Maths Year 1 Autumn Addition and Subtraction (B)

Day 1 Teaching
Use a washing line of numbers to 20 to model starting anywhere and counting on to add 1 or 2. Match this to a tower of cubes, e.g. 13 cubes, add 2 more and record: 13 + 2 =.
Group activities
-- Adding 1 and subtracting 1 from number cards and recording number sentences.
-- Finding 1 more and 1 less and demonstrating this on a number track.

Day 2 Teaching
Use a large beaded line to 20 and model how we can find 2 more/less than any number up to 20. Record the hops on the beaded line and have children do the same.
Group activities
-- Work out addition and subtraction number sentences by drawing hops on a beaded line.

Day 3 Teaching
Use a large 0–20 beaded line. Point at a number, e.g. 5. Demonstrate how to add 3. Make a matching tower of cubes. Model adding 3 more cubes, one at a time. Record 5 + 3 = 8. Repeat.
Group activities
Use the 'Red or Blue’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Add small numbers by counting on using a bead string.
-- Add 2 sets of numbers together using a beaded line.

Day 4 Teaching
Show a coat hanger with 2 pegs at 1 end and 7 pegs at the other. Point to the 2, and add the 7. Count on saying 3, 4, 5, … 9. That was a lot to count on! Turn the hanger round to show 7 and 2. Are there still the same number of pegs? Model how we hold the hanger either way round to make the adding easier, i.e. counting on the smaller number.
Group activities
-- Discuss and decide whether to stick or switch the addition number sentence.

• 1-20 washing line numbers
• 1-20 cards
• Cubes
• Pegged number line
• Number tracks
• 1-20 number track
• 0-20 beaded line
• Individual beaded lines
• Sets of numbers (see resources)
• Coat hanger, pegs
• Additions printed on card (see resources)
• Feely bag
• 20 bead strings

Day 1
Count on (pre-requisite skills)

Day 2
Add by counting on (pre-requisite skills)

Suggested for Day 3
Count to 20 (simmering skills)

Suggested for Day 4
Place value of teens numbers (simmering skills)

Day 1
Work out the missing number facts with 1 more and 1 less.

Day 2
Work out the missing number facts with 2 more and 2 less.

Day 3
Work out the number sentence to match the picture.
Draw the number sentence onto beaded lines.

Day 4
Discuss and work out whether to stick or switch the addition number sentences.

• Make a line of 13 cubes. How many will you have if you add 2 more? Write the answer before you add them!
• Sam built a tower of cubes. He took 1 off. His tower was 12 cubes tall. How tall was it before?
• Start at 5. Add 2.
  Add 2 to your answer.
  Keep going like this.
  Do you get to 20?
• Decide which order you would add each pair of cards. Write the addition.

Cards 1

Cards 2

Cards 3

In-depth Investigation: Red or Blue
Children explore number patterns when counting on or back 2, 3 and 4. They use two colours to represent even/odd numbers.

Under the Cup
Finding one more and one less than numbers from 1 to 10

Day 1 Teaching
Partition 10 into pairs by splitting pegs in different ways and writing the corresponding number sentences. How many pegs have been hidden? Cover different numbers of pegs. 10 pegs split into 8 and 2. What if we took away 2? Write the subtraction.
Group activities
Use the 'Square Tens’ in-depth problem-solving investigation below as today’s group activity.
Or use these activities:
-- Finding missing number bond numbers!

Day 2 Teaching
Number bonds to 10, partitioning fingers on hands to find and write the number bonds to 10.
Group activities
-- Number bond snap.

Day 3 Teaching
Number fans, holding up matching number bonds to 10. Play the game of matching the correct number bonds to make pairs to 10.
Group activities
-- Relating addition and subtraction number bonds to 10 and subtracting numbers rolled on a dice from 10.

