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# The number partner: go figure

TLF ID L105

This tutorial is suitable for use with a screen reader. It explains strategies for breaking up numbers into pairs of smaller numbers, eg 15 = 11 + 4. Work through examples of whole number pairs and sample questions. Apply these principles to solve additions or subtractions.

#### Educational details

Key learning objectives
• Students investigate breaking up numbers between 10 and 30 into pairs of smaller numbers.
• Students apply their knowledge of partitioning numbers to calculating sums mentally.
Educational value
• Provides explanations for how to find component pairs for two-digit numbers less than 30.
• Includes a tutorial that explains why it is easier to count on from the larger number of a number pair.
• Can be used with a screen reader.
Year level

3

Learning area
• mathematics
Strand
• Mathematics/Number and algebra
Concept
• Mathematics/Whole numbers
• Mathematics/Mental arithmetic
• Mathematics/Counting strategies
• Mathematics/Subtraction
• Mathematics/Number patterns
• Mathematics/Number relationships
Skill
• Analysis;
• Application;
• Comprehension;
• Knowledge
Student activity
• Interactives;
• Analysis;
• Experiment;
• Modelling
Learning design
• Independent learning;
• Experiential learning;
• Problem solving;
• Visual learning

#### Other details

Contributors
• Technical implementer
• Subject matter expert
• Publisher
• Date of contribution: 20 Sep 2013
• Organisation: Education Services Australia
• Address: Melbourne VIC 3000 Australia
• URL: http://www.esa.edu.au/
Access profile
• Device independence
• Hearing independence
• Visual independence
Learning resource type
• Interactive Resource
Browsers
• Microsoft Internet Explorer - minimum version: 8.0 (MS-Windows) - maximum version: 9.0 (MS-Windows)
• Firefox - minimum version: (MS-Windows)
• Safari - minimum version: 5.1 (MacOS)
Operating systems
• MacOS - minimum version: 10.6
• MS-Windows - minimum version: XP - maximum version: 7
Rights
• © Education Services Australia Ltd, 2013, except where indicated under Acknowledgements.