Maths Year 2 Spring More Addition and Subtraction

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are available to friends and School Subscribers. These bulk downloads are added value for Hamilton Friends and School Subscribers.

Unit 1 Find change (suggested as 2 days)

Objectives

Find change using money
Unit 5: ID# 2467

National Curriculum
Add/Sub (i) (ii) (iii) (v)
Meas (iii) (iv) (v)

Hamilton Objectives
27. Recognise/use symbols for pounds (£) and pence (p); combine amounts, find different combinations of coins that give the same amount.
28. Solve simple problems in a practical context; add and subtract pence and pounds, including finding and giving change.
15. Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images.

Teaching and Group Activities for Understanding

Day 1 Teaching
Display a pen priced 45p. Say you will buy this and pay with 50p. Use a 0–50 line to show how we can count up from 45p to 50p to find change. Show how we can cross out 0–45 and see what is left. Repeat with a sharpener costing 48p. Show that if you spent 2p, you would get 48p change. Repeat for 43p.
Group Activities
-- Find change from 50p when buying items that cost forty-something pence.
-- Find change from 10p.

Day 2 Teaching
Show a problem. Matthew had £17 and spent £15 on an art set. How much money has he left? Mark 17 on a 0–20 beaded line. Emphasise that Matthew spent £15, so cross out 0–15. Explain that he has 2 left. Show lines of 15 and 17 on ITP Difference to reinforce. Repeat with a spend of £14.
Group Activities
Use the in-depth problem-solving investigation ‘Combining Coins’ from NRICH as today’s group activity.
Or, use this activity:
-- Find the difference between two 2-digit numbers by counting up.
-- Decide whether to count up or back to find change in pounds.

You Will Need

  • Pen labelled with the price of 45p
  • Sharpener labelled 43p
  • 0–50p penny line (see resources)
  • ‘Finding change from 50p’ sheet (see resources)
  • Lines of 15 and 17 on ITP Difference (see resources)
  • Additional activity sheets (see resources)
  • 10–30 number cards

Mental/Oral Maths Starters

Day 1
Bonds to 10 (pre-requisite skills)

Day 2
Add to next 10 (pre-requisite skills)

Procedural Fluency

Day 1
Calculate and write subtraction sentences for change from 10p, 20p or 50p.

Day 2
Calculate how much pocket money is left by finding the difference; decide whether to count up or back to find a difference.

Mastery: Reasoning and Problem-Solving

  • Complete each sentence by writing the missing numbers.
    47p + ☐ = 50p
    ☐ + 39p = 50p
    50p = ☐ + 45p
  • Write the missing number in each bar diagram:
    Diagram 1

£18
£13?

Diagram 2

£21
?£17

Diagram 3

£19
£12?
  • Caitlyn has spent £15. She has £6 left. How much did she have to start with?

In-depth investigation: Combining Coins
Is it always possible to make a total using every number of coins between the minimum and the maximum possible numbers? Combining Coins (first activity) from nrich.maths.org.

Unit 2 Subtract by counting back (suggested as 2 days)

Objectives

Subtract 2-digit numbers by counting back
Unit 6: ID# 2477

National Curriculum
PV (vi)
Add/Sub (i) (ii) (iii)
Meas (iii) (iv) (v)

Hamilton Objectives
6. Use place value and number facts to solve problems.
11. Count back in ones or tens or use number facts to take away, e.g. 27 – 3 = or 54 – 20 =.
15. Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images.

Teaching and Group Activities for Understanding

Day 1 Teaching
Ask children how we could solve 65 – 24. Do we count back in ones? Draw out that we can count back 20, and then subtract 4. Say we use a number fact: 5 – 4. Repeat for 85 – 24. Draw on the landmarked line, and also as an empty number line jotting. Repeat for 85 – 30, 85 – 33, 77 – 33, 96 – 32.
Group Activities
-- Play a card game to subtract two 2-digit numbers and draw accurate empty number lines.
-- Subtract two 2-digit numbers: identify answers that will be less than 50.

Day 2 Teaching
Show 85p as 50p, three 10ps and a 5p coin. A banana is 33p. Move away three 10p coins and count back in 10s. Now we take away 3. What is 5 take away 3? Remove the 5p coin and replace with a 2p coin. Repeat with similar subtractions.
Group Activities
Use the in-depth problem-solving investigation ‘Build it Up’ from NRICH as today’s group activity.
Or, use this activity:
-- Find missing numbers in subtraction calculations.

You Will Need

  • 0 to 100 landmarked line (see resources)
  • Red and yellow cards to write on
  • Beads
  • ‘Subtracting 2-digit numbers by counting back on a beadstring’ sheets (see resources)
  • 0 to 100 beaded lines (see resources)
  • Blank cards to write on
  • Cubes
  • Coins – real and for display on the IWB
  • Sticky notes

Mental/Oral Maths Starters

Day 1
Using subtraction facts (pre-requisite skills)

Day 2
Using addition and subtraction facts (pre-requisite skills)

Procedural Fluency

Day 1
Subtract pairs of 2-digit numbers, recording jottings on beaded, landmarked or empty number lines.

Day 2
Solve and create subtraction word problems.

Mastery: Reasoning and Problem-Solving

  • Write the steps in this subtraction to help Zoe.
    56 – 34
    Count back in tens.
    56 ___ ____ ____
    Subtract 4 ____
    56 – 34 = ____
  • Mia has 69p, Tom has 88p and Padma has 37p.
    Each child spends 34p.
    How much does each have left?
  • Explain how you would subtract 55p from 98p.
    Complete this subtraction grid

4789
3455
26
  • Mark Jo’s homework. Write the correct answers.
    75 - 23 = 98
    86 - 32 = 55
    67 - 24 = 43
    64 - 42 = 20

In-depth Investigation: Built it Up
Can children find all the ways to get 15 at the top of a triangle of numbers? A good opportunity to explore the relationship between addition and subtraction. Build it Up from nrich.maths.org.

Extra Support

Spot the Pattern
Using number facts and patterns to subtract 1-digit numbers from 2-digit numbers, e.g. 6 - 3, 16 - 3, 26 - 3, 36 - 3... 96 - 3

Unit 3 Subtract by counting up; choose a strategy (suggested as 5 days)

Objectives

Subtract 2-digit numbers by counting up; choose a strategy
Unit 7: ID# 2503

National Curriculum:
Add/Sub (ii) (iii) (v)
Meas (iii) (iv) (v)

Hamilton Objectives
12. Begin to count up to find a difference between two numbers with a small gap, e.g. 42 – 38.
14. Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems.
15. Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images.

Teaching and Group Activities for Understanding

Day 1 Teaching
Say you have 52p and spend 47p. Mark 52p on a 0–£1 penny line. Explain: We can count up to find a difference. Mark on 47p, and cross out pennies up to 50p, then to 52p: 3p + 2p is 5p left. Repeat for £63 – £56, hopping £4 to £60, then another £3 to find the £7 difference.
Group Activities
-- Discover how much money is left by calculating differences using a penny line.
Day 2 Teaching
Show a toy frog and agree a name. Explain that maths Frog helps us subtract by hopping up the number line to find a difference. Model how Frog hops from 37 to 45 on the bead bar to solve 45 – 37. Repeat several times with other problems on beaded lines.
Group Activities
-- Calculate the difference between two 2-digit numbers by counting up with Math Frog.
-- Play ‘snatch the match’: subtract two 2-digit numbers by counting up with Maths Frog.

Day 3 Teaching
Write 53 - 47 on the board and read it as 53 subtract 47. Model counting back; then use Frog to find the difference. Compare the two strategies. Use Frog to solve 54 – 48, 23 – 17 and 65 – 54.
Group Activities
-- Solve subtractions using beaded, landmarked or empty number lines.
-- Suggest the subtraction by watching Maths Frog complete jumps on a bead bar.

Day 4 Teaching
Show how solve 62p – 47p using a 0–£1 penny line. Cross out up to 47p. Then demonstrate drawing 3 hops: 47 to 50, then 50 to 60 and 60 to 62. Write 85 – 68 and show how Maths Frog can help us count up. Repeat with 61 – 47 on a landmarked line.
Group Activities
Use the ‘Frog’s Busy Day’ in-depth problem-solving investigation below as today’s group activity.
Or, use this activity:
-- Solve subtractions of 2-digit numbers with answers greater than 10.

Day 5 Teaching
Discuss how we may want to solve 53p – 11p and 60p – 47p in different ways. The first can easily be done by counting back. The second may be more easily solved with maths frog. Repeat to choose a different strategy for 62 – 25 and 67 – 25.
Group Activities
-- Investigate an efficient method for subtracting (counting up or back).

You Will Need

  • 0–£1 penny lines and 0–£1 landmarked lines (see resources)
  • ‘How much money is left?’ sheet (see resources)
  • ‘Finding change’ sheet (see resources)
  • Coins
  • Pen with a price level of 59p, other items with price labels of 55p, 57p, 58p, 56p
  • Maths Frog (toy)
  • 100-bead bar
  • Additional activity sheets (see resources)
  • Dice (some 1–8 and some 1–6)
  • Counters
  • Whiteboards and pens

Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Day 2
Add to the next 10 (pre-requisite skills)

Day 3
Identify 2-digit numbers on a landmarked line (pre-requisite skills)

Suggested for Day 4
Count on and back in tens (simmering skills)

Suggested for Day 5
Telling time to the quarters (simmering skills)

Procedural Fluency

Day 1
Find how much money is left over when children buy a drink by finding the difference.

Day 2
Use Frog (counting up) to solve subtractions.

Day 3
Subtract 2-digit numbers by counting up.

Day 4
Use number lines to find the difference by counting up.

Day 5
Choose an efficient strategy to solve subtractions.

Mastery: Reasoning and Problem-Solving

  • Find the change from 50p if I spend 38p using a 0–50 penny line.
  • Draw Frog’s hops on a number line to show the difference between 43 and 36.
    Draw Frog’s hops on a number line to show 65 – 58.
  • Tell Frog how many hops he will need to do for each of these subtractions:
    a) 45 – 38
    b) 62 – 45
    c) 71 – 65
    d) 34 – 18
    Now use Maths Frog to help you solve each one.
    Were you right about the number of hops each time?
  • Explain which method you would choose to do each of these subtractions:
    47 – 24
    63 – 47
    74 – 64

In-depth Investigation: Frog's Busy Day
Children look for numbers which have a difference of 5 using Frog to help.