Day 4 Teaching
Hold up 10 fingers and put 6 down. Say the matching number bonds to 10, e.g. 6 + 4=10. If I had 10 fingers and put 6 down how many would I have left? Relate addition and subtractions and record as subtraction, e.g. 10 - 6=4.
Partitioning 10 into 2 groups by splitting cubes. Discuss if they have all the combinations.
Group activities
-- Ladybird spot number bonds to 10 and then subtraction problems using number bonds to help.

• 5 pegs of one colour, 5 of another
• Coat hanger
• Cloth
• Cubes
• Number cards 1-10
• Number bond snap cards differentiated (see resources)
• 1-10 number fan
• Sets of dominoes
• 0–9 or 1-10 dice
• Ladybird templates (see resources)
• Play-dough

Suggested for Day 1
Ordering numbers to 100 (simmering skills)

Suggested for Day 2
One more/one less (simmering skills)

Day 3
Number bonds to 10 (pre-requisite skills)

Suggested for Day 4
Numbers to 100 (simmering skills)

Day 1
Draw pegs and coloured snakes to match additions.
Complete number bonds to 10.

Day 2
Match balloon number bonds to 10 and 20.

Day 3
Use number bonds to work out missing number on dice.

Day 4
Use number bonds to work out addition and subtraction.

• Write the number of blank bricks and the number of filled bricks in these diagrams, then write the matching additions:

Diagram 1

Diagram 2

Diagram 3

• Write the missing numbers.
  5 + ☐ = 10
  ☐ + 7 = 10
  10 – 4 = ☐
  2 + ☐ = 10
  10 – 1 = ☐
• Which is your favourite addition to 10? Why?

In-depth Investigation: Square Tens
Children find pairs of dominoes such that the total number of spots is 10.

Give Me Five
Partitioning 5; Selecting and reading the matching additions

Day 1 Teaching
Count to 100 using a 100-bead bar and emphasise multiples of 5. Show 30 beads. How many beads? How many will there be if I move 1 across? How about if I slide it back again? 30 is 1 less than 31.
Group activities
-- Use a large number square, children throw beanbag and find 1 more/1 less.

Day 2 Teaching
Count in 10s on a 1-100 grid. Stop at different numbers. What comes before/after that number? What do I get to if I add 1 more?
Group activities
Use the 'Next Domino’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Making 2-digit numbers from number cards. They find it on a number square and work 1more/1 less.
-- Make 2-digit numbers and write them on Post-it™ notes. Make a number line on a strip of paper and find 1 more/1 less than the numbers.

• 100 bead bar (with 10s tags)
• 100 square
• Floor number square & beanbags
• Dice with stickers labelled 1 more/1 less
• 0-9 number cards
• 1-100 grids
• 3 minute sand timer

Day 1
Count to 100 (pre-requisite)

Day 2
Count back from 100 (pre-requisite)

Day 1
Fill in missing numbers in sequences using a 100 grid to help.
Work out the missing numbers to make the statements correct.

Day 2
Find the numbers 1 more and 1 less and work out the numbers from the clues.

• Write 1 more than each of these numbers
  15, 51, 70, 17, 99
• True or False?
  (i) Adding 1 to a number ending in 6 always gives me a number ending in 8.
  (ii) A number ending in 9 is always 1 less than a number ending in 0.
  (iii) Adding 1 to a number always gives us an answer with 2 digits.
• Start with 85.
  Say the number 1 less.
  Say the number 1 less.
  Keep going until you say a number which does not begin ‘eighty….’
• Write the number one more than….
  12, 22, 32, 42
  One more than any number ending in 2 is a number ending in ☐
• Write the number one less than….
  12, 22, 32, 42
  One more than any number ending in 2 is a number ending in ☐

In-depth Investigation: Next Domino
Which comes next in each pattern of dominoes? Extend by creating your own domino sequences for children to complete, using larger numbers (not dots!). Next Domino from nrich.maths.org.

This unit has no separate Extra Support activities.