Lancashire Primary TermSpring

2010

Mathematics Newsletter
Happy New Year and welcome to the Lancashire
Primary Mathematics Team newsletter.

We have included our usual selection of

information, guidance and resources to support
the teaching of mathematics in your classroom. Along
with these, and of course, our regular puzzle feature, the
majority of this term’s newsletter focuses on calculation.
There is a double page spread for each of the four operations;
addition, subtraction, multiplication and division. These contain key
vocabulary, vocabulary in context, an identified progression and activities
and resources to support learning.

As always, we would really appreciate any feedback

or suggestions you may have. If you would like to
submit an article about mathematical successes in
your schools – let us know!

In team news, we would

like to congratulate Sue Farrar,
Andrew Taylor and Peter Toogood who have
been appointed to permanent consultancy
roles within the mathematics team.

We would also like to welcome Kerry Swarbrick

from Belthorn Primary School to the team. She will be joining us on
secondment from January.

The Lancashire Primary Mathematics Team

Team Information and Contents

The Lancashire Mathematics Team

Team Leader / Alison Hartley
Senior Adviser

Primary Mathematics Lynsey Edwards (Senior Consultant), Sue Bailey,

Consultants Tracy Dimmock, Sue Farrar, Anne Porter, Emma
Radcliffe, Angeli Slack, Kerry Swarbrick, Andrew
Taylor, Peter Toogood

Team Contact Details Phone: 01257 516102

Fax: 01257 516103
E-Mail: mathematics@lancashire.gov.uk
Write to: LPDS Centre, Southport Road
Chorley, PR7 1NG
Website: www.lancsngfl.ac.uk/curriculum/math

Contents
Findings From End of KS2 Test 2009 3

How Can the Mathematics Team Support Your Professional Development? 4

National Centre for Excellence in the Teaching of Mathematics (NCETM) 5

Maths Specialist Teacher Programme (MaST) 5

One-to-One Tuition in Lancashire 6

Small Schools 6

Mathematics and EAL – Joined up thinking! 7

Securing Level 5 in Mathematics 7

Addition 8

Subtraction 10

Multiplication 12

Division 14

Puzzle Page 16

2 The Lancashire Primary Mathematics Team

 Findings From End of Key Stage 2 Test 2009
Summary of strengths
• Number - doubling a 2-digit multiple of 10,
adding three 2-digit numbers, identifying
missing numbers on a number line (including
negative numbers), rounding and identifying
numbers greater than 1000. Recognising
simple fractions of shapes and identifying
where they fit on a number line.
• Calculation - simple division, rounding up
remainders when appropriate and making
some good use of the calculator. Problem
solving involving fractions.
• Algebra - following a rule and going on to use
the inverse.
• Measures – questions involving time and
temperature.
• Shape – visualising and drawing shapes and
identifying irregular shapes, including using
the properties of a range of quadrilaterals.
Identifying right angles accurately, working
out the size of angles from known facts and
properties, line symmetry, reflection and
rotation.
• Handling data - interpreting and using
information from tables and a range of graphs,
transferring data from a Carroll diagram to a
Venn diagram. Working out the most likely
event from given data.
Children need to be taught:
• How and when to use jottings and
annotations to help them to find solutions;
many opportunities to use jottings or
annotations on diagrams were missed by
children who gave incorrect answers.
• To recognise and use the most efficient
method for calculation, mental, written or
calculator, particularly when solving problems
where several calculations are involved; too
many children resorted to inefficient written
methods even when the calculator was
The Lancashire Mathematics Team
The Lancashire Primary Mathematics Team
available and a significant number of children
used formal written algorithms for some of the
following calculations: 28 -19, doubling £1.40,
300+50, adding £1.99.
• To read and interpret questions correctly
and to recognise when a question has more
than one part; a significant number of children
successfully completed the first part of a
problem but then failed to answer the second
part when they were clearly confident with
the mathematics involved.
• To approximate first in order to check that
their answer to a calculation is sensible; too
many children had no checking strategies and
accepted unreasonable answers.
• The language and properties of number;
children were not confident about what
constitutes square, prime and odd numbers,
factors, perimeter, area and there was
significant confusion between percentages
and angle measurement when dealing with a
pie chart.
I’m sure you will agree that the first four of
these key messages are mathematical skills we
all regularly use as adults and are therefore
important life skills.
3
How Can the Mathematics Team Support
Your Professional Development?
In addition to providing
Strategy Courses we also
provide a wide range of
marketed courses.

