Short Blocks

Maths Year 1 Autumn Addition and Subtraction (A)

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 added value for Hamilton Friends and School Subscribers.

Unit 1 Adding by counting on (suggested as 4 days)

Objectives

Adding by counting on
Unit 1: ID# 1151

National Curriculum
Add/Sub (i) (iii)

Hamilton Objectives
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
11. Add small numbers by counting on.

Teaching and Group Activities for Understanding

Day 1 Teaching
Demonstrate how to add by counting on using a ‘bus’. Sit 5 soft toys on a table: They are on a bus. Let toys get on the bus and demonstrate how we count on to work out the total now on the bus.
Group activities
-- Showing 5 fingers and counting on to find total of fingers on the other hand.
-- Roll 2 spotty dice (one with 5 dots) and find the total by counting on.

Day 2 Teaching
Wave a hand. Five. Children do the same. Ask them to hold up 1 more finger. 5 and 1 more makes? Say 5 waving the hand, then 6 indicating the extra finger. Also model adding 2, 3, 4 and 5.
Group activities
-- Make a snake and add on cubes. Add the 2 colours together.
-- Add spots on dominoes and put them in order.

Day 3 Teaching
Draw 7 smiley faces on a picture of a bus. Allow 1, 2 or 3 people to get on and model adding by counting on. Also use frogs on a log.
Group activities
-- Roll 2 spotty dice and add on 1, 2 each time. Write the sentence.
-- Work out how many dogs are in the rescue centre by adding on and recording number sentence.

Day 4 Teaching
Show 5 beads on 20-bead bar. Children do same on their 20-bead strings. Roll a 1, 2, 3 dice. Model counting on that number, e.g. say 6, 7 as you slide beads across 1 at a time. Repeat.
Group activities
Use the 'Dotty Triangle Corners' in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Choose 5-10 on bead string and add on 1, 2 or 3 onto this number.

You Will Need

  • 5 soft toys
  • Pennies & tin
  • Addition cards (see resources)
  • 5 spot or 6 spot dice & 1-6 dice
  • Coloured cubes/multilink
  • Sets of dominoes
  • Large sheets of paper to draw buses on
  • 1, 2 spotty dice
  • 5 pictures of dogs (see resources)
  • 20-bead bar
  • Individual 1-20 bead strings
  • Dice with 1, 2 (3) written on

Mental/Oral Maths Starters

Day 1 Count on (pre-requisite skills)

Day 2 Count on (pre-requisite skills)

Suggested for Day 3 Pairs to 5 (simmering skills)

Suggested for Day 4
Recognise quantities (simmering skills)


Procedural Fluency

Day 1
Work out the total of 2 dice.

Day 2
Draw a picture to show the number sentence.
Work out totals of fingers.

Day 3
Work out how many people there are on the bus after it stops at a bus stop.

Day 4
Add number of beads on a bead string and write the matching number sentence.

Mastery: Reasoning and Problem-Solving

  • Draw 5 faces on a bus. Let 2 or 3 people get on. How many on the bus now? Write the addition.
  • What is 5 add 4?
  • Use the line below to help you complete these sums. Point at the first number and count on:
    5 + 3 = ☐
    6 + 1 = ☐
    4 + 4 = ☐
    7 + 2 = ☐
12345678910

  • 5 little frogs
    Sitting on a log
    On hop 3
    How many can there be?


In-depth Investigation: Dotty Triangle Corners
Children use trial and improvement to find different ways of making a given total by adding three numbers.

Extra Support

What's Next Norris?
Saying the next number after any number from 1 to 9

Room For One More!
Adding 1 to any number from 1 to 9, by saying the next number

Unit 2 Partitioning to create number bonds (suggested as 4 days)

Objectives

Partitioning to create number bonds
Unit 2: ID# 1163

National Curriculum
Add/Sub (i) (ii) (iv)

Hamilton Objectives
7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing.
8. Begin to know pairs which make 5, 6, 7, 8, 9 and 20.
12. Solve missing number problems and addition/subtraction problems in number stories.

