Step 3 Objective
Find differences by counting up through next multiple of 10, 100 or 1000, e.g. calculate mentally a difference such as 8006 – 2993.
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
Probing questions
Which of these subtractions can you do without writing anything down?
Why is it possible to work this out mentally? What clues did you look for?
How did you find the difference? Talk me through your method.
If 2003 is the answer to a similar question, what could the question be?