Why not take a look at the

Learning Excellence Site to
see if we are running a course
which would benefit the
professional development of
a member of your staff?

You can access the Learning Excellence site directly

www.learningexcellence.net or via a link on our own website
www.lancsngfl.ac.uk/curriculum/math.

Watch out for the following mathematics courses…coming soon!

Spring Term 2010

12/01/2010 ABL701c LPDS, Chorley Maths Boxes for the More Able

20/01/2010 MAT112b Woodlands Year 6 SATs revision - Mathematics

27/01/2010 MAT103b Woodlands Maths Teaching in Years 5 and 6 for new to phase teachers

23/02/2010 MAT102a Woodlands The Role of the Maths Subject Leader – Day Two

15/03/2010 MAT113a Woodlands Improving Maths Subject Knowledge: Number

Summer Term 2010

05/05/2010 MAT117a LPDS, Chorley Guided Learning in Mathematics

26/05/2010 MAT120a Woodlands Support for Mathematics – Level 3

08/06/2010 MAT115a LPDS, Chorley Effective Use of the Starter Session in Mathematics Lessons

23/06/2010 MAT119a Woodlands Support for Mathematics – Level 2

01/07/2009 MAT111b Woodlands Improving Maths Subject Knowledge: Understanding Shape

The Lancashire Mathematics Team

4 The Lancashire Primary Mathematics Team
 National Centre for Excellence in the
Teaching of Mathematics (NCETM)
The NCETM has developed a number of resources on its
website www.ncetm.org.uk.

There are many useful aspects, two of which are, the

Primary Magazine and the Self-Evaluation Tools.

Once you register, you will be sent regular updates,

including a monthly newsletter, with interesting articles,
lesson ideas for the starter, children’s activities and in
school CPD sessions.

There is also a subject knowledge self-evaluation. This

takes very little time to complete, offers guidance on
areas of mathematics
that could be
developed, and
suggestions for
how these could be
addressed.

Maths Specialist Teacher Programme (MaST)

In his 2008 report 'Independent Review of children in
Mathematics Teaching in Early Years Settings their school.
and Primary Schools,' Sir Peter Williams In Lancashire
emphasised the need for a combination of we have
improved subject knowledge and pedagogical already
skills in order to promote effective learning of recruited
mathematics. The report recommended that: sixty teachers
onto the
‘There should be at least one Mathematics Mathematics
Specialist in each primary school, in post Specialist
within 10 years, with deep mathematical Teacher
subject and pedagogical knowledge, making Programme
appropriate arrangements for small and rural and will be looking to recruit another sixty to
schools’ begin the programme in September.

The Mathematics Specialist Teacher (MaST)
Programme has been designed to address this
need for an increase in the number of primary
school teachers, the Mathematics Specialists,
who can implement improvements in the
teaching and learning of mathematics for all
If you would like to apply for the Mathematics
Specialist Teacher Programme, or for more
information, please see the Lancashire
Mathematics Team website
(www.lancsngfl.ac.uk/curriculum/math/
index.php?category_id=928).

The Lancashire Mathematics Team

The Lancashire Primary Mathematics Team 5
One-to-One Tuition in Lancashire
All primary and secondary schools and
most special schools in Lancashire now
know their allocation of One to One
Tuition places. These numbers range
from a minimum of 2 places in primary
to a maximum of 135 in one of our large
secondary schools. We have allocated
6,500 places this year which is set to rise
to 13,000 next year. The budget of £2.8
million will double to £5.6 million in 2010-
11 - this money is ring-fenced.

