Maths Resources | Maths Blog

Written Addition worksheets: 2-digits to 3-digits

Addition of a 2-digit number to a 3-digit number is usually done on paper, using the following standard method:

The method is to add the units first, put the units in the answer, and ‘carry’ the ten into the tens column. Then add the tens and continue in the same way into the hundreds if necessary. So, looking at the addition 278 +37

Step 1: add the units

8 + 7 = 15

Put the 5 in the units below the question.

Then place the one ten below the answer in the tens column.

Step 2: add the tens

7 (tens) + 3 (tens) + 1 (ten) = 11 (tens)

Place the 1 (ten) in the tens column and the 1(hundred) in the hundreds
column below the answer.

Step 3: add the hundreds
2 (hundreds) + 1 (hundred) = 3 (hundreds)

Place the 3 (hundreds) in the hundreds column.

Note: there may not always be tens or hundreds to carry.

This type of question is good for children who are not confident with the standard written method of addition.

Standard addition of 2-digits to 3-digits

Year 4 addition practice

Here we have an excellent page to check how well children can deal with different types of addition questions, some of which are most easily answered by subtracting! By year 4 we are looking for rapid responses using a variety of different skills depending on the type of question. Children need to look at the question and make a very quick decision about how best to tackle it. Sometimes they may want to make jottings to assist with remembering what they have already done.

Let’s look at some of the different types of question and some possible approaches.

a. 400 + 345. An instant recognition that just the hundreds need to be added and the tens and units will remain the same. Should be very quick.

b. 650 + 18. This is probably best done by ‘adding on’ add 10 to 650 makes 660 plus the 8 making 668.

c. 430 + ??? = 580. Either done as a subtraction taking 430 from 580, or by adding on. If doing the subtraction it is quite usual to start with the hundreds 500 take 400 is 100; then the tens 80 take 30 is 50; answer 150. (The reverse of doing this on paper.) If adding on children may well start with adding either the hundreds or the tens as both are equally good.

d. ??? + 50 = 460. Again this can be done by adding on from 50. Add 10 to make 60. Add 400 to make 460. Answer 110. It can also be done just as quickly by subtracting 50 from 460.

Addition practice

Year 3 Mental Arithmetic: Sets 65 and 66

This week the year 3 mental arithmetic questions are all about multiplication and division, including finding quarters. When asked to find a quarter of a number often one of the best approaches is to halve the number and halve again.This works best with even numbers

Some of the multiplication questions look at knowledge of tables, such as 4 times 4, but some of the later questions require this knowledge to be put into use to work out mentally some trickier questions, such as 13 times 3.

There are several ways that 13 times 3 can be approached. One way is to use known facts such as 10 x 3 is 30 and 3 x 3 is 9. Another way is to double 13, making 26 and then adding another 13 to get to 39. Once again it is worth saying that asking children how they reach an answer reveals an awful lot about their knowledge of maths. Unfortunately teachers in a class of 30 children do not have the time to do this with each individual child so it is important to do it at home!

Year 3 mental arithmetic: sets 65 and 66

Mental Division Strategies: year 4

Having a browse round the site there seemed to be some areas which are a little short of pages; one of these being the year 4 division pages. So, here is a Year 4 division worksheet which looks at some of the strategies children need to be confident with in order to carry out quick, efficient division calculations.

The worksheet is divided into 4 sections, each with a different purpose. The first set of questions looks at basic concepts, such as dividing by 1 and the fact that, unlike addition the calculation has to be carried out in the order stated e.g. 34 divided by 2 is not the same as 2 divided by 34.

The second set of questions takes a quick look at division facts. Many teachers are now of the opinion that division facts should be learned, just like multiplication facts (tables.) This can be argued with in that if a child knows all the times tables they can quickly use them to work out division problems.

The third set looks at dividing money by 10. Of course this is easily done by moving each digit one place to the right. As it is money there should be 2 digits after the decimal point. e.g. £32 divided by 10 should be £3.20. Watch out for those children who get confused because they have been told to ‘add a nought’ when multiplying by 10. Never a good idea!

The last set is all about dividing by 4. Often this can be done by halving and then halving again.

Mental division strategies

Year 5 Maths Challenge: the very best 2-digit answers

This is quite an intriguing worksheet as it is difficult to decide if there is a best possible answer. In fact, part of the challenge could be to decide what the criteria are for deciding what counts as the best possible answer.

