# Core 4 Maths — C4.3 study guide

Use one daily lesson at a time. Read each instruction, try the work on paper, then enter your own answers in the website. A worked example uses different numbers to show the method; it is not an answer to your question.

## Daily focus

| Day | Fraction work | Whole-number work |
| --- | --- | --- |
| Monday | Count halves; model fractions that pass a whole | Hundreds, comparing numbers, number-line jumps and groups of two |
| Tuesday | Count quarters; find fractions of a quantity | Hundreds, decreasing scales, addition/subtraction and groups of four |
| Wednesday | Count eighths and connect equal parts to sharing | Complete tens, comparing numbers, missing subtraction amounts and groups of eight |
| Thursday | Count thirds; use equal-part bars | Hundreds, number-line locations and groups of three |
| Friday | Count fifths; link fractional parts to quantities | Hundreds, number words, inverse operations and groups of five |

## Methods to practise

**Fractions and pictures.** The denominator tells you how many equal parts make one whole. Keep the parts the same size as you count. The numerator counts the parts selected. When the count passes one whole, use another picture. A fraction may have an equivalent unreduced form when you are counting parts; follow the requested answer form.

**Fractions of quantities.** Divide the whole quantity by the denominator to find one part. Multiply that share by the numerator to find the requested number of parts. Check your model by rebuilding the whole.

**Whole-number place value.** Use a hundreds–tens–ones chart. Read and write the hundreds first, then the remaining tens and ones. Complete tens or hundreds means full groups across the whole number, not merely the digit in that column. To find a digit’s value, keep the digit and its place value in separate boxes.

**Ordering and number lines.** Compare the hundreds, then the tens, then the ones. A decreasing scale has larger values on the left. Draw labels at proportional distances between the endpoints. Count equal intervals rather than counting the marks themselves.

**Addition and subtraction.** Split a number into hundreds, tens and ones. Use those parts as jumps on a number line. Addition moves right and subtraction moves left. For a missing subtraction amount, find the distance between the starting and finishing values. Check with the inverse operation.

**Multiplication and division.** Draw equal groups or count multiples. Keep sequence answers separate from any calculation underneath them. A fact family uses two factors and their product in two multiplication and two division sentences; use the requested box order.

## Using the checker

Type fractions as `a/b` and mixed numbers with a space between the whole and fraction parts. Enter each subpart in its own field. Read-aloud Yes/No responses record review, not verified correctness.

For number-in-words questions, type the complete English number name in the single answer field, not digits or just the scaffold blanks. The checker checks the spelling and number-name words. Capital letters, commas, hyphens and an optional grammatical “and” are accepted.

Drawings are completed on paper. The numeric fields can check quantities, interval counts and label order; they cannot assess drawing quality or proportional spacing. Ask a trusted adult to look over those parts. If an answer does not check, revisit the method before trying again.

Checking is local in the browser. The site is a static learning resource, not a service that keeps its bundled answer data secret.