These places are to be used over the

year and schools will be in the process
of selecting the students to receive the
tuition and in employing tutors. The
places are to tutor students in English/
Literacy and mathematics who you feel will
benefit from the opportunity of 10 hours database of trained tutors on the website.
individual tuition. Class teachers will want to
be involved in supporting the tutor in setting There is a massive amount to take in about
tight targets for the children and discussing One To One and all the information to
progress. date can be found at our website. For
more detailed information you can contact
You may wish to be tutors yourselves. Tuition us through the site (www.lancsngfl.
can take place within the school day or ac.uk/1to1tuition).
outside it. If you are interested, you should
talk to your headteacher and express your Hilary King
interest in tutoring. There is already a large One-to-One Project Lead, Lancashire

Small Schools
Have you seen the new Small Schools section included on the small schools section.
on the LGfL primary mathematics website? • You have useful resources or ideas we
may be able to share with other small
Here teachers can find support with mixed schools.
age planning. This includes:
• PNS Renewed Framework mixed age mathematics@lancashire.gov.uk
plans with ‘I can…’ statements added.
Some objectives have been adapted to
create coherent mixed age units.
• Progression maps to give teachers an
overview of strands of mathematics from
YR to Y6.
• The ‘I can…’ grids for Y1 to Y6. Teachers
will find this useful for tracking through
learning objectives.

Please contact the Lancashire Primary

Mathematics team if:
• You have any ideas for items to be

6 The Lancashire Primary Mathematics Team

 Mathematics and EAL – Joined up thinking!
We are holding a series of
workshops aimed at developing
mathematical understanding
for children learning English as
an additional language.

The aims of the workshops are:

• To understand some of the

key language issues for EAL
and maths
• To experience a range
of strategies and
activities which develop
mathematical talk and
support mathematical
understanding

Everyone who attended the 516160. The next dates are...

first session left with plenty of ideas to trial
out back at school and are already down to
attend the next session! If you feel that your
school might benefit from these workshops
and you would like to be included in the next
sessions, contact Julia Page at LPDS on 01257
26/01/10 - 1.30-3.45 at The Oaks, Burnley
20/05/10 - 1.30-3.45 at The Oaks, Burnley
As usual the powerpoint used will be
available on our website.

Securing Level 5 in Mathematics

Coming Soon!

A further chapter in the ‘Securing Level’ series of

publications will be available from the teachernet website in
early Spring term. Ref: 00866-2009BKT-EN. Securing level 1
in mathematics is due to be released later in the year.

Also on the horizon is Overcoming barriers in mathematics

– Helping children move from level 4 to level 5. This will
complement the existing ‘Overcoming barriers’ materials –
level 1-2, level 2-3 and level 3-4.

Finally, an exciting resource called ’Numbers and Patterns:

Laying Foundations in mathematics’ is due for release
this term. The resource looks at the development of early
number sense, counting and calculation and operates in a
similar way to the ‘Letters and Sounds’ materials for phonics
development.

The Lancashire Primary Mathematics Team 7

Addition
Key vocabulary

+ add, addition, more, plus, make, increase, sum, total, altogether, score, double, near double

Vocabulary in Context

Can you tell me one more? Two more? Ten more?

How many more to make ……?
Roll two die, count how many spots there are altogether.
6 plus 2 equals 8
I can count on 3 from 8 to show how many there are altogether.
12 twice is the same as double 12.
Tom threw a bean bag in to target hoops. He got 3, 2 and 6. double 6 is 12
What did he score?
The sum of 12 and 35 is 47. half of 6 is 12

Sum is the outcome of addition and not to be used for ‘calculation’ or ‘number story’. For example, 3 x 5 = 15 is a
calculation.

Progression Through Addition

Counting forwards / counting on

Children should have experience of counting forwards in ones, from different starting points, including crossing 10s
and 100s boundaries. Use number tracks, number lines, hundred squares and counting sticks to model.

