# Core 4 Maths — C4.5 study guide

## Your daily routine

Read the question carefully, try it on paper, and enter your own answer into each labelled field. If you need help, use the hint or the worked example: its numbers are different from your question. Return to your own calculation rather than copying the example. Checking is local to this browser; a read-aloud Yes/No review records reflection, not assessed correctness.

## Monday — Halves and connected operations

Count equal fractional parts, including across a whole. Use equal-sharing bar models to connect division with finding a fraction of a quantity. Group a five-digit number by place value. Align hundreds, tens and ones for column work, and connect multiplication facts with their inverse divisions.

## Tuesday — Quarters and place value

Keep the denominator fixed as you count parts. A numerator can describe more than one whole. Count complete hundreds across the whole number rather than reading only one digit. Locate values on an equal scale by comparing the distance from an endpoint with the full interval.

## Wednesday — Eighths and reversed scales

Use the same-sized parts throughout your fraction pictures. Check the endpoint labels of a number line before placing any marks: this day's whole-number scale decreases to the right. Read columns by their positions, not by the order in which text happens to appear on the page.

## Thursday — Thirds and fact families

Share a quantity into equal groups before taking the required number of parts. Use the stated stopping point when listing multiples. Build a fact family with two multiplication sentences and two division sentences, following the row order requested.

## Friday — Fifths and review

Connect fraction counting to whole-number skip counting. Read number names in thousands, hundreds, tens and ones. Use the tens and ones parts of a number to calculate a larger multiplication or division, then check that those partial results recombine correctly.

## Methods to remember

For fraction pictures, draw equal-sized wholes and split each into the same number of equal parts. Count the total shaded parts across all wholes. Use `a/b` for a single fraction and a space for a mixed number such as `2 1/3` when that form is requested. Equivalent fractions describe the same amount.

For number names, write the thousands group first, then the remaining hundreds, tens and ones. For digit value, distinguish the digit itself from the value of its position. For ranks, compare the leftmost differing digit and keep each rank beside its original number.

For number-line marks, draw on paper and use proportional distances, not evenly spaced labels unless the numerical changes are equal. The online distance and interval-fraction fields describe those same positions mathematically.

For column calculations, line up like places and work from right to left. Enter each result-row digit in its own field. For scaling by ten, keep the decimal point fixed and move each digit to its new place; use zeros in empty numeric chart columns.

Keep table outputs separate. A basic fact, its tens version, the ones calculation and the final equation are different parts of the task. Use multiplication to check division and addition to check subtraction.

## About the checker

For Question 7, type the complete number name in words, not digits. The checker assesses the spelling and place-value groups. Capital letters, commas, hyphens and an optional grammatical `and` are accepted; a different number name is not. Use the different-number example to practise the naming method, then return to your own number.

The site bundles static lesson data and checks answers in your browser. It does not use accounts, a database or runtime AI, and bundled checking data is not secret from someone inspecting downloaded client files. Student support must never display the current question's working or answer key.