Short Blocks

Maths Year 1 Spring 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 added value for Hamilton Friends and School Subscribers.

Unit 1 Number bonds to 8 and 9; doubles (suggested as 3 days)

Objectives

Number facts: bonds to 8 and 9 and doubles
Unit 1: ID# 1531

National Curriculum
Add/Sub (i) (ii)

Hamilton Objectives
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
8. Begin to know pairs which make 5, 6, 7, 8, 9.
12. Solve missing number problems and addition/ subtraction problems in number stories.

Teaching and Group Activities for Understanding

Day 1 Teaching
Write the number sentence 3 + ☐ = 8. Children discuss. Did they count on or use their fingers? Hold up a strip of 8 cubes and beneath it a strip of 3 cubes. How many more cubes to make 8? Fill in the number sentence 3 + 5 = 8. Repeat for other bonds to 8. Record the bonds to 8. Choose an addition; cover one number, ask children to find it.
Group Activities
-- Find the matching number to make 8.
-- Order number bonds to 8; find matching number bond partners.

Day 2 Teaching
Write 9 + 0, 3 + 6, 7 + 2, 4 + 5, 8 + 1 and show that these are all bonds to 9. Can we write them differently? Show that we can write addition either way round. 3 + 6 = 9 and 6 + 3 = 9. Rehearse using these bonds to write subtraction facts, e.g. 9 – 4 = 5.
Group Activities
-- Making number bonds to 9 with cubes in a feely bag.
-- Play a game creating number bond number sentences with a partner.

Day 3 Teaching
What is double 3? Explain that when we double a number we actually add it to itself, e.g. 4+4, 6+6 etc. Ask children to work in pairs to show doubles to 6 on their fingers.
Draw a 3 by 2 grid on IWB. Fill with numbers 1 to 6. Children copy and write doubles.
Group Activities
Use the investigation suggestions in ‘Double Trouble’ from NRICH for today’s group activity.
Or, use these activities:
-- Fish for doubles, collecting as many fish as they can.
-- Quick-fire game of doubles and halves.

You Will Need

  • Cubes and Post-it notes
  • ‘How many more to make 8’ cube bar model (see resources)
  • Number cards 0–8 and pieces of card
  • Mini-whiteboards and pens
  • Flipchart
  • Feely bag
  • Number cards 0–9 and counters
  • IWB
  • ‘Fish’ templates (see resources)
  • Box and beanbag

Procedural Fluency

Day 1
Draw missing cubes to work out number bonds to 8.

Day 2
Work out how many more candles each cake would need to have 9 candles in total.
Make 9 with cubes and write number sentences, including subtraction.

Day 3
Work out fish doubles and fill in the number sentences.

Mastery: Reasoning and Problem-Solving

  • Point at the first number and count on.
    5 + ☐ = 9
    6 + ☐ = 8
    ☐ + 6 = 9
    3 + ☐ = 8
    ☐ + 2 = 9
    1 + ☐ = 8
  • 9 frogs in the pond.
    3 hop out.
    How many now?
  • 8 beetles on a leaf.
    5 fly away.
    How many now?
  • Double 5 is ☐.
    Double ☐ is 8.
    Double 3 is ☐.
  • What do you have to do when you double?
    How do you know a number is a double?


In-depth Investigation: Double Trouble
Children create matching amounts and spot things which are the same. Double Trouble from nrich.maths.org.

Unit 2 Use facts and doubles to add 3 numbers (suggested as 2 days)

Objectives

Add 3 numbers using number facts and doubles
Unit 2: ID# 1543

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).
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.

Teaching and Group Activities for Understanding

Day 1 Teaching
Use dotty dice (i.e. with dots not numerals), asking children to add three numbers – two of which total to 10. Discourage counting on in ones. Encourage looking for pairs they know that make 10 and then add the remaining number.
Group Activities
Use the ‘Cross Sums’ in-depth problem-solving investigation below as today’s group activity.
Or use this activity:
-- Play a game of skittles, adding 3 numbers to find the total.

Day 2 Teaching
Shuffle 2 packs of 0–9 digit cards, and take these 3 cards: 4, 3 and 4. Choose a strategy to add these (double 4 first, then 8 count on 3). Repeat for other sets of 3 cards, e.g. 2, 3, 9. Discourage counting in ones. Encourage different strategies such as starting with the largest number.
Group Activities
-- Select three numbers from 1-9 digit cards and/or 1-6 dice; choose an efficient order to add them.
-- Roll three dotty dice; discuss an efficient strategy to find the total.