Teaching and Group Activities for Understanding

Day 1 Teaching
Use 5 pegs on a hanger and a cloth. Hide some and ask how many are hidden. 3 and what make 5? Record the matching addition, e.g. 3 + 2 = 5. Hide different numbers of pegs and repeat.
Group activities
-- Make ‘snakes’ using 5 cubes in 2 colours.

Day 2 Teaching
Show 6 pegs on a hanger and split into 5 and 1. Record 5 + 1 = 6. Turn hanger round so it shows 1 + 5. Split 6 into other pairs and repeat. Then model subtraction by hiding pegs and writing 6 – 2 = ?
Group activities
Use the 'Domino Loop' in-depth problem-solving investigation below as today’s group activity.
Or, use these activties:
-- Solve the problem of how many eggs are missing.
-- Make pairs to 6 using egg boxes and play-dough eggs.

Day 3 Teaching
Use 2 colours of peg on a hanger to show the bonds to 7. Record these as additions, e.g. 3 + 4 = 7 and as subtractions, e.g. 7 – 4 = 3. Then ask children to use 7 fingers on 2 hands to show the bonds to 7.
Group activities
-- A challenge to make as many different ‘snakes’ as they can with 7 cubes.

Day 4 Teaching
Partition 10 pegs in 2 colours on a hanger and record the related additions.
Then hide some pegs and record missing number sentences. E.g. Hide 2 and write 8 + □ = 10. What number goes in the box?
Group activities
-- Finding all the number bonds to 10 and writing number sentences to match.

You Will Need

  • Pegs in 2 different colours
  • 2 coat hangers
  • Cloth
  • Coloured cubes
  • Addition cards (see resources)
  • Play-dough eggs or real eggs
  • Baskets (or pictures of eggs in baskets)
  • Long coloured strips of paper
  • Coloured pens
  • Post-it notes
  • Egg box
  • Play-dough

Mental/Oral Maths Starters

Day 1
Pairs to 5 (pre-requisite skills)

Day 2
Pairs to 6 (pre-requisite skills)

Suggested for Day 3
Recognise quantities (simmering skills)

Day 4
Pairs to 10 (pre-requisite skills)

Procedural Fluency

Day 1
Partition 5 biscuits onto the plates in different ways.

Day 2
Colour eggs in boxes and writing the matching addition and subtraction bond to 6.

Day 3
Work out number sentences of different coloured counters.
Make the dotty spots add to 7.

Day 4
Play 'Number Bonds to 10 Balloon Jumble'. Make pairs of balloons that add up to 10.

Mastery: Reasoning and Problem-Solving

  • Write the number of blank bricks in these diagrams, then write the matching additions.
    Diagram 1
6
////////

Diagram 2

7
////////

Diagram 3

5
////
  • The crocodile has 6 fish. He eats 4. How many are left?
  • The mouse has 5 bits of cheese. She finds 2 more. How many has she now?
  • Write all the different ways of making 7. e.g. 1 and 6. Make sure you have them all!
  • Fill in the missing numbers:
    5 + ☐ = 10
    7 + ☐ = 10
    2 + ☐ = 10


In-depth Investigation: Domino Loop
Children make loops of dominoes such that meeting ends have a given total number of spots.

Extra Support

Give Me 5
Partitioning 5
Selecting and reading the matching additions

Stick Sums
Finding pairs which make 10
Selecting and reading the matching additions

Unit 3 Subtraction: count back/take away (suggested as 5 days)

Objectives

Subtraction as taking away or counting back
Unit 3: ID# 1171

National Curriculum
Add/Sub (i) (iii)

Hamilton Objectives
10.Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
11. Add small numbers by counting on and subtract small numbers by counting back.
12. Solve addition/subtraction problems in number stories.

Teaching and Group Activities for Understanding

Day 1 Teaching
Draw faces on a bus on a w/b. Model how we subtract by counting back when 1 or 2 get off the bus. There are 7 on the bus and 2 get off. 7, 6, 5. We count back 2. Record 7 – 2 = 5. Repeat.
Group activities
-- Work out how many dogs are left in the rescue centre and how many people are left on the bus.

