452 – 354 using a number line.

You can click through page by page to show the steps one at a time while explaining and questioning students about what the next step will be.

This shows how the number 2348 is made up of 23 hundreds or 234 tens or 2348 ones using place value materials.

You can step through page by page to show each step.

This is designed as a teaching tool.

Give students some play money ($100, $10 and $1).

This displays some “How much more” problems such as “Carly has saved $54 but she needs $78 to buy the pair of shoes she wants. How much more does she need?”.

Ask students how many more notes and coins are needed.

You could divide the class into groups and have a race to see who can do each one first.

Students are asked which problem this strategy works best for.

One problem is “Emma has saved $236 towards her holiday fund but needs $382 for a deposit.

How much more does she need to save?”

The other is one that works well with this strategy.

This displays a climbing wall with some target heights. Students are asked how much further each student on the climbing wall has to go to reach the target. Number lines are given with some of the numbers filled in.

Note: You could either ask students to copy the number lines and finish them, or use the resource with a smart board or pdf writer, or project it onto a surface you can write on. You can then ask questions and fill in the missing numbers.

This displays a sheet with some addition and subtraction problems and asks students to use a place value partitioning strategy to answer them.

Ask students to work out the answers by themselves first and choose a strategy and way of recording their working – materials diagram, number line, number properties. Ask students to show each other (or the class) how they did each one. Compare recording methods.