## Numeracy

Do you like doing maths problem solving?

Visit the ‘nrich.maths .org’ website for lots of ideas.

**I'm Eight**

When I went into a classroom earlier this week a child rushed up to tell me she was 8 that day!

Well, Happy Birthday to everyone who has a birthday today!

If you are 8 then this could be for you, but if it is another number then you just change the 8 to whatever your age is today.

There is not a lot to say to introduce this challenge. It's really just to find a great variety of ways of asking questions which make 8 .

Things like 6+2, 22−14 , *etc.*

But you need to get examples that use all the different mathematical ideas that you know about.

1 ) So you could show some multiplications and some divisions.

2 ) If you know about fractions then you can add or subtract numbers involving fractions. You could also ask questions like "What is half of 16 ?''; "What is four-fifths of 10?'' and so on.

3 ) If you've come across decimals then do a few of those also, perhaps using all the four rules [addition, subtraction, multiplication and division].

And so on.

Use whatever mathematics you know to find as many different ways of getting the answer 8.

You may find some patterns that would go on for ever and ever. If you do, just put down a few, and then see if you can describe how the pattern works.

Year Four have written their own Success Criteria for addition, subtraction, division and multiplication we thought we would share them with you.
S.C · Draw a number line · Put the bigger number on the beginning of the number line. · Partition the other number into 10s and units write those at the side · Add on the tens using one jump · Write in the number under the line · Add on the units using another jump · Write the number under the line · Write out the correct sum beneath the number line
S.C · Draw a number line · Put the bigger number on the beginning of the number line. · Partition the other number into 10s and units write those at the side · Subtract the tens using one jump · Write in the number under the line · Subtract the units using another jump · Write the number under the line · Write out the correct subtraction beneath the number line.
S.C · Draw a division bar · Put the big number inside the bar · Put the small number in front of the bar · The first number inside the bar gets divided by the small number · Put your answer above the bar · Put any remainders in front of the next number in the bar · Then divide the next number (remember to use the small remainder added) · Keep going until all the numbers inside the bar have been divided · Any remainders at the end get written above the bar as r ?
S.C · Draw the grid · Put the smaller number in the first box · Partition the bigger number · Put the tens number above the middle box · Put the units number above the right hand side box · Multiply the tens number by the smaller number · Put the answer in the middle box · Multiply the units number by the smaller number · Put the answer in the right hand side box · Add both the answers using a number line |