You Will Need

  • 1 – 6 dotty dice, digit cards and bead bar
  • Pre-prepared skittles and ball
  • 2 packs of 0–9 digit-cards
  • Number cards 1–9
  • 1–6 dice
  • 0–20/30 beaded lines (see resources)
  • Strips of paper and cubes

Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Day 2
Doubles (pre-requisite skills)

Procedural Fluency

Day 1
Add 3 numbers, spotting pairs to 10.
Choose 3 numbers to add together and explain why they would be easy to add.

Day 2
Add 3 dice numbers together, re-ordering to make the addition easier.

Mastery: Reasoning and Problem-Solving

  • Choose 3 numbers:
    [7] [3] [5] [4] [7] [6]
    Choose an efficient strategy to add them.
    Write the answer.
    Tell me why you added them in that order.
    Choose three more and do it again…

In-depth Investigation: Cross Sums
Children arrange numbers 1 to 5 on a cross to make the row and column have the same total.

Unit 3 Find 10 more/less than 2-digit number (suggested as 2 days)

Objectives

Finding 10 more and 10 less than a 2-digit number
Unit 3: ID# 1553

National Curriculum
Add/Sum (i) (iv)
PV (ii)

Hamilton Objectives
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
11. Add 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
Show 5 beads. Slide 10 beads along in one go. How many beads now? Repeat 8 times. Use a spider on a 1–100 grid to show counting on in 10s from 3. Explain that we move down the grid to count in 10s: 3, 13, 23, 33, 43 … The ones digit does not change. Count in 10s from different 1-digit numbers.
Group Activities
-- Use today’s Group Activity as this unit’s in-depth problem-solving investigation:
-- Investigate possible missing numbers in the number sentence: ☐ is 10 more than ☐.

Day 2 Teaching
Use a spider on the 1–100 grid to support counting back in 10s. Find 93 on the grid. What is 10 less than 93? Demonstrate that we can count back 10 by moving one space up the grid. Write subtraction: 93 – 10 = 83. Repeat for other numbers, including showing on a beaded line.
Group Activities
-- Throw a beanbag onto a 100 grid and find 10 less. Record as a number sentence.
-- Create a 2-digit number and find 10 less. Record as a number sentence.

You Will Need

  • Bead bar and plastic spider
  • 1–100 grid (see resources)
  • Tens catcher (if available)
  • Number cards 0–9
  • 0–100 beaded line (see resources)
  • ‘Adding ten’ writing frame (see resources)
  • Large floor-size 100 grid (if possible)
  • 1–100 grid, bean bag and counters
  • ‘Take away ten’ writing frame sheet (see resources)

Procedural Fluency

Day 1
Work out true/false statements and missing numbers.
Circle 10 more than the number in the star.

Day 2
Work out true/false statements about 10 less and fill in missing numbers.
Circle the number 10 less than the star.

Mastery: Reasoning and Problem-Solving

  • Spider is on the grid.
    He moves down one space.
    Write the number he lands on.
    [34] [76] [12]
    [__] [__] [__]
  • Complete each sequence:
    4, 14, 24, ___, ___, ___
    86, 76, ___, ___, ___, ___
  • Write the missing numbers:
    57 – 10 = ☐
    35 + ☐ = 45
    67 = ☐ + 10
    82 + 10 = ☐

In-depth Investigation
Use the Day 1 Group Activity as this unit’s in-depth problem-solving investigation.

Extra Support

More Spider Counting
Counting on in 10s from single-digit numbers

Unit 4 Relate adding/subtracting using facts (suggested as 3 days)

Objectives

Learn number facts, use these to relate addition and subtraction
Unit 4: ID# 1559

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

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).
9. Begin to be aware of unit patterns.
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.

Teaching and Group Activities for Understanding

Day 1 Teaching
Use a coat hanger with 5 pegs in one colour and 3 in another colour to show that 5 + 3 = 8. Turn it round to show that 3 + 5 = 8. Repeat with 7 and 1, 6 and 2, 5 and 3, then 4 and 4. Write 7 + □ = 8. What number should go in the box? How do you know?
Group Activities
-- Make snakes of 8 and 9 cubes in two colours and record as an addition.
-- Investigate how many cubes might be hidden in a tub if 9 were partitioned.

Day 2 Teaching
Children write the number facts to 8 on their whiteboards. Use pegs and a coat hanger to help children write related subtraction facts. Encourage children to understand that we can represent the relationship between 6, 2 and 8 using 4 different number sentences. Repeat for other numbers subtracted from 8.
Group Activities
-- Make snakes of 8 and 9 cubes in two colours and record as a subtraction.

