# N1/E2.7

Solve problems with and without a calculator, and interpret + - x and = in practical situations (a) Understand that +, - and x represent operations (b) Understand the order to enter a two-digit number (c) Understand the order to key in numbers and operators (d) Know how to clear the display and cancel a wrong entry

## Market Stall

Submitted by Ruth Read on Wed, 2013-02-13 15:20

#### Resource type: Assessment material, Investigation or project

I put this together to explore number calculations and word problems with a mixed group of adult learners, looking at estimating, ways of checking your calculations and ways of reversing calculations.

The learners really enjoyed discussing the idea of running a market stall (they worked in pairs) and came up with lots of ideas of things they could sell. I encouraged them to keep the number of items and the prices/costs simple – otherwise the maths got a bit out of hand!

## Mobile phone addition and subtraction

Submitted by Carrie Bray on Fri, 2011-03-25 10:25

#### Resource type: Worksheet or assignment

Addition and subtraction problem solving – ideal for, and fully mapped to, Entry 2 Functional Maths. Includes ideas for covering process skills.

## Choosing between addition & subtraction

Submitted by Janet Wilkins on Sun, 2009-08-23 16:25

#### Level: E2

Really helps learners make sense of problem solving and decide which operation to use. Includes a review of vocabulary, gap fill exercises and 11 practical problems that have to be cut out, sorted and solved. Mostly single step problems with 2-digit numbers.

## The Four Operations - mathematical vocabulary

Submitted by Paul Nixon on Sun, 2007-10-14 16:18

#### Level: E1, E2, E3

The Four Operations – mathematical vocabulary provides a great introduction to basic Entry Level number work. Matching activity and fill-in exercise.

## THOAN

Submitted by Fiona Campbell on Fri, 2007-01-05 16:19

#### Level: E1, E2, E3, L1, L2

THOAN (think of a number) makes a great starter and can be adapted for all levels.

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