Tidy Number Addition — Manifests
Progression 2 (Years 3–4) Number | Adding to 1 000 using tidy numbers/compensation with zoo delivery manifests.
Learning Intentions & Success Criteria
Te Mātaiaho: use place value to operate with whole numbers to 1 000
NZC L2–3: add/subtract using tidy numbers
Key idea: tidy then compensate
Ākonga are learning to:
- Use tidy numbers (round to 10/100) to add efficiently.
- Represent addition on open number lines and with PV splits.
- Compare tidy-number and standard algorithm approaches.
Success looks like:
- I can solve 398 + 27 by tidying to 400 then adjusting.
- I can show my steps on a number line and in an equation.
- I can explain why my strategy is efficient.
Teacher prompts
- “What is the nearest tidy number?”
- “What did you add, and what must you take away?”
- “How do you know your answer is reasonable?”
Kupu / Vocabulary
- tidy number / tau whakapai
- compensate / whakatika
- adjust / whakarite
- round / porowhita
- efficient / pai ake
- estimate / tata
🎥 Media Anchor (8 mins)
Video: Building Number Strategy Fluency
- Which strategy from the clip can you model with counters or number lines today?
- How will you explain your strategy choice to a partner using maths words?
Materials
- Open number line templates; base-10 for checks.
- Manifests cards (2–3 addends to 1 000).
- A5 Handout: Progression 2 core (addition) or generator “Addition to 1 000.”
Lesson Flow
Hook (5 mins)
- Manifest shows 398 kg pellets + 27 kg fruits; ask “How close to 400?”
Teach/Model (12 mins)
- Model 398 + 27: 398→400 (+2), remaining 25 = 425; show compensation as +2 -2.
- Model 246 + 178 with PV partition (200+100 etc.) and tidy rounding (250 + 174).
Guided Practice (15 mins)
- Station A: Tidy then adjust (near hundreds).
- Station B: PV split then add tens/ones; compare to tidy method.
- Station C: Reasonableness check: estimate then solve.
Independent/Extension (10–12 mins)
- Three problems; show tidy steps.
- Extension: choose best tidy target (10/100) and justify.
- Support: numbers < 500; scaffolded number line.
Exit Check (5 mins)
- Prompt: 286 + 59; show tidy steps and final answer.
Place-based options
- Hamilton Zoo manifests; Waikato restoration gear totals; tidy around 50/100.
Keep both visual (open line) and numeric (compensation) representations; emphasize efficiency and estimation check.
Differentiation & Support
Scaffolds
- Use tidy to nearest 10 only at first.
- Provide a compensation table: +2 means −2 after.
- Keep totals under 500 with open number line templates.
Extensions
- Choose the best tidy target (10 vs 100) and justify.
- Use tidy strategies for three addends.
- Explain when tidy strategies are not efficient.
Common Misconceptions
- Forgetting to compensate after tidying. Remedy: write + then − steps.
- Over-rounding and losing accuracy. Remedy: keep track of the exact adjustment.
- Confusing estimate with exact answer. Remedy: label estimate vs exact.
Assessment & Evidence
- Exit prompt accuracy and clarity of tidy steps.
- Observation: Are learners over-rounding or mis-adjusting?
Whānau Connection
- Send home a “tidy totals” challenge using shopping prices or sports scores.
- Invite whānau to share a real-world total they estimate and then check.
Handout Link
Use Progression 2 core handout (addition) or generator “Addition to 1 000,” 24–28 questions, mix of near-100 and general totals.
Curriculum alignment
- Number — Practices: - Rounding to the nearest 10 depends on the value of the ones place; a number line supports this.
- Measurement — Practices: - Rounding to the nearest 10 depends on the value of the ones place; a number line supports this.
- Statistics — Practices: - Rounding to the nearest 10 depends on the value of the ones place; a number line supports this.
- Algebra — Practices: - Rounding to the nearest 10 depends on the value of the ones place; a number line supports this.
- Geometry — Practices: - Rounding to the nearest 10 depends on the value of the ones place; a number line supports this.
Curriculum alignment
- Number and Algebra — Number Strategies: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.
- Number and Algebra — Patterns and Relationships: Generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many.
📋 Kaiako Planning Snapshot
Teacher planning support for this resource — learning intentions, success criteria, and inclusive practice guidance are summarised below.
Inclusion Guidance
- ESOL / ELL learners: Pre-teach key vocabulary (numeracy, number, tidy) using visual word walls or bilingual glossaries before the lesson. Reduce language load with diagrams and visual models. Partner-share and think-pair-share strategies encouraged.
- Neurodiverse learners / ADHD: Break the lesson into clear segments with visual checkpoints. UDL principle: offer ākonga a choice in how they demonstrate understanding (verbal, written, visual/drawn). Provide anchor charts or reference cards for numeracy number p2 l2 concepts throughout.
- Dyslexia: Provide audio-text alternatives for written materials. Use high-contrast fonts and generous line spacing. Allow voice recording as an alternative to written responses where possible.