7 8 9 10 11

0 1 2 3 4 5 6 7 8 9 10 11 12

Combining groups

x Combine real objects then images using number lines to support where necessary.
x Record the addition number sentence alongside the practical activities.

3+2=5

Gordon puts 2p in his piggy bank.

He gets 2p more.
How much has Gordon got altogether?

Commutativity - addition can be done in any order

x Use dominoes to model that addition

can be done in any order e.g. this
domino has 5 spots on one side and 2
on the other, making 7 altogether. If I
turn it around, will there still be 7?

x This is a particularly important law of arithmetic. When children understand commutativity, decisions can be
made to rearrange the order of the numbers being totalled to help with efficiency e.g. 12 + 5 + 6 + 8 + 4 could
be arranged as 12 + 8 + 6 + 4 + 5
(20) + (10) + 5

8 The Lancashire Primary Mathematics Team

 Expanded written method to compact written method

It is imperative that children experience practical resources alongside written methods when the methods
are becoming more and more compact and abstract.

67 This example of adding the

x Both of these methods
+ 24 most significant digits first
should be taught
80 (60 + 20) leads on better from the mental
alongside the use of
+ 11 (7 + 4) method of partitioning the numbers
Base 10 apparatus.
91 involved, adding the tens, then the
units before recombining.
x Using both methods
67 This example of adding the would help children to
+ 24 least significant digits first bridge the gap between
11 (7 + 4) leads on better to the compact informal methods for
+ 80 (60 + 20) method. It helps children to addition, supported by
91 realise where numbers that are the number line and the
‘carried’ refer to in the compact method. compact written method.

The crucial points are to remember when working through an example like this are:
1. Positioning the digits in the correct place value columns.
2. Knowing which digit to write in the answer and which digit to ‘carry’.
3. Recognising the value of the ‘carried’ digit so that when adding up the tens column the
children say 20 + 40 + 10 =70 rather than 20 + 40 + 1 = 61

Activities and Resources to Support Addition

There are a number of Gordon ITPs that help to model some of the different stages in the progression through
addition. There is a link to all the Gordon ITPs on our website. Whilst these ICT programmes are incredibly useful to
support the teaching and learning of addition, they do not replace the practical activities that children should
experience.

Diennes and Coins

Add – number line

Add Horizontal – PV cards V3 Add Vertical Expanded – PV cards V3 Add Expand

Something Strange! A teacher recently noticed that some children in her class were doing strange things when carrying
out column addition of three or more numbers. If the units digits were, for example, 7, 9 and 6, the children correctly gave
the total of 22. However, when it came to writing the total in the calculation, only 1 was carried into the ‘tens’ place and 12
was squeezed into the units place. Needless to say, the final answer was incorrect.
Those children have probably not had to ‘carry’ more than 1 into the tens place and therefore built up a misconception that
only 1 can ever be ‘carried’ into the next place value column.
The moral of this story is to ensure that children are adding three or more numbers together from an early age so
that misconceptions like this can be prevented.

The Lancashire Primary Mathematics Team 9

Subtraction
Key Vocabulary

how many more to make… ? how many more is… than…? take (away), leave, how many are left/left over?
how many have gone? one less, two less… ten less… how many fewer is… than…? difference between,
how much more is…? subtract, minus, subtraction, inverse

Vocabulary in Context

You have 3 apples. How many more to make 5 ?

How many more is 7 than 4?
Take away 2 from 8.
9 take away 3 leaves 6;
You had 6 cakes and you ate 2. How many are left/left over? How many have gone?
What is one less, two less, ten less than 12?
How many fewer is 3 than 8?
What is the difference between 18 and 11?
How much more is £5 than £1.50?
Subtract 1.9 from 3.2;
What is 24 minus 5?
How much less is 3 than 10?
I know subtraction means I have to take away or find a difference.
235 is one hundred less than which number?
Decrease 256 by 13.
I can explain how I know that subtraction is the inverse of addition.

Progression Through Subtraction

Counting backwards

Children should have experience of counting backwards in ones including crossing 10s and 100s
boundaries. Use number tracks, number lines, hundred squares and counting sticks to model.

