This displays the Getting started on page 53.

This displays the additions 354 + 38 and 1425 + 359 using both place value materials and a number line.

You can click through the pages one by one to show the steps and ask questions. This is designed as a teaching tool.

This displays the addition 146 + 78. It shows students how to rob from one number to give to the other to become 144 + 80. Place value materials and a number line are used to illustrate this principle.

On page 2 students are asked to fill in the first line of some additions. You could ask students to copy these, use them on a smart board, use a pdf writer or project them onto a surface that you can write on.

This displays a story for the subtraction $156 – $78.

You can click through the steps one by one. Two methods of recording are shown.

This is designed as a teaching tool.

Note: The last page will be most useful if used with a smart board, pdf writer or projected onto a surface on which you can write.

This displays a discussion showing Max and Jess working out a subtraction in two different ways that you could use as a class or group discussion.

This displays the subtraction 124 – 79.

It displays two number lines, one under the other – one with 124 – 79 and the other with 125 – 80. It shows that the difference is the same and demonstrates how to find the answer using a number line.

Students are asked why the difference will still be the same.

They are then asked to find the answer to 587 – 248.

This displays an addition where one number is rounded to a tidy hundred using place value materials and a number line.

On the second page a subtraction is shown using a number line.

This displays a story problem for 225 – ? = 137, which can also be written as 137 + ? = 225.

There is a number line beside each equation with the appropriate numbers. You can click through the pages to show the steps one by one. This is designed as a teaching tool.

This displays some cards with an addition or subtraction on each card. There are also cards for the teacher to put out on a table or desk, each with a different strategy named on it.

Give one set of the problems cards to each group. The group decides the best tidy number strategy to use to solve each problem. They then place each card on the strategy pile they have chosen as being the most efficient way to solve the problem.

Once all the cards from all of the groups have been placed on the strategy card piles, a class discussion can take place as to which strategy is most efficient for each problem.