Multi-Step Problem Solving
With teacher support, make sense of multi-step problems involving larger numbers or mixed operations by breaking them into parts, choosing strategies, and checking answers for reasonableness — children at this stage are developing the habit with guidance; independent strategy evaluation comes later
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“If your child gets an answer that seems way too big or too small for a maths problem, do they notice and go back to check, even without you pointing it out?”
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- Activity. With teacher support, make sense of multi-step problems involving larger numbers or mixed operations by breaking them into parts, choosing strategies, and checking answers for reasonableness — children at this stage are developing the habit with guidance; independent strategy evaluation comes later
What to notice. Break a two-step word problem within 1000 into sub-problems and solve each part • Estimate an answer before calculating to set a reasonableness benchmark • Check an answer using a different method or inverse operation and revise if needed
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If your child gets an answer that seems way too big or too small for a maths problem, do they notice and go back to check, even without you pointing it out?
With teacher support, make sense of multi-step problems involving larger numbers or mixed operations by breaking them into parts, choosing strategies, and checking answers for reasonableness — children at this stage are developing the habit with guidance; independent strategy evaluation comes later
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Check understanding
- Break a two-step word problem within 1000 into sub-problems and solve each part
- Estimate an answer before calculating to set a reasonableness benchmark
- Check an answer using a different method or inverse operation and revise if needed
“If your child gets an answer that seems way too big or too small for a maths problem, do they notice and go back to check, even without you pointing it out?”
Curriculum record
- Type
- Meta
- Subject
- Mathematics
- Domain
- Mathematical Thinking
- Age range
- Ages 7–8