Taking Away

x Remove objects one by one from a set

x Record subtraction alongside the practical
activities.
x Relate the removal of objects to counting
backwards on a number line.

Difference

When asking children to calculate the difference between two numbers, we need the children to compare
the numbers in terms of their size. Working out how much greater or smaller one number is compared to
another is finding the difference.

x Representing numbers as towers can support

children in calculating difference.
x When calculating difference on a number line,
we need the children to understand that this is
the span between the two numbers. This is a
crucial element to children’s understanding as
counting back from the larger to the smaller
number finds the difference, as does counting
on from the smaller to the larger number.
x When counting on, to find the difference
between two numbers, the related number
sentence will be an addition, as in the example.
x This method should continue to be used
throughout Key Stage 2, for particular cases
e.g. 3002 – 1997, and calculating time
intervals.
Decomposition

x Use Diennes apparatus (base 10) and place value arrow cards to model decomposition and exchange
x Move onto the expanded method of decomposition
x When children are ready introduce the compact method

10 The Lancashire Primary Mathematics Team

 70
80 Æ 13
- 20 Æ 6
50 Æ 7
= 57

Activities and Resources to Support Subtraction

Practical difference

x Make two towers using Multilink or Unifix.

x Write the number of cubes in each tower on a piece of 8
paper.
x Put the two towers next to each other to see the
5
‘difference’ in height. 3
x Break off the top part of the larger tower so that the part
remaining is the same size as the small tower. The part 8–5=3
that has been broken off is the ‘difference’ itself. 3+5=8
x Write the number of cubes in the difference on the piece
of paper with the other two numbers.
x Ask the children to create a number sentence using the
three numbers they have written down.
x Discuss why some children have a subtraction number
sentence and some people have an addition number
sentence.

Difference ITP can be

used to illustrate this

x Using a marked number track, identify two different numbers (4 and 9). Recognise that the ‘amount’
of the smaller number is within the larger number. Cut off the smaller amount (4) so you are left with
the difference between the smaller and larger amounts (5)

Difference as a span between two numbers

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
x Using a marked number line, cut off a given difference from
0, e.g. from 0 – 7. Use this as a difference of 7 checker to
identify a range of numbers that have a difference of 7,
such as 4 and 11.
0 1 2 3 4 5 6
x Number Line ITP can illustrate span between two
numbers and prompt discussion about how the
difference would be altered by moving one or both of
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
the numbers involved.
x When children have this understanding of difference, ensure
they have experience of questions such as, the difference
between two numbers is 1.58. One of the numbers is 4.72.
What is the other number? Is this the only answer?

The Lancashire Primary Mathematics Team 11

Multiplication
Key Vocabulary

pairs, groups, lots of…, multiplied by, repeated addition, times, twice as many, three times as many, double, array,
row, column, product, scale up by a factor of…

Vocabulary in Context

There are 4 pairs of socks on the washing line. How many socks is this?
Show me 5 groups of 3. How many is this altogether?
The giant is three times taller than the tree. The tree is 5 metres tall, so how tall is the giant?
Show the number 12 as an array. How else can it be shown?
What is the product of 4 and 5?
There are 4 cubes in this tower. How many cubes would be in a tower that has been scaled up by a factor of 5?

Progression Through Multiplication

Counting in equal steps

x Whenever illustrating a concept, begin with real

life examples, then use models and images.
x It is important to relate these examples to the
number system e.g. on a number line.

Repeated addition

Show how the groups of cubes could be represented on a number line alongside the corresponding number
sentence.

5x3=5 +5 +5

Arrays and commutativity

Children need to have a good understanding of what an array is – an arrangement of objects in equal rows or
columns.

Multiplication Facts ITP can demonstrate this particularly well.

Children’s understanding of multiplication as an array is crucial for their

progression into the grid method.

12 The Lancashire Primary Mathematics Team

Grid method

Children need experience of ‘breaking up’ a larger array into more manageable arrays, such as partitioning into tens
and ones.