The idea is to use each of the digits 0 to 9 just once each to fulfil the statements below. So, for example 98 could be used for the largest even number and 67 used as the largest odd number. But is this the best option? Would 86 and 97 be better?

One which does have to be considered early on is the multiple of five as this ensures either the digit 5 or the digit 0 are used.

A good worksheet to generate discussion and with no answer it is entirely up to you!

This page can be found in the Year 5 Using and Applying Maths category.

The very best 2-digit answer

Year 3 mental arithmetic: sets 63 and 64

We continue into the second part of the summer term with our next set of year 3 mental arithmetic questions. This week’s questions are particularly suitable for reading out loud, rather than printing and looking at, as they are all short. They concentrate on times tables, doubling and division.

The questions on times tables concentrate on the two, times, five times and ten times tables which children should know ‘off by heart’ by this stage. Question 2 is trickier as it needs to make use of the 2 times table to multiply by 20. The doubling questions look at doubling multiples of 5.

Question ten uses the term multiple which children should have come across this year, probably in terms of the answers to times tables i.e. the product of two whole numbers.

All the mental arithmetic sets of questions can be found in the Year 2 Calculating category.

Year 3 mental arithmetic_(sets 63 and 64)

More on multiplying by 2, 3, 5 and 10

I have had several requests for more pages for children to use who are beginning to learn the times tables, so here is another page which takes a quick look at multiplying by 2, 3, 5 and 10.

Children who know the times tables ‘off by heart’ will find this page easy and will fly through it in no time at all. Children who don’t know the times tables will find it much harder and will take much longer to complete it. This makes it an excellent quick short term assessment page.

There is no easy way to learn tables, just a lot of slog going over them again and again until they become known so well that they can be answered as quickly as answering your name. High expectations can push children to success and a times table (e.g. 3 times table) can be recited in full in less than 10 seconds, or even less than 7 seconds if it is really well known.

This page, and other similar pages, can be found in our Year 3 Calculating category, as well as in the four rulrs section of the site.

Multiplying by 2, 3, 5 and 10 (2)

Resource of the Week: addtion, subtraction, multiplication and division

Most of our calculating worksheets are found in the respective year groups under ‘Calculations’, but I have provided a considerable number of extra pages in the ‘Four Rules’ section of the site which is often overlooked by our browsers.

This section covers both mental and written methods of addition, subtraction, multiplication and division and is steadily increasing over the weeks. With over 100 worksheets already, it covers skills from Year 1 right up to Year 6; from adding a single digit up to long division and there are some very clear descriptions about how to tackle these tasks.

Siome of the most tricky concepts, including the standard methods of multiplication and division can be practiced at length and there are clear set by step guides on how to do them.

Why not go to our Four Rules category

Year 3 Mental Arithmetic: Sets 61 and 62

This weeks’ mental arithmetic for year 3 has a variety of questions ranging from odd and even numbers to number sequences.

The Primary Framework for Mathematics lays great emphasis on odd and even numbers and it is very useful to know the pattern of adding and subtracting odd and even numbers, especially when carrying out quick checks as to whether answers are correct or not.

Children should know that:

an even number plus an even number will give and even number

an even number plus an odd number will give an odd number

an odd number plus an odd number will give an even number.

The same pattern occurs with subtraction.

The term ‘multiple’ is also expected to be understood in year 3 and in this early stage it can be thought of as:

‘a number produced by multiplying a starting whole number by another whole number’. The answers to times tables are excellent examples of multiples.

Year 3 mental arithmetic: Sets 61 and 62

Year 4 maths worksheet: more on time

By the end of year 4 it is expected that most children will be confident with reading the time but this is not always the case and this worksheet is a follow up to one published in April. It looks at reading the time using a 12 hour clock.

The first set of questions looks at writing times in digits, using the convention of separating the hours and minutes by a colon.

The second set of questions looks at writing times in words. Of course we can often do this in more than one way, and this can be confusing for children. For example: ‘5:50 can be said as ‘five fifty’ or ‘ten to six’. Interestingly we generally do not use minutes to the next hour for any time before the half hour. It sounds rather strange to say ’40 minutes to six’, although this is technically correct.

A favourite type of question in the SAT Papers is to ask what time it will be a quarter or half an hour before/after a given time. The last set of questions gives a little practice with this.