Skip to 0 minutes and 7 secondsMICHAEL ANDERSON: That's all for this week. We've explored the inner workings of the best ten number system. We've seen how useful patterns in the times tables can be, and we've recognised the importance of factors and multiples, as well as seeing how prime numbers are the building blocks of the number system.
Skip to 0 minutes and 23 secondsPAULA KELLY: In week three we consider how we add, subtract, multiply, and divide numbers, and we also look at the order in which we perform these operations.
Skip to 0 minutes and 31 secondsMICHAEL ANDERSON: Remember to check out this week's accompanying worksheet of questions if you haven't already done so. We've also linked some further classroom based teaching resources at the bottom of this page. We'll see you next week.
Summary: multiples, factors and primes
During week two we gained a deeper understanding of how the base ten number system works.
Young students are required to learn their times tables. We have seen how study of the times tables reveal a variety of useful patterns which can lead to greater fluency in number. We recognised the links between factors of numbers and multiples of numbers.
Finally we explored a method to find the prime numbers, how to express numbers as a product of their prime factors and how this can help develop an efficient method of finding the highest common factor of two numbers and the lowest common multiple of two numbers.
In week three we consider how we add, subtract, multiply and divide numbers, look at the order in which we perform these operations and see how numbers can be expressed in different forms such as index form and standard form.
Weekly answers and reflection
As last week, note on your reflection grid (Word doc) if you have used any of these approaches with your students, or log your learning in the course.
Answers for the weekly problem sheet questions are available under the Downloads link at the bottom of this step. Review your answers and if you got some wrong, review the steps and try again.
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