10 3

40 12
4

This image leads to children understanding the layout of the grid method.

X 10 3
4 40 12

There are many prerequisite skills for this approach and these need to be secure for children to understand the grid
method. These should also be built up over a series of lessons, rather than asking children to work through the
entire method in a single lesson.
The prerequisite skills are:
x Partition numbers into tens and ones
x Derive multiplication facts
x Multiply by multiples of 10 and 100
x Position numbers correctly in the grid
x Addition

Once this method is secure, it can be used for any size of number, including decimals.

Activities and Resources to Support Multiplication

Allow children to explore arranging a number of objects in different ways e.g. 8 counters can be arranged as a
random group or an array.

The array supports children’s identification of the groups e.g. 4 x 2 and 2 x 4.

This could be made into a game between two children.

x Using a cup of counters, one child picks a handful out and arranges them as a rectangular array (not a
single line). If 12 counters are picked out, they could be arranged as a 2 x 6 array.
x The other child then tries to arrange the same set in a different array such as a 3 x 4.
x This continues until all the possible arrays have been created.
x If a number of counters taken from the cup cannot be arranged as a rectangular array, then the children
will have chosen a prime number of counters.

Use real examples of arrays such as:

Bun trays
Ice cube trays

Egg boxes Lego bricks

The Lancashire Primary Mathematics Team 13

Division
Key Vocabulary

share, share equally, one each, two each, three each…, group in pairs, threes…tens, equal groups of,
divide, divided by, divided into, left, left over, division, remainder, factor, quotient, divisible by, inverse

Vocabulary in Context

Can we share out these cakes fairly? How shall we do it?

If you share 6 counters equally between 2 people, how many does each one get?
In PE the teacher needs groups of 4 children. There are 24 children in the class how many groups will
there be?
Divide 25 by 5.
What is 45 divided by 9? What is 14 divided into 2?
How many are left over when you share 18 pencils between 5 children?
What numbers have a remainder of 1 when divided by 3?
What are the factors of 30?
Tell me two numbers with a quotient of 5. Are there other possibilities?
Explain how you know that 75 is divisible by 3.
Use the knowledge that division is the inverse of multiplication to check the answer to
23 x 8.

Progression Through Division

Sharing

x Ensure that children experience sharing out

different objects in a variety of contexts and
purposes.
x This understanding would still be used
throughout Key Stage 2 when finding fractions
of quantities or amounts.

Counting back in equal steps

x Ensure children experience counting from different starting numbers and steps e.g. count back in 4s
from 24; 24, 20, 16… Use number tracks, lines, hundred squares and counting sticks to model.

24

x Move on to starting with numbers that aren’t multiples of the number being subtracted e.g. count back
in 3s from 20; 20, 17, 14… This will support children’s understanding of remainders.

Repeated Subtraction / Grouping

x Use practical apparatus and number lines to show the constant step sizes of repeated subtraction.

x Use Grouping ITP to demonstrate organising an amount

into equal groups. This is an important strategy and supports
the chunking method.

(Please note the Grouping ITP counts forward so therefore

does not show repeated subtraction on the number line).

14 The Lancashire Primary Mathematics Team

Chunking 200 ÷ 6 72 ÷ 3 196 ÷ 6
200
- 6 1x
By showing the
calculation alongside 194 3 ) 72
a practical - 6 1x This method - 30 10x This method 32 r 4
progresses to 42 progresses to 6 ) 196
demonstration using 188
subtracting - 30 10x subtracting - 180 30x
- 6 1x
cubes or counters, 12 16
children should 182 multiples of 10 larger - 12 2x
- 6 of the divisor. - 6 2x multiples of
realise that 1x 4
.... 6 the divisor.
subtracting single .... - 6 2x
r 32 r 4
groups each time is 8 0
inefficient - 6 1x
2 24
33r2

Activities and Resources to Support Division

Grouping

x Ask children to work in pairs, one playing the role of the banker
and the other playing the role of the person wanting to
exchange some coins.
x Take a number of 1p coins to the bank manager and ask them
to exchange the coins for 5p coins. How many 5p coins should
you get for twenty 1p coins? 20 in groups of 5 = 4 or 20 ÷ 5 = 4

Grouping and Remainders

x Using 12 counters, group these

into 4’s and record as 12 ÷ 4 = 3.
12 ÷ 4 = 3 Read as 12 in groups of 4 equals 3 groups
x Ask what would happen if you
had 13 counters? What about
14, 15, 16 or 17 counters?

x What do you notice about the

remainders? Can you generalise
about the size of the remainder
13 ÷ 4 = 3r1 Read as 13 in groups of 4 equals 3 groups with in relation to the divisor?
1remainder/remaining

The Key Element of Chunking

Grouping or chunking is quite simply considering the dividend (the number being divided) in terms of
multiples of the divisor (the number in each group). For example: When dividing 84 by 7, it is helpful to
recognise how 84 can be made up using multiples of 7. If the 7x table was listed, children could select a
combination of answers that would total 84 (there is no single correct answer, though some are more
efficient than others).
With plenty of practise at partitioning
numbers in different ways (Y2 objective),
7x1=7 children will be able to consider 378 ÷ 6
7 x 2 = 14 without too much difficulty.
7 x 3 = 21 The highlighted multiples 378 considered as multiples of 6 could
7 x 4 = 28 total 84, which shows be: 300 + 60 + 18
7 x 5 = 35 you that 7 x 2 and 7 x 10
7 x 6 = 42 collectively make 7 x 12.
7 x 7 = 49 So 84 ÷ 7 = 12
7 x 8 = 56
6 x 50 6 x 10 6x3
7 x 9 = 63
7 x 10 = 70

378 ÷ 6 = 63

The Lancashire Primary Mathematics Team 15

 Puzzle Page
Sets of four numbers Becky put her hand
up. "Numbers in the 2, 3, 4, 5, 7, 9, 10
15, 21, 25, 28, 49
Miss Brown was working with Becky's group 5 times table? There
on numbers that share a certain property. She are four of those."
wrote twelve numbers on the board. "That's right. But
what would be
2, 3, 4, 5, 7, 9, 10 a good name for
15, 21, 25, 28, 49 them?"
"Multiples of 5?"
"You can all find a different set of just four suggested Becky.
numbers that go together," she said, "And they "Good," said Miss Brown and she wrote on the
must have a proper mathematical name. They board:
can't be just a set of numbers that you like!"
2, 3, 4, 5, 7, 9, 10
The children stared at the numbers. Alan put up 15, 21, 25, 28, 49
his hand. "Like odd numbers?" he suggested.
"That's the right idea," said Miss Brown, "but you Becky’s set is multiples of 5 (5, 10, 15, 25)
can't choose just odd numbers because there
are more than four of them. You must use all the There are ten children in Becky's group.
numbers in my list which fit your set. Anyone Can you find a set of numbers for each of them?
else got an idea?" Are there any other sets?

Solution to last term's puzzle...

...(W)Holy numbers
Digit How many? Reason

There can only be two zeros in each row because there is no 000 or 1000 in the
0 8
hymn book
There can only be one triple digit number repeating the same single digit three
1-5 9 times (e.g. 111, 222, 333). The rest can only repeat it twice at most (e.g. 011, 110,
101, 211, 311) because the numbers 111, 222, etc. cannot be repeated.
Even though there cannot be a triple digit that repeats 6 three times, the extra 6s
6 12 would be needed to be turned in to 9s (e.g. 696, 669, 699, 996). You must not for-
get that 6s can be turned into 9s.
There can only be two, at maximum, of this number in each row (e.g. 177, 277, 377,
7-8 8
477, 070, 007). There cannot be 777 or 888 because the hymns only stop at 700.
9 would work like 7 and 8 because it too cannot be written as 999. But the 9s do
9 0 not need their own numbers because the numbers for 6 can be turned around to
make 9.

The Lancashire Primary Mathematics Team