Day 3 Teaching
Show children 6 socks (all different). How many socks if each had a matching pair? Ask children to use their doubles. We can use doubles to find answers to ‘near doubles’. Make a line of 5 socks, and another of 6 socks, where the first 5 match, but then there is one left over, so 5 + 6 = 5 + 5 + 1 = 10 +1 = 11. Repeat with other near doubles, using cubes to model.
Group Activities
Use the ‘Pyramid Sums’ in-depth problem-solving investigation below as today’s group activity.
Or use this activity:
-- Make towers of cubes with one more in one tower. Add as a near double.
-- Add combinations of numbers where adding near doubles could be used.

You Will Need

  • 5 pegs in one colour and 5 in another colour
  • Coat hanger, cloth and opaque tubs
  • Addition cards showing number bonds to 8 and cubes
  • Cubes or Numicon
  • Mini-whiteboards and pens
  • Cubes in two colours
  • Whiteboards or paper
  • 6 socks (all different)
  • Large sheets of paper

Mental/Oral Maths Starters

Suggested for Day 1
Pairs to 6, 7 and 10 (simmering skills)

Suggested for Day 2
Pairs to 6 (simmering skills)

Suggested for Day 3
Pairs to 7 (simmering skills)

Procedural Fluency

Day 1
Work out which number sentences are correct and which are not.

Day 2
Adding and subtracting cakes.
Use addition facts to add fish then use these facts to create subtraction number sentences.

Day 3
Adding doubles and near doubles.

Mastery: Reasoning and Problem-Solving

  • Write all the subtraction facts that begin 8 – ☐. You should be able to write nine different calculations!
  • Write three other number sentences I know if I am told that 5 + 6 = 11.
  • Choose two cards.
    [6] [5] [3] [4] [5] [4]
    Choose an efficient strategy to add them.
    Write the answer.
    Tell me what strategy you used.
    Choose three more and do it again…

In-depth Investigation: Pyramid Sums
Children place three numbers in the bottom row of an addition pyramid, investigating the totals found at the top.

Unit 5 Add and subtract 10, 20, 30 (suggested as 2 days)

Objectives

Add and subtract 10, and small multiples of 10 to/from numbers <100
Unit 5: ID# 1571

National Curriculum
Add/Sub (i) (iv)
PV (ii) count in tens

Hamilton Objectives
9. Begin to be aware of unit patterns.
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
12. Solve missing number problems and addition/subtraction problems in number stories.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show a 1–100 grid. Ask how Spider helps us add 10. Use Spider to help solve 20 + 20 as 20 + 10 + 10. Solve 60 + 20 and 40 + 20. Then solve 42 + 20. Explain that, just as when adding 20 before, the 10s change and the 1s do not. What about adding 30?
Group Activities
-- Choose 2-digit numbers and roll a dice to add 10, 20, or 30.
-- Pick a number on the grid and roll a dice to add up to six tens.

Day 2 Teaching
Show children the 1–100 grid. Point to 70. How do we find 10 less than 70? Remind children how Spider moves up the grid when counting back in 10s. Ask children to now find 20 less than 70. Repeat, starting with other 2-digit numbers, e.g. 89.
Group Activities
Use the ‘Spider’s Rainbow’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Create a 2-digit number and subtract tens on the number grid.
-- Make up a subtraction/addition tens number sentence and swap with a partner.

You Will Need

  • 1–100 grid on the Interactive Whiteboard and copies
  • Plastic spider and counters
  • 1–6 dice, mini-whiteboards and pens
  • Dice (stickered with two each of the numbers 10, 20 and 30)
  • Tens cards from 40–100

Mental/Oral Maths Starters

Day 1
Count in 10s from 10 (pre-requisite skills)

Day 2
Count on and back in 10s (pre-requisite skills)

Procedural Fluency

Day 1
Pick a number from the sheet and then an ‘add 10, 20, 30 or 40’ card.

Day 2
Pick a number from the sheet and then a ‘subtract 10, 20, 30 or 40 ‘card.

Mastery: Reasoning and Problem-Solving

  • True or false?
    34 + 20 = 43
    62 – 20 = 42
    Ten more than 55 is 66
    85 = 50 + 30
    84 – 20 = 68
    When you subtract a 10s number from a 2-digit number, both digits will change.
  • Write some true additions and subtractions to replace the ones which are false.

In-depth Investigation: Spider’s Rainbow
Children add and subtract multiples of 10 from/ to 2-digit numbers, colouring answers on a 100 square.