Day 2 Teaching
Show 5 red & 5 yellow pegs on a hanger. How many pegs? Children put up 10 fingers. Remove 1 peg. Children fold 1 finger. How many are left? What number sentence can we write? Repeat.
Group activities
Use the 'Spot the Difference' in-depth problem-solving investigation below as today’s group activity.
Or use these activities:
-- Make a tower of cubes and take away the number on the dice. Record the number sentence.

Day 3 Teaching
Show 5 beads on a 20-bead bar. Count on 2, saying 6, 7 as you slide beads. Children mimic on fingers. Record 5 + 2 = 7. How many if we take 2 beads away? Put the 2 beads back. Children fold 2 fingers. We are back where we started!
Group activities
-- Work out how much money is left when a child spends some and then earns some back.
-- Explore the relationship between adding and subtracting.

Day 4 Teaching
Count 5 cubes into a tin and ask how many. Drop another cube in. And now? Repeat. And now? Record addition. Take out 2 cubes, 1 by 1. How many now? Record subtraction. Repeat.
Group activities
Use the 'Spot the Difference' in-depth problem-solving investigation below as today’s group activity.
Or use these activities:
-- Game with towers of cubes. Taking away and adding numbers to see who can reach 10 or 0 cubes the first!

Day 5 Teaching
Show a word problem about dogs in a rescue centre. Model how to solve this using fingers or cubes. Write a matching calculation and repeat with other stories.
Group activities
-- Practical number stories using equipment to work them out and creating leaf posters to show the number sentences.

You Will Need

  • Picture of a bus drawn on large paper
  • Pictures of dogs (see resources).
  • Pictures of buses - differentiated (see resources).
  • Dice labelled with digits 1, 2.
  • 5 red pegs and 5 yellow pegs.
  • Coat hanger.
  • Number cards 1-5, 5-10 & 5-15.
  • Dice labelled with digits 2, 3.
  • 20-bead bar.
  • 20-bead strings.
  • 10 £1 coins.
  • Cubes.
  • Hat/tin
  • Large dice labelled +1, +2, +2, –1, –2 and –2.
  • Multilink & other counting resources.

Mental/Oral Maths Starters

Day 1
Count back (pre-requisite skills)

Suggested for Day 2
Counting (simmering skills)

Day 3
Count back 2 (pre-requisite skills)

Suggested for Day 4
Bonds to 5 (simmering skills)

Suggested for Day 5
Numbers to 20 (simmering skills)

Procedural Fluency

Day 1
How many frogs on the lily pads when some hop into the pond?
Work out the number of passengers on a bus.

Day 2
Challenge to work out how tall the tower is after cubes have fallen off.

Day 3
Use bead-bars to subtract. Draw beads to show the number sentence and work out the answer.

Day 4
Add or subtract the number of petals to find the total.

Day 5
Work out dog rescue story problems.

Mastery: Reasoning and Problem-Solving

  • Set up using small world play equipment.
    There are 7 ducks in the pond. If 2 get out, how many are left?
    Write a matching number sentence.
    If 3 more get in, how many ducks are on the pond?
    Write a matching number sentence.
    If 2 get out, how many are left on the pond?
    Write a matching number sentence.
  • Draw a number track from 1 to 10. Place your counter on a number. Write it. Now hop along 2. Where do you end up? Write the addition. Repeat.
12345678910
  • More challenging
    Write the missing numbers:
    7 – 3 = ☐
    5 + ☐ = 6
    ☐ + 2 = 5


In-depth Investigation: Spot the Difference
Children find dominoes where one side has one more spot than the other, and then where one side has two more spots than the other.

Extra Support

What's Before Beryl?
Saying the number before any number up to 6, then 10

Dig for Acorns
Subtracting 1 from any number from 2 to 6, and then from 2 to 10, by saying the number which comes before