# Core 4 Maths — C4.1 study guide

C4.1 connects counting, equal parts, place value and the four operations. Work on the selected day, use paper for drawings, enter your own answers and check them locally. A worked example uses different numbers to show a method; it is not the answer to your question.

## Your daily routine

Read the instruction before entering anything. Circle the starting number, the size of each jump and the stopping point. Work slowly enough to explain your method. Check one part at a time, and return to the drawing or number line if you need another try.

## Monday — halves and twos

Split every whole into equal halves. Count small parts across more than one whole when needed. Connect skip-counting with equal groups. For the place-value work, read the digit aloud and distinguish a digit from the value of its position.

## Tuesday — quarters and fours

Use equal quarter-parts in a bar model. To find a fraction of a collection, share the total into the denominator's number of equal groups before selecting parts. Draw matching equal groups for multiplication and division.

## Wednesday — eighths and eights

Keep all the small parts equal even when a drawing is divided finely. On number lines, pay attention to direction and to the distance between a starting and finishing number. Keep a multiples list separate from any calculation printed beside it.

## Thursday — thirds and threes

Think of each whole as equal thirds. Use the same multiplication facts to write the related division facts. For a missing subtraction number, find the distance travelled backwards rather than subtracting the blank.

## Friday — fifths and fives

Bring the week's methods together: equal parts, equal jumps and equal groups. Check your arithmetic by undoing it with the opposite operation. A careful drawing can explain why the calculation works.

## Methods to keep nearby

**Fraction models:** the denominator tells how many equal pieces make one whole. The numerator counts selected pieces. When counting, keep the piece size fixed and add another piece each time. Equivalent fractions name the same amount; follow any requested answer form.

**Place value:** read the number name, then locate the digit's position. A digit-times-place-value task has separate factor boxes; do not put the final product in every box. Count only complete groups when the question asks how many full hundreds or ones there are.

**Number names:** when asked to write a number in words, type its full English name in the single answer field. The checker checks the spelling directly; a numeral is not an accepted response. Capitalisation does not affect correctness. Use the different-number example to practise connecting the ones place to the spoken name and its letters.

**Ranking:** compare tens first, then ones. Keep each rank with the number it belongs to. The first rank means largest only when the instruction says so.

**Number lines:** read both endpoints before marking. Some lines decrease from left to right. For the digital position fields, compare the distance from the left endpoint with the full span and enter that fraction of the line. Keep spaces equal in your paper drawing.

**Addition and subtraction:** move forward to add and backward to subtract. Count jumps, not the starting point. Split a larger jump at a ten if it helps. Check by undoing the move.

**Multiplication and division:** draw separate equal groups. Multiplication counts the total; division shares it equally. Swapping factors keeps the product, and division reverses multiplication. Complete every box of a fact family separately.

Your read-aloud Yes/No response records a reflection rather than verified correctness. For drawings, the checker checks the associated numerical outcomes, not the artwork. Progress stays in this browser; there is no account or cross-device sync. This is a static learning resource, so bundled answer data is not technically secret from source inspection.