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&#13;
Today we are focusing on order numbers in Year 3/4 and multiply up to 4-digit numbers by 1 or 2-digit numbers in Year 5/6.&#13;

About 

Order Numbers

&#13;
&lt;div class="challenge"&gt;&#13;
<ul>&#13;
<li>Explain how to order these numbers in ascending order. 356, 362, 324, 351</li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

Ready for a Challenge? 

&#13;
&lt;div class="answers"&gt;&#13;
<ul>&#13;
<li>542</li>&#13;
<li>245</li>&#13;
<li>Answers will vary depending on the numbers made. </li>&#13;
<li>Answers will vary depending on the numbers made.  </li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

 Challenge Answer
&#13;
Ascending order means smallest to largest. All the numbers have 3 hundreds. We must therefore compare the tens. We can see that 324 has the smallest tens. 356 and 351 have the next smallest tens but the same number of tens. We must compare their ones (351 is smaller than 356). This leaves 356. Order: 324, 351, 356, 362.&#13;

Answers

September 20th-1626100741

<!DOCTYPE html>
<html>
<head>
</head>
<body>
<h2>About&nbsp;</h2>
Today we are focusing on order numbers in Year 3/4 and multiply up to 4-digit numbers by 1 or 2-digit numbers in Year 5/6.
<h2>Multiply up to 4-digits by 1 or 2-digits</h2>
&lt;div class="questions"&gt;
<ul>
<li>745 x 5 =&nbsp;</li>
<li>429 x 7 =&nbsp;</li>
<li>3,281 x 4 =&nbsp;</li>
<li>7,842 x 6 =&nbsp;</li>
<li>528 x 34 =&nbsp;</li>
<li>836 x 29 =&nbsp;</li>
<li>923 x 15 =&nbsp;</li>
<li>368 x 56 =&nbsp;</li>
</ul>
&lt;/div&gt;
<h2>Ready for a Challenge?&nbsp;</h2>
&lt;div class="challenge"&gt;
<ul>
<li>542 x 23 = 2,710&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Explain the mistake.&nbsp;</li>
</ul>
&lt;/div&gt;
<h2>Answers</h2>
&lt;div class="answers"&gt;
<ul>
<li>745 x 5 =&nbsp; 3,725</li>
<li>429 x 7 = 3,003</li>
<li>3,281 x 4 = 13,124</li>
<li>7,842 x 6 = 47,052</li>
<li>528 x 34 = 17,952</li>
<li>836 x 29 = 24,244</li>
<li>923 x 15 = 13,845</li>
<li>368 x 56 = 20,608</li>
</ul>
&lt;/div&gt;
Challenge Answer
542 has been multiplied by 3 then by 2, not 20. Correct answer: 12,466
</body>
</html>

&#13;
&lt;div class="questions"&gt;&#13;
<ul>&#13;
<li>745 x 5 = </li>&#13;
<li>429 x 7 = </li>&#13;
<li>3,281 x 4 = </li>&#13;
<li>7,842 x 6 = </li>&#13;
<li>528 x 34 = </li>&#13;
<li>836 x 29 = </li>&#13;
<li>923 x 15 = </li>&#13;
<li>368 x 56 = </li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

Multiply up to 4-digits by 1 or 2-digits

&#13;
&lt;div class="challenge"&gt;&#13;
<ul>&#13;
<li>542 x 23 = 2,710         Explain the mistake. </li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

&#13;
&lt;div class="answers"&gt;&#13;
<ul>&#13;
<li>745 x 5 =  3,725</li>&#13;
<li>429 x 7 = 3,003</li>&#13;
<li>3,281 x 4 = 13,124</li>&#13;
<li>7,842 x 6 = 47,052</li>&#13;
<li>528 x 34 = 17,952</li>&#13;
<li>836 x 29 = 24,244</li>&#13;
<li>923 x 15 = 13,845</li>&#13;
<li>368 x 56 = 20,608</li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

 Challenge Answer
&#13;
542 has been multiplied by 3 then by 2, not 20. Correct answer: 12,466&#13;

September 20th-1626100874

September 20th

Mixed Topic

<!DOCTYPE html>
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<head>
</head>
<body>
<ul>
<li>A comprehensive guide to help SLT, Maths Leads, and Heads choose the right Maths scheme of work for your school, with a view to Mastery and the new 2014 curriculum.</li>
<li>In-depth examination of the 7 most popular Maths schemes of work, assessed against a 10-point checklist.</li>
<li>Includes value for money, key benefits and drawbacks, implementation, and much more.</li>
</ul>
</body>
</html>

The inside track on the 7 most popular Maths schemes of work and whether they're right for your school

Guide to Choosing your Maths Scheme of Work

<!DOCTYPE html>
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<head>
</head>
<body>
<ul>
<li>A step-by-step primary Maths framework to help you plan and prepare for your next inspection.</li>
<li>Written by teacher, Maths Subject Leader and Ofsted Inspector John Dabell with Third Space Learning.</li>
<li>Essential guidance, checklists and 10-point action plan for Headteachers and School Leaders.</li>
<li>Audit what&rsquo;s working well, prioritise activities for greatest impact and understand the principles behind Ofsted's new inspection practice.</li>
</ul>
</body>
</html>

A step-by-step primary Maths framework to help you plan and prepare for your next inspection

The Ultimate Guide to an Effective Whole School Primary Maths Strategy

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<html>
<head>
</head>
<body>
<ul>
<li>How to plan, manage, and teach one to one (and small group) Maths interventions in Key Stage 2, based on the evidence collected from teaching 6,500 pupils 1-to-1 lessons every week.&nbsp;</li>
<li>How to review and resource your own interventions especially for Year 6 or pre-KS2 SATs.</li>
<li>How to implement 1-to-1 in your school in a more cost effective way.</li>
</ul>
</body>
</html>

How to plan, manage, and teach 1-to-1 (and small group) Maths interventions at